The Impact of Self-Directedness on the Academic Success and Persistence of Postsecondary Online Learners
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| Title: | The Impact of Self-Directedness on the Academic Success and Persistence of Postsecondary Online Learners |
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| Language: | English |
| Authors: | Tainsh, Ryan D. (ORCID |
| Source: | International Journal of Research in Education and Science. 2023 9(1):92-108. |
| Availability: | International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Academic Achievement, Academic Persistence, Electronic Learning, Independent Study, Online Courses, Private Colleges, College Readiness, Individual Differences, Measures (Individuals), Grade Point Average, Undergraduate Students, Predictor Variables |
| ISSN: | 2148-9955 |
| Abstract: | Despite similarities between self-directed learners and successful postsecondary online learners, infrequently has self-directedness been examined in this population. Understanding the impact of self-directedness on online learner academic success and persistence may clarify the profile of a successful online student. Independent samples t-tests noted significantly lower PRO-SDLS total scores among learners that had withdrawn from an online course than among those who had not (t [184] = 2.66, p < 0.05) and significantly higher PRO-SDLS initiative scores among exclusively online learners than among residential online learners (t [187] = 2.32, p < 0.05). These findings, gathered from 189 online learners at a large, private university, may inform the development of effective online learner readiness assessments, targeted advisement strategies, and thoughtfully designed postsecondary online courses. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1379234 |
| Database: | ERIC |
| Abstract: | Despite similarities between self-directed learners and successful postsecondary online learners, infrequently has self-directedness been examined in this population. Understanding the impact of self-directedness on online learner academic success and persistence may clarify the profile of a successful online student. Independent samples t-tests noted significantly lower PRO-SDLS total scores among learners that had withdrawn from an online course than among those who had not (t [184] = 2.66, p < 0.05) and significantly higher PRO-SDLS initiative scores among exclusively online learners than among residential online learners (t [187] = 2.32, p < 0.05). These findings, gathered from 189 online learners at a large, private university, may inform the development of effective online learner readiness assessments, targeted advisement strategies, and thoughtfully designed postsecondary online courses. |
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| ISSN: | 2148-9955 |
