Engaging Learner Attribute Research in Dialogue with Classroom Practice: Predictors of Success in the Accelerated, Online Classroom

dc.creator	B. Jean Mandernach
dc.creator	Emily Donnelli
dc.creator	Amber Dailey-Hebert
dc.date	2006-07-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:21:27Z
dc.date.available	2015-08-12T11:21:27Z
dc.identifier	1547-500X
dc.identifier	https://doaj.org/article/8f558742048e4e2f82d47646e57d86dd
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/28948
dc.description	Research examining student success in online education has focused extensively on internal learner attributes with little emphasis on external, controllable factors that may mediate a student’s ability to perform within the distinctive environment of the virtual classroom. The purpose of this study is to balance student characteristic research with external, direct data from the perspective of online instructors in order to provide a practice-oriented understanding of the unique factors predictive of student success in accelerated, online courses. Experienced online educators were surveyed to identify practical skills, strategies or factors most likely to lead to success for students enrolled in online courses. A content-analysis of open-ended responses revealed 23 relevant factors that clustered into six broad themes. Within these themes, four issues emerge as the most predictive of online learner success: time, technology, initiative, and competence. Discussion examines the practical, deliberate application of this information to facilitate students’ successful completion of online courses.
dc.language	English
dc.publisher	Matthew Elbeck
dc.relation	http://www.thejeo.com/Volume3Number2/MandernachFinal.pdf
dc.relation	https://doaj.org/toc/1547-500X
dc.rights	CC BY
dc.source	Journal of Educators Online, Vol 3, Iss 2 (2006)
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Engaging Learner Attribute Research in Dialogue with Classroom Practice: Predictors of Success in the Accelerated, Online Classroom
dc.type	article