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Factors Associated With Student Persistence in an Online Program of Study: A Review of the Literature
6 references·16 citing·50 second hop
Factors Associated With Student Persistence in an Online Program of Study: A Review of the Literature (2012)Factors Associated With Student Persisten…Factors Influencing Adult Learners' Decision to Drop Out or Persist in Online Learning (2009)Factors Influencing Adult Lea…Staying the course: online education in the United States, 2008 (2008)Staying the course: online ed…Comparing dropouts and persistence in e-learning courses (2005)Comparing dropouts and persis…Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. (1994)Role of self-efficacy and sel…Development and use of the ARCS model of instructional design (1987)Development and use of the AR…Generalized expectancies for internal versus external control of reinforcement. (1966)Generalized expectancies for …Why do open and distance education students drop out? Views from various stakeholders (2022)Why do open and distance educ…Experiences of nursing students under the unprecedented abrupt online learning format forced by the national curfew due to COVID-19: A qualitative research study (2021)Experiences of nursing studen…Evaluating the effectiveness of blended learning using the ARCS model (2021)Evaluating the effectiveness …Contribution of Perceived Social Support (Peer, Family, and Teacher) to Academic Resilience during COVID-19 (2021)Contribution of Perceived Soc…A high-impact practice for online students: the use of a first-semester seminar course to promote self-regulation, self-direction, online learning self-efficacy (2021)A high-impact practice for on…Factors Affecting Students’ Preferences for Online and Blended Learning: Motivational vs. Cognitive (2020)Factors Affecting Students’ P…Reexamining the impact of self-determination theory on learning outcomes in the online learning environment (2019)Reexamining the impact of sel…Use of the ARCS model in education: A literature review (2018)Use of the ARCS model in educ…Does Inducing Students to Schedule Lecture Watching in Online Classes Improve Their Academic Performance? An Experimental Analysis of a Time Management Intervention (2018)Does Inducing Students to Sch…Adaptability, engagement, and degree completion: a longitudinal investigation of university students (2018)Adaptability, engagement, and…The Importance of Motivation in Online Learning (2016)The Importance of Motivation …Students' Perceptions of Teaching and Social Presence (2015)Students' Perceptions of Teac…Balancing pedagogy, student readiness and accessibility: A case study in collaborative online course development (2015)Balancing pedagogy, student r…Sociodemographic Diversity and Distance Education: Who Drops Out from Academic Programs and Why? (2014)Sociodemographic Diversity an…Patterns of Student Enrolment and Attrition in Australian Open Access Online Education: A Preliminary Case Study (2014)Patterns of Student Enrolment…Increase Online Student Retention with Universal Design for Learning (2014)Increase Online Student Reten…Social Foundations of Thought and Action : A Social Cognitive Theory (1985)A social-cognitive approach to motivation and personality. (1988)Motivational and self-regulated learning components of classroom academic performance. (1990)Social cognitive theory of gender development and differentiation. (1999)Social Cognitive Theory in Cultural Context (2002)Cross-national patterns of gender differences in mathematics: A meta-analysis. (2010)Experience and Education. (1938)Experience and Education (1986)Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education (1999)Sense of connection, identity and academic success in distance education: sociologically exploring online learning environments (2018)Need satisfaction and need dissatisfaction: A comparative study of online and face-to-face learning contexts (2019)Examining Students’ Confidence to Learn Online, Self-Regulation Skills and Perceptions of Satisfaction and Usefulness of Online Classes (2020)Statistical principles in experimental design. (1962)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Designing effective instruction (2004)Emotional design in multimedia learning. (2011)Dropout from Higher Education: A Theoretical Synthesis of Recent Research (1975)Survey Research Methods. (1985)Multi-dimensional students’ evaluation of e-learning systems in the higher education context: An empirical investigation (2009)Retention in Online Courses (2016)E-learning success determinants: Brazilian empirical study (2017)The achievement motive (1953)Motives in fantasy, action, and society (1958)The theory of planned behavior (1991)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)The Theory of the Leisure Class (2009)A Conceptual Model of Nontraditional Undergraduate Student Attrition (1985)Leaving College: Rethinking the Causes and Cures of Student Attrition. Second Edition. (1993)A review of predictive factors of student success in and satisfaction with online learning (2015)Blended learning effectiveness: the relationship between student characteristics, design features and outcomes (2017)To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course (2017)Mind in Society: The Development of Higher Psychological Processes (1978)Self-Efficacy: The Exercise of Control (1999)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)Correlation between the Practical Aspect of the Course and the E-Learning Progress (2019)Effect of animated and interactive video variations on learners' motivation in distance Education (2021)Supporting students’ intrinsic motivation for online learning tasks: The effect of need-supportive task instructions on motivation, self-assessment, and task performance (2022)A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. (2003)Design-Based Research: An Emerging Paradigm for Educational Inquiry (2003)Three Approaches to Qualitative Content Analysis (2005)Game-based learning and students’ motivation in project management education (2022)The impact of applying challenge-based gamification program on students’ learning outcomes: Academic achievement, motivation and flow (2023)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Impact of Synchronous and Asynchronous Settings of Online Teaching and Learning in Higher Education on Students’ Learning Experience During COVID-19 (2021)Motivating Online Learning: The Challenges of COVID-19 and Beyond (2021)Student engagement in K-12 online learning amid COVID-19: A qualitative approach from a self-determination theory perspective (2021)Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online (2009)Towards Best Practices in Online Learning and Teaching in Higher Education (2010)A predictive study of student satisfaction in online education programs (2013)
this work references cited by second hop

References

  • 1966Generalized expectancies for internal versus external control of reinforcement.21,937 cited
  • 1987Development and use of the ARCS model of instructional design2,332 cited
  • 1994Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis.1,872 cited
  • 2009Factors Influencing Adult Learners' Decision to Drop Out or Persist in Online Learning781 cited
  • 2008Staying the course: online education in the United States, 2008745 cited
  • 2005Comparing dropouts and persistence in e-learning courses700 cited

Cited by

  • 2019Reexamining the impact of self-determination theory on learning outcomes in the online learning environment349 cited
  • 2018Use of the ARCS model in education: A literature review294 cited
  • 2015Students' Perceptions of Teaching and Social Presence193 cited
  • 2016The Importance of Motivation in Online Learning166 cited
  • 2021Experiences of nursing students under the unprecedented abrupt online learning format forced by the national curfew due to COVID-19: A qualitative research study138 cited
  • 2021Evaluating the effectiveness of blended learning using the ARCS model132 cited
  • 2014Sociodemographic Diversity and Distance Education: Who Drops Out from Academic Programs and Why?124 cited
  • 2015Balancing pedagogy, student readiness and accessibility: A case study in collaborative online course development

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120 cited
  • 2020Factors Affecting Students’ Preferences for Online and Blended Learning: Motivational vs. Cognitive112 cited
  • 2018Adaptability, engagement, and degree completion: a longitudinal investigation of university students89 cited
  • 2014Patterns of Student Enrolment and Attrition in Australian Open Access Online Education: A Preliminary Case Study85 cited
  • 2014Increase Online Student Retention with Universal Design for Learning79 cited
  • 2021Contribution of Perceived Social Support (Peer, Family, and Teacher) to Academic Resilience during COVID-1978 cited
  • 2021A high-impact practice for online students: the use of a first-semester seminar course to promote self-regulation, self-direction, online learning self-efficacy78 cited
  • 2022Why do open and distance education students drop out? Views from various stakeholders77 cited
  • 2018Does Inducing Students to Schedule Lecture Watching in Online Classes Improve Their Academic Performance? An Experimental Analysis of a Time Management Intervention76 cited