As Distance Education Comes of Age, the Challenge Is Keeping the Students.

By Sarah Carr. 2000

921 citations recorded by the source corpus.

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Citations in the corpus

Effectiveness of Fully Online Courses for College Students: Response to a Department of Education Meta-Analysis (2010, background): “Studies of community colleges typically report course withdrawal rates in the 20–30% range, with higher withdrawal rates for online courses (Beatty-Guenter, 2003; Carr, 2000; Chambers, 2002; Moore, Bartkovich, Fetzner, & Ison, 2003).”
Student barriers to online learning: A factor analytic study (2005, background): “…their past, present, or future online learning experiences, the students’ perceptions may contribute to such outcomes as higher dropout rates (Carr, 2000), low motivation of students to learn (Maltby & Whittle, 2000), and lower student satisfaction with the learning experience (Kenny,…”
Retaining the Online Learner: Profile of Students in an Online MBA Program and Implications for Teaching Them (2004, background): “Additional costs come from the higher drop rate for online courses compared with traditional courses (Carr, 2000).”
A Comprehensive Look at Distance Education in the K–12 Context (2006, background): “The researchers concluded, “As distance education is currently practiced, educators and other stakeholders can reasonably expect learning in a well-designed distance education environment to be equivalent to learning in a well-designed classroom environment” (Cavanaugh et al., 2004, p. 20). In addit”
Comparing the Effectiveness of Classroom and Online Learning: Teaching Research Methods (2013, background): “Carr (2000) reported dropout rates as high as 80% in online classes and suggested a rule of thumb that course completion rates are often 10 to 20% higher in traditional courses.”
Dropout prediction in e-learning courses through the combination of machine learning techniques (2009, background): “Despite the fact that they appeal to a great number of students, web-based courses demonstrate higher dropout rates than traditional education courses, often surpassing the latter by a 10-20% rate as reported by Carr (2000) and Diaz (2002).”
COVID-19 and E-Learning: the Challenges of Students in Tertiary Institutions (2020, background): “Carr (2000) was of the view that student perception about on-line learning has been negative due to past experiences resulting in high dropouts and low motivation of learner (Maltby & Whittle, 2000).”
Impact of podcasting on student motivation in the online learning environment (2010, background): “B 0360-1315/$ e see front matter 2010 Elsevier Ltd. doi:10.1016/j.compedu.2010.03.004 a b s t r a c t Researchers investigated the impact of podcasting on student motivation in the online environment during fall 2008 and spring 2009.”
Motivation in online learning: Testing a model of self-determination theory (2010, background): “As high attrition rates – a negative indicator of motivation – becomes a pressing issue of online learning and a major concern of online educators (Carr, 2000; Clark, 2003), it is ll rights reserved. ax: +886 2 8773 2903.”
Student Attrition in Mathematics E-Learning (2005, background): “Previous studies of attrition in e-learning focused on issues such as student demographics (Morgan & Tam, 1999; Carr, 2000), personal characteristics (self starters, self disciplined, familiar with e-learning, etc) (Roblyer, 1999; Wade, 1999) and experience of online instructors (Carr, 2000).”
An Exploration Into the Importance of a Sense of Belonging for Online Learners (2020, background): “However, for many learners, the online space may be alien, even threatening (Thomas, 2012), resulting in high attrition rates and lower than expected learner attainment compared with campus-based learners (Carr, 2000).”
The Effect of Peer Collaboration and Collaborative Learning on Self-Efficacy and Persistence in a Learner-Paced Continuous Intake Model (2008, background): “Drop out in distance education courses is not only an issue in Quebec, but one that distance educators face around the world (Carr, 2000; Elliot, Friedman, & Briller, 2005).”
A review of online course dropout research: implications for practice and future research (2011, background): “However, although online learning has gained immense popularity and attention, recent studies indicate online courses have significantly higher student dropout rates than conventional courses (Carr 2000; Levy 2007; Tello 2007).”
Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks (2002, background): “Persistence in distance education programs can be significantly lower than that of traditional face-to-face programs (Bernard & Amundsen, 1989; Carr, 2000).”
Coursera's Introductory Human Physiology Course: Factors That Characterize Successful Completion of a MOOC. (2015, background): “Students in online university courses have higher attrition rates compared to face-to-face courses (Carr, 2000; Xu, 2014; Xu, 2011).”
Factors influencing faculty satisfaction with online teaching and learning in higher education (2009, background): “Perceptions about their learning experiences can influence students in their decision to continue with the course (Carr, 2000) and impact levels of satisfaction with overall online learning experiences (Kenny, 2003).”
Performance Gaps between Online and Face-to-Face Courses: Differences across Types of Students and Academic Subject Areas (2014, background): “…& Jaggars, 2010), community colleges often observe markedly lower persistence rates and course grades in online courses (e.g., Beatty-guenter, 2003; carr, 2000; chambers, 2002; cox, 2006; kaupp, 2012; moore, Bartkovich, Fetzner, & ison, 2003). large-scale studies of two community college systems…”