Factors Influencing Adult Learners' Decision to Drop Out or Persist in Online Learning

By Ji-hye Park, Hee Jun Choi. J. Educ. Technol. Soc., 2009

862 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/98879283a7cdac538f8ed90ad12d34d42d2ad2bd

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Citations in the corpus

Understanding the massive open online course (MOOC) student experience: An examination of attitudes, motivations, and barriers (2017, background): “Park and Choi have noted that “external factors such as organizational supports, financial problems, and time constraints have been known to be crucial obstacles to adults’ participation in learning” (Park & Choi, 2009, p. 215).”
A review of predictive factors of student success in and satisfaction with online learning (2015, background): “…Johnson, and Shaik 2002; Ke and Xie, 2009; Muilenberg and Berge 2005; Ruey 2010), relevant, that is, application based with practical significance (Park and Choi 2009; Ruey 2010), and instructor facilitated in terms of interactions/feedback (Eom, Wen, and Ashill 2006; Muilenberg and Berge 2005;…”
Blended learning effectiveness: the relationship between student characteristics, design features and outcomes (2017, background): “Research shows that the failure of learners to continue their online education in some cases has been due to family support or increased workload leading to learner dropout (Park & Choi, 2009) as well as little time for study.”
Older, online and first: Recommendations for retention and success (2019, background): “One example of this is learning design that “links university study to the workplace more effectively” (Downing, 2015, p. vi), which in turn can engender greater support from the workplace, which is known to be positively correlated with online student persistence (Park & Choi, 2009).”
Factors Associated With Student Persistence in an Online Program of Study: A Review of the Literature (2012, methodology): “Park & Choi, 2009 Factors influencing adult learners' decision to drop out or persist in online learning 1.”
Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation (2020, background): “…factor in online learning environments, and students lose interest and motivation when they find the assigned tasks are not relevant to their learning and to their own lives, which may lead to them failing or dropping courses (Park & Choi, 2009), which this study’s participants also indicated.”
Family Emotional Support, Positive Psychological Capital and Job Satisfaction Among Chinese White-Collar Workers (2015, background): “Serving as external factors, social support from family, friends, coworkers, and supervisors influences job satisfaction at the microsystemic level, with greater social support leading to higher job satisfaction (Park and Choi 2009; Bakker et al. 2006; Baruch-Feldman et al. 2002).”