![]() ![]() The Review of Higher Education 20(3):239–251 Doctoral education: The short-term crisis vs. Computer conferencing: The post-industrial age of distance education. Dissertation Abstracts International 54:4001 Persistence of doctoral candidates in the college of education, University of Missouri-Columbia (Missouri) (Doctoral dissertation, University of Missouri, Columbia, 1993). Fachbibliothek-Verlag, Bueren, Germanyįrasier E. Lifelong learning in the information age: Organizing net-based learning and teaching systems. The Journal of Higher Education 72(3):341–367įinke W. Departmental factors affecting time-to-degree and completion rates of doctoral students at one land-grant research institution. Hampton Press, Cresskill, NJįerrer de Valero Y. Alone but together: Adult distance study through computer conferencing. Unpublished doctoral dissertation, Nova Southeastern University, Fort Lauderdale, Florida. Comparison of student characteristics, and evaluation of student success, in an online health education course. Journal of Asynchronous Learning Networks 5(1):12–34ĭiaz, D. Sage Publications, Thousand Oaks, CA, pp 209–240Ĭurtis D. (eds) Handbook on mixed methods in the behavioral and social sciences. Determining validity in qualitative inquiry. Merrill/Pearson Education, Upper Saddle River, NJĬreswell J. Educational research: Planning, conducting, and evaluating quantitative and qualitative approaches to research (2nd ed). Sage Publications, Thousand Oaks, CAĬreswell J. Qualitative inquiry and research design: Choosing among five traditions. The McGraw-Hill Companies, Inc, New York, NYĬreswell J. The McGraw-Hill handbook of distance learning. Journal of College Student Development 31:375–376Ĭhute A. Thesis and dissertation support groups: A unique service for graduate students. The Chronicle of Higher Education, 23, A1. As distance education comes of age, the challenge is keeping the students. Journal of Asynchronous Learning Networks 5(2):18–35Ĭarr, S. The process of community-building in distance learning classes. Dissertation Abstracts International 53:2203īrown R. The adult professional as graduate student: A case study in recruitment, persistence, and perceived quality (Doctoral dissertation, Northern Illinois University, 1992). Princeton University Press, Princeton, NJīrien S. The American Journal of Distance Education 9 (1):60–71īowen W. Factors underlying distance learner satisfaction with televised college-level courses. Computer mediated communication and the online classroom: Overview and perspectives, 1. Jossey-Bass, San Francisco CA, pp 147–169īerge Z. (eds) The strategic management of college enrollments. Why students leave: Insights from research. Research in Higher Education 12:155–187īean J. Dropouts and turnover: The synthesis and test of a causal model of student attrition. Dissertation Abstracts International, 58:2096īean J. Pursuing the Ph.D.: Importance of structure, goal-setting and advising practices in the completion of the doctoral dissertation (Doctoral dissertation, University of California, Los Angeles, 1997). Paper presented at the annual meeting of the Association for the Study of Higher Education, San Antonio, TX. Doctoral student attrition and persistence: A meta-synthesis of research. The Journal of Higher Education 73(1):94–122īair, C. Preparing the next generation of faculty: Graduate school as socialization to the academic career. Atwood Publishing, Madison, WI, pp 97–112Īustin A. (eds) Distance learners in higher education: Institutional response for quality outcomes. Learning in a networked world: New roles and responsibilities. Implications and recommendations for policy makers are provided.Īnderson D., Garrison D. The quantitative and qualitative findings from the two phases of the study are discussed with reference to prior research. In the qualitative follow up multiple case study analysis four major themes emerged: (1) quality of academic experiences (2) online learning environment (3) support and assistance and (4) student self-motivation. In the first, quantitative, phase, five external and internal to the program factors were found to be predictors to students’ persistence in the program: “program”, “online learning environment”, “student support services”, “faculty”, and “self-motivation”. The purpose of this mixed methods sequential explanatory study was to identify factors contributing to students’ persistence in the University of Nebraska-Lincoln Distributed Doctoral Program in Educational Leadership in Higher Education by obtaining quantitative results from surveying 278 current and former students and then following up with four purposefully selected typical respondents to explore those results in more depth. ![]()
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