The analysis of Iranian students' persistence in online education

In the following research, the relationship between instructional interaction and student persistence in e-learning has been analyzed. In order to conduct a descriptive- analytic survey, 744 undergraduate e-students were selected by stratified random sampling method to examine not only the frequenc...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Mahdi Mahmodi, Issa Ebrahimzade
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2015
Materias:	e-learning instructional interaction synchronous communication asynchronous communication persistence Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/4dd20b2b375e4f23b2fbb4f24007189a
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:4dd20b2b375e4f23b2fbb4f24007189a
record_format	dspace
spelling	oai:doaj.org-article:4dd20b2b375e4f23b2fbb4f24007189a2021-12-02T19:20:43ZThe analysis of Iranian students' persistence in online education10.19173/irrodl.v16i1.19821492-3831https://doaj.org/article/4dd20b2b375e4f23b2fbb4f24007189a2015-01-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1982https://doaj.org/toc/1492-3831 In the following research, the relationship between instructional interaction and student persistence in e-learning has been analyzed. In order to conduct a descriptive- analytic survey, 744 undergraduate e-students were selected by stratified random sampling method to examine not only the frequency and the methods of establishing an instructional interaction, but also the barriers to the student persistence in e-learning. The research findings confirmed the relationship between the instructors’ and the students’ application of two interaction methods including the discussion forum and email (asynchronous method), as well as the relationship between the frequency of instructional interaction and the student persistence in e-learning. According to the findings, family and job commitment, loss of instructional motivation and economic problems constitute the most important barriers to the student persistence in e-learning. The research results can help reduce one of the primary concerns of online learning, that is the student persistence rate, if they would be implemented in various instructional systems such as higher instructional system, for the purpose of providing favorable condition in e-learning, facilitating online learning interactions and, eventually, increasing the student persistence in e-learning. Mahdi MahmodiIssa EbrahimzadeAthabasca University Pressarticlee-learninginstructional interactionsynchronous communicationasynchronous communicationpersistenceSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 16, Iss 1 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	e-learning instructional interaction synchronous communication asynchronous communication persistence Special aspects of education LC8-6691
spellingShingle	e-learning instructional interaction synchronous communication asynchronous communication persistence Special aspects of education LC8-6691 Mahdi Mahmodi Issa Ebrahimzade The analysis of Iranian students' persistence in online education
description	In the following research, the relationship between instructional interaction and student persistence in e-learning has been analyzed. In order to conduct a descriptive- analytic survey, 744 undergraduate e-students were selected by stratified random sampling method to examine not only the frequency and the methods of establishing an instructional interaction, but also the barriers to the student persistence in e-learning. The research findings confirmed the relationship between the instructors’ and the students’ application of two interaction methods including the discussion forum and email (asynchronous method), as well as the relationship between the frequency of instructional interaction and the student persistence in e-learning. According to the findings, family and job commitment, loss of instructional motivation and economic problems constitute the most important barriers to the student persistence in e-learning. The research results can help reduce one of the primary concerns of online learning, that is the student persistence rate, if they would be implemented in various instructional systems such as higher instructional system, for the purpose of providing favorable condition in e-learning, facilitating online learning interactions and, eventually, increasing the student persistence in e-learning.
format	article
author	Mahdi Mahmodi Issa Ebrahimzade
author_facet	Mahdi Mahmodi Issa Ebrahimzade
author_sort	Mahdi Mahmodi
title	The analysis of Iranian students' persistence in online education
title_short	The analysis of Iranian students' persistence in online education
title_full	The analysis of Iranian students' persistence in online education
title_fullStr	The analysis of Iranian students' persistence in online education
title_full_unstemmed	The analysis of Iranian students' persistence in online education
title_sort	analysis of iranian students' persistence in online education
publisher	Athabasca University Press
publishDate	2015
url	https://doaj.org/article/4dd20b2b375e4f23b2fbb4f24007189a
work_keys_str_mv	AT mahdimahmodi theanalysisofiranianstudentspersistenceinonlineeducation AT issaebrahimzade theanalysisofiranianstudentspersistenceinonlineeducation AT mahdimahmodi analysisofiranianstudentspersistenceinonlineeducation AT issaebrahimzade analysisofiranianstudentspersistenceinonlineeducation
_version_	1718376791436951552

The analysis of Iranian students' persistence in online education

Ejemplares similares