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E-Learning Student Perceptions on Scholarly Persistence in the 21st Century with Social Media in Higher Education

机译：高等教育中社交媒体对21世纪学术顽强的电子学习学生的看法

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The purpose of this quantitative analytic study is to evaluate and test the theoretical underpinnings of the Kember (1995) student progress model that examines the direct or indirect effects of student persistence in e-learning by identifying the relationships between variables such as student perceptions, performance, cost-benefit analysis, and student persistence. Thomson (1999), Houle (2004), Harlow (2006), and PortaMerida (2009) verified the reliability and validity of the theory, yet their results are slightly dissimilar in the magnitude of influence on student persistence. Former studies indicate that it could be meaningful to reexamine the variables in more current studies. The online survey in this study explored the relationships among variables. The population of the sample of this study was 169 students at a public community college in Maryland that is offering online and hybrid degree programs. The logistic regression and multiple regression analysis were utilized to analyze the survey data. The findings of this study consistently indicated that negative external attribution was a significant factor for student persistence, degrading the student’s work. Simultaneously, individual student grade point average (GPA) and academic integration were highly correlated to student persistence. The findings of this study convey the current phenomena and knowledge of e-learning regarding student persistence. Social media has been seen as a potential problem, but it could also be a solution if it increases social interaction on focused scholarly topics. Decreasing external attribution and encouraging higher GPA by increasing the academic integration help students continue to pursue their educational goals.
机译：这项定量分析研究的目的是评估和测试Kember（1995）学生进步模型的理论基础，该模型通过识别变量（例如学生的看法，表现）之间的关系，检查学生在电子学习中坚持性的直接或间接影响。 ，成本效益分析和学生坚持性。 Thomson（1999），Houle（2004），Harlow（2006）和PortaMerida（2009）验证了该理论的可靠性和有效性，但其结果对学生坚持性的影响程度略有不同。以前的研究表明，在最新的研究中重新检查变量可能是有意义的。本研究中的在线调查探索了变量之间的关系。这项研究的样本人群是马里兰州一所提供在线和混合学位课程的公立社区大学的169名学生。利用逻辑回归和多元回归分析来分析调查数据。这项研究的结果始终表明，负面的外部归因是导致学生坚持不懈的重要因素，从而降低了学生的学习成绩。同时，单个学生的平均绩点（GPA）和学业成绩与学生的毅力高度相关。这项研究的结果传达了有关学生持久性的当前电子学习现象和知识。社交媒体已被视为一个潜在的问题，但如果它可以增加针对重点学术主题的社交互动，那么它也可能是一个解决方案。通过增加学术整合减少外部归因并鼓励更高的GPA，可以帮助学生继续追求自己的教育目标。

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