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In search of higher persistence rates in distance education online programs

机译：在远程教育在线课程中寻求更高的持久性

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Tinto's [Rev. Educ. Res. 45 (1975) 89; Tinto, V. (1987). Leaving college. Chicago: The University of Chicago Press; Tinto, V. (1993). Leaving college: rethinking the causes and cures of student attrition. Chicago: The University of Chicago Press] student integration model and Bean and Metzner's [Rev. Educ. Res. 55 (1985) 485] student attrition model have been influential in explaining persistence and attrition in higher education programs. However, these models were developed with on-campus programs in mind and, although they are broadly relevant to distance education programs, their ability to explain the persistence of online students is limited. Distance education students have characteristics and needs that differ from traditional learners and the virtual learning environment differs in important ways from an on-campus environment. This article draws chiefly from Tinto's and Bean and Metzner's models and the results of research into the needs of online distance education students in order to synthesize a composite model to better explain persistence and attrition among the largely nontraditional students that enroll in online courses.
机译：Tinto的[Rev.教育。 Res。 45（1975）89; Tinto，V.（1987）。离开大学。芝加哥：芝加哥大学出版社； Tinto，V.（1993）。离开大学：重新思考学生流失的原因和对策。芝加哥：芝加哥大学出版社]学生整合模型以及Bean和Metzner的[Rev.教育。 Res。 [55（1985）485]学生流失模型在解释高等教育计划中的持续性和流失方面具有影响力。但是，这些模型是在考虑到校园课程的基础上开发的，尽管它们与远程教育课程广泛相关，但它们解释在线学生持续性的能力有限。远程教育学生具有与传统学习者不同的特征和需求，虚拟学习环境在重要方面与校园环境不同。本文主要从Tinto和Bean和Metzner的模型以及对在线远程教育学生需求的研究结果中得出，以综合模型来更好地解释在网络课程中学习的非传统学生的持久性和减员情况。

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