Intention, Transition, Retention: Examining High School Distance E-Learners’ Participation in Post-Secondary Education

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Author(s): Dale Kirby (Memorial University of Newfoundland, Canada)and Dennis Sharpe (Memorial University of Newfoundland, Canada)
Copyright: 2013
Pages: 13
Source title: Learning Tools and Teaching Approaches through ICT Advancements
Source Author(s)/Editor(s): Lawrence A. Tomei (Robert Morris University, USA)
DOI: 10.4018/978-1-4666-2017-9.ch025

Keywords: Distance Education / Education / Educational Technologies / Information Science Reference

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Abstract

Studies of student transition to post-secondary education have not examined the transition experiences of students who complete on-line courses as part of their high school curriculum. To address this area of deficit in on-line learning research, in this paper, the authors discuss a multi-year study that examined high school on-line learners’ plans to participate in post-secondary education, their enrollment in post-secondary education, and their persistence in a post-secondary program. Data for these analyses were collected from student surveys as well as high school and university academic records. The results suggest that participation in on-line courses in high school is not a significant factor in the post-secondary education transition process while student academic achievement is consistently influential.

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Intention, Transition, Retention: Examining High School Distance E-Learners’ Participation in Post-Secondary Education

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