TY - JOUR
T1 - STUDENT PROGRESS IN DISTANCE EDUCATION
T2 - IDENTIFICATION OF EXPLANATORY CONSTRUCTS
AU - KEMBER, DAVID
AU - LAI, TAMMY
AU - MURPHY, DAVID
AU - SIAW, IRENE
AU - YUEN, K. S.
PY - 1992/11
Y1 - 1992/11
N2 - Summary. This paper reports the testing and development of a model of student progress for distance education students. The constructs which have been used to explain drop‐out in on‐campus courses are not directly applicable to distance education. The Distance Education Students' Progress (DESP) inventory has been developed, containing four scales, made up from 17 subscales, which emerged from the factor analysis. The scales relate to approach to learning, motivation, language ability and the extent to which the student is able to integrate study demands with personal, family, work and social commitments. Semi‐structured interviews were used to assist in deriving and interpreting the scales and to help establish their validity. The identified constructs have been used to test a theoretical model using path analysis techniques. The four scales serve as intervening variables between enrolment characteristics and grade and persistence criteria. The results support open entry for the courses as the identified constructs have a higher correlation than entry qualifications with the grades attained by students. 1992 The British Psychological Society
AB - Summary. This paper reports the testing and development of a model of student progress for distance education students. The constructs which have been used to explain drop‐out in on‐campus courses are not directly applicable to distance education. The Distance Education Students' Progress (DESP) inventory has been developed, containing four scales, made up from 17 subscales, which emerged from the factor analysis. The scales relate to approach to learning, motivation, language ability and the extent to which the student is able to integrate study demands with personal, family, work and social commitments. Semi‐structured interviews were used to assist in deriving and interpreting the scales and to help establish their validity. The identified constructs have been used to test a theoretical model using path analysis techniques. The four scales serve as intervening variables between enrolment characteristics and grade and persistence criteria. The results support open entry for the courses as the identified constructs have a higher correlation than entry qualifications with the grades attained by students. 1992 The British Psychological Society
UR - http://www.scopus.com/inward/record.url?scp=84982017757&partnerID=8YFLogxK
U2 - 10.1111/j.2044-8279.1992.tb01023.x
DO - 10.1111/j.2044-8279.1992.tb01023.x
M3 - Article
AN - SCOPUS:84982017757
SN - 0007-0998
VL - 62
SP - 285
EP - 298
JO - British Journal of Educational Psychology
JF - British Journal of Educational Psychology
IS - 3
ER -