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The use of a model to derive interventions which might reduce drop-out from distance education courses
The starting point for this paper is a model of student progress and drop-out from distance education courses. The model includes components of background characteristics, motivation, academic environment, and the family, work and social environment. The model allows for the interaction of variables and the influence of one component of the model on another. The author then derives from the model a series of recommendations as to the ways in which distance education courses might be formatted so as to reduce student drop-out. Ways of enhancing intrinsic motivation are discussed. A case is put for focussing learning skills initiatives towards reorientating student conceptions of knowledge. Strategies for improving collective affiliation are described, and the employment of local support staff is advocated.
History
Publication title
Higher EducationVolume
20Pagination
11-24ISSN
0018-1560Department/School
Faculty of EducationPublisher
Kluwer Academic PublPlace of publication
Van Godewijckstraat 30, Dordrecht, Netherlands, 3311 GzRights statement
Copyright 1990 Kluwer Academic PublishersRepository Status
- Restricted