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ERIC Number: ED516077
Record Type: Non-Journal
Publication Date: 2009
Pages: 107
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1096-8138-3
The Relationship between Academic Integration and Student Success in Distance Learning in the Kentucky Community and Technical College System
Johnson, Robert White
ProQuest LLC, Ph.D. Dissertation, University of Louisville
This dissertation is a study of factors that contribute to dropout from distance learning classes in the Kentucky Community and Technical College System (KCTCS). It is divided into five chapters. Chapter One gives a history of distance learning through in KCTCS. It includes the background of the study, statement of the problem, purpose of the study, the research questions, major concepts, and the significance of the study. The chapter concludes with a definition of terms and limitations. Chapter Two is a literature review of factors associated with student success in distance learning courses in the community college. It examines the theoretical framework for student dropout from distance learning suggested by Kember (1989). Chapter Three describes the methodology used to address and answer the research questions of this study. The dichotomous dependent variable was completion. The seven independent variables were gender, ethnicity, age, financial aid status, earliest logic (eagerness), number of logins (dedication) and number of course mail messages sent by student (participation) The data were collected from the KCTCS student information system and from the ANGEL course management system. Subjects for this study were community college student enrolled statewide in online versions of ENG 101 and ENG 102 during the 2004-2005 academic year (N = 405). Chapter Four provides the results of the study. The primary statistical analysis methods used to determine the relative impact of each independent variable on the dependent variable of success were discriminate function analysis and multiple regression. Of the variables tested, dedication and financial aid status were statistically significant predictors of success. Descriptive statistics suggested that African-American and female students were more likely to form social relationships and succeed more often as a result of academic integration. Chapter Five contains a summary of the study, implications, and suggestions for further research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky