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ERIC Number: ED546443
Record Type: Non-Journal
Publication Date: 2009
Pages: 194
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2676-4227-1
Understanding the Motivation and Help-Seeking Experiences of Adult, Online Chemistry Students
Bannier, Betsy J.
ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin - Milwaukee
The purpose of this study was to identify and explain factors that motivate and assist adult, online chemistry students to both enroll and persist in successfully completing general chemistry. Secondarily, the study sought to identify aspects of the online education process that are most challenging for adult, online chemistry students. Using a three-step coding process, interview transcripts, photographs, and asynchronous discussion board postings completed by eleven study participants were analyzed. A grounded theory, the trellis theory of online learning, emerged from the data. This theory reveals how adult learners' motivation emerges from transformative realizations occurring within their lived experiences. Similarly, the trellis theory shows how adult learners' goals emerge from their situational standpoints, also rooted in lived experiences. Finally, the trellis theory depicts the five modes of learning that adult students tend to follow in the context of learning online chemistry. Implications for researchers, program administrators, and online chemistry educators are discussed. [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: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A