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ERIC Number: EJ875755
Record Type: Journal
Publication Date: 2009
Pages: 13
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0883-0355
Measuring Online Learning Approach and Mentoring Preferences of International Doctorate Students
Strang, Kenneth David
International Journal of Educational Research, v48 n4 p245-257 2009
Online higher education professors may find their teaching approaches conflict with the learning preferences of their globally dispersed students, which can impede academic performance. In this empirical study of 254 international doctorate students (across 23 cultures), a model was developed to assess how learning expectations affected dissertation performance. Five indicators were validated from a survey and split sample: mentoring, rendering, interpreting, constructing, and schemata. Contemporary higher education performance-related factors and instruments were also discussed, namely: attrition, competence, motivation, supervision, discipline difference, learning style, and culture. Limited experimental control consisted of same university context and program. The hypotheses were tested using structural equation modeling; revealing three latent factors (method, supervision, and quality) explained 56% of the variance effect on candidate performance. (Contains 4 tables and 2 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A