远程学习者辍学影响因素的追踪对比研究

发布时间：2018-07-07 20:15

本文选题：远程教育 + 辍学　；参考：《开放教育研究》2012年01期

【摘要】：本研究以某省级电大2010年春季入学的英语专业本科生为研究样本,对其进行追踪调查,对比分析了第一学期和第二学期辍学生在个人背景、学习情况及辍学原因上的异同。研究数据通过网上调查问卷和深度访谈的方式获得,并在"远程教育辍学归因框架"下,使用量化统计和质性研究工具Nvivo 8.0进行编码和分析。研究发现,第二学期的辍学生比之前者,尽管学习目标更加明确,英语基础较好,学习投入更多,但其努力程度依然有限,加之课程难度增加,学校教学支持服务又不到位,使其在工学矛盾等环境因素的刺激下最终做出辍学的决定。与第一学期相比,导致辍学的因素更趋多样化,且激烈程度大为降低;隶属于远程教育机构的因素在辍学影响中发挥着更大的作用。
[Abstract]:This study takes English majors enrolled in a provincial RTVU in spring 2010 as the research sample, and makes a follow-up investigation on them, and compares and analyzes the similarities and differences between the first semester dropout and the second semester dropout in personal background, learning situation and reasons for dropping out of school. The data were obtained through online questionnaires and in-depth interviews, and were coded and analyzed using quantitative statistical and qualitative research tools, NVivo 8.0, under the "Attribution Framework for distance Education dropouts". The study found that students who dropped out in the second semester had more specific goals, a better English base and more investment in learning, but their efforts were still limited, coupled with the increased difficulty of the curriculum and the lack of school teaching support services. Finally, the decision to drop out of school was made under the stimulation of environmental factors such as contradiction of work and learning. Compared with the first semester, the factors leading to the drop out of school are more diversified, and the intensity is greatly reduced; the factors belonging to the distance education institutions play a greater role in the influence of dropping out.
【作者单位】：上海电视大学外语系;中央广播电视大学外语学院;中央广播电视大学现代远程教育研究所;
【基金】：国家自然科学基金面上项目“远程开放教育辍学研究”(项目批准号:70973148)的阶段性研究成果
【分类号】：G728

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