Researching dropout in distance education
Researching dropout in distance education
复制标题
远程教育中的辍学研究
DOI：
10.1080/0158791870080107
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发表时间：
1987
影响因子：
7.3
通讯作者：
D. Garrison
中科院分区：
文献类型：
--
作者：
D. Garrison
在远程教育研究领域中，没有哪个领域比辍学研究更受关注。 Rekkedai (1985)指出，在过去的十到二十年里，“毫无疑问，辍学是函授或远程教育领域的研究人员最优先考虑的问题”(p. 14)。也许造成这种情况的部分原因是需要证明远程教育是一种有效且可行的构建和提供教育的方法。另一个更重要的原因是需要了解远程学习者，以便设计和提供更好的课程。这些知识不仅可以确保当前学生获得更好的课程质量，还可以提出改善教育课程和学习机会的方法。然而，不幸的是，太多关于远程教育辍学的研究都是人口统计或描述性调查。尽管此类研究对于提供问题严重程度的基线很重要，但对于进一步了解远程教育学生辍学的原因却无济于事。目前，还没有专门针对远程教育的适当的辍学理论来解释辍学行为并指导研究。对此，. Coldeway (1982) 认为，研究应该侧重于了解学生的需求，“对学习者成功和满意度的衡量无疑将取代目前相当粗略的完成/损耗衡量标准”（第 34 页）。正如在成人教育辍学研究中多次指出的那样（Anderson 和 Darkenwald，1979；Boshier，1973；Tinto，1975），所需要的是具有解释和预测有效性的概念模型或理论。理解远程教育中的辍学现象只能在这样的框架内实现，这需要超越描述性研究。
There is no area of research in distance education that has received more attention than the study of dropout. Rekkedai (1985) states that over the last ten to twenty years there'is no doubt that dropout is the problem which has been given the highest priority among researchers within correspondence or distance education'(p. 14). Perhaps part of the reason for this has been a need to show that distance education is an effective and viable method of structuring and delivering education. Another more important reason is the need to understand the distance learner in order to design and deliver better programs. Such knowledge will not only ensure a better quality of program for current students but should also suggest means of improving access to educational programs and learning.Unfortunately, however, too much research into distance education dropout has been demographic or descriptive surveys. Although such studies are important in providing a baseline as to the extent of the problem, it does little to further the understanding of why distance education students dropout. At present no adequate theory of dropout specific to distance education exists to explain dropout behaviour and guide research. In this regard,. Coldeway (1982) believes that research should focus on understanding students' needs and'measurement of learner success and satisfaction will doubtless replace the present rather crude measures of completion/attrition'(p. 34). What is demanded, as has been noted many times in adult education dropout research (Anderson and Darkenwald, 1979; Boshier, 1973; Tinto, 1975), is a conceptual model or theory that has explanatory and predictive validity. Understanding the phenomena of dropout in distance education can only be realized within such a framework which necessitates going beyond descriptive studies.