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Wednesday, June 29, 2005
Supporting Different Learning Styles in an Online Learning Environment - Steven R. Terrell, Online Journal of Distance Learning Admin
Due to demands for educational programs that are time and place independent, distance education availability, course offerings, and enrollment increased rapidly during the 1990s. To illustrate this trend, the National Center for Education Statistics (2000) reported 91% of public four-year institutions and approximately 50% of all private institutions, representing a total of 1.6 million students, were currently offering, or planned to offer, distance education programs. Many of these programs are, or will be, delivered via an online learning environment. Although retaining and graduating these students ultimately means success for an educational institution, most studies conducted thus far have focused on attrition at the course or semester level (e.g., Carr, 2000; Carr & Ledwith, 2000; Chyung, 2001; Diaz & Cartnal, 1999; Morgan & Tam, 1999; Neuhauser, 2002; Parker, 2003; Terrell, 2002; Terrell & Dringus, 1999). Since studies of this type may not help educators understand attrition at the program level, it is imperative that researchers examine attrition from a longitudinal perspective. This paper describes such an effort.
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