Abstract
Much of what is known regarding student withdrawal from college is specific to students in a traditional classroom setting. A major issue is whether those same factors play themselves out in much the same manner in courses where technology plays a significant role in the delivery of instruction such as in distance learning programs where technology is particularly important. Research in this area is needed to better understand the influence of technology on student achievement and persistence rates within the context of student retention models. The current study examined the academic and social engagement of students in Web-enhanced courses in distance education programs and the collective impact of cognitive, non-cognitive, and technology-related variables on student performance and withdrawal decisions.
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