Abstract
<p>In the following research, the relationship between instructional interaction and student persistence in e-learning has been analyzed. In order to conduct a descriptive- analytic survey, 744 undergraduate e-students were selected by stratified random sampling method to examine not only the frequency and the methods of establishing an instructional interaction, but also the barriers to the student persistence in e-learning. The research findings confirmed the relationship between the instructors’ and the students’ application of two interaction methods including the discussion forum and email (asynchronous method), as well as the relationship between the frequency of instructional interaction and the student persistence in e-learning. According to the findings, family and job commitment, loss of instructional motivation and economic problems constitute the most important barriers to the student persistence in e-learning. The research results can help reduce one of the primary concerns of online learning, that is the student persistence rate, if they would be implemented in various instructional systems such as higher instructional system, for the purpose of providing favorable condition in e-learning, facilitating online learning interactions and, eventually, increasing the student persistence in e-learning.</p>
Highlights
The Analysis of Iranian Students’ Persistence in Online Education Mahmodi and EbrahimzadeWhile the open and distance educational system emphasizes personal training and independent learning, new trends of education including online and e-learning introduce special environments in which separate, individual environments of open and distance institutions are replaced by interaction, group-communicate environments (Ebrahimzade, 2008, p. 5)
Correlation analysis was performed using Pearson correlation coefficient, the results of which are shown in Table 6, in order to study the relationship between each of the three indices of interaction methods and the student persistence in e-learning, Correlation Coefficient Between the Instructional Interaction Methods and the Persistence
Since neither the instructor-student nor the student-student relationships in e-learning are limited to the three methods of chat, discussion forum or email, and as both the instructor and the students apply a combination of three mentioned methods of communication during the online training course, it is necessary to more precisely analyze the relationship between the primary e-communication method and its persistence rate
Summary
The Analysis of Iranian Students’ Persistence in Online Education Mahmodi and Ebrahimzade. Sutton introduces another framework in order to extensively define distance learning He describes the features of distance education as an extended spectrum, at one end of which rests a type of distance education establishing an asynchronous and uncoordinated relationship between the learner and the instructor, presenting a completely distant, single-media training without any kind of direct, face-to-face communication; yet, at the other end of spectrum, the synchronous education is fulfilled consistent with the learner-instructor needs, and applying multi-media facilities The results differentiated between formal (scientific) interactions taking place within the classroom and informal (social/recreational) ones occurring outside During research, they concluded that the frequency and content of both formal and informal interactions between undergraduate students and instructors affect the students’ progress (Kuh and Hu, 2001; Pascarella and Terenzini, 1993), the students’ persistence (Terenzini and Pascarella, 1980), and completion of their college education for graduation B) Is there a relationship between the instructional interaction method and the student persistence in e-learning?
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: The International Review of Research in Open and Distributed Learning
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
