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dc.contributor.authorYates, A.
dc.contributor.authorBrindley-Richards, W.
dc.contributor.authorThistoll, T.
dc.date.accessioned2015-03-25T20:18:14Z
dc.date.available2015-03-25T20:18:14Z
dc.date.issued2014
dc.identifier.citationYates, A., Brindley-Richards, W., & Thistoll, T. (2014). Student engagement in distance-based vocational education. Journal of Open, Flexible and Distance Learning, 18(2), [29–43]. Retrieved from http://journals.akoaotearoa.ac.nz/index.php/JOFDL/article/view/228en_US
dc.identifier.urihttp://hdl.handle.net/11072/1671
dc.description.abstractStudents enrolled in distance education courses tend to have lower course completion rates than those who attend face-to-face classes (Simpson, 2013). This article reports on a collective case study undertaken at a vocational, distance education provider in New Zealand, whose course completion rates have risen over recent years to match those of similar face-to-face institutions. This research investigated institutional factors that have contributed towards this improvement, from the perspectives of the staff involved. Results show staff believe there are key enablers and barriers to student engagement and course completion, but the barriers are not insurmountable. The implication is that distance education providers can improve student engagement and completion rates through effective interventions.en_US
dc.language.isoenen_US
dc.subjectDistance educationen_US
dc.subjectStudent engagementen_US
dc.titleStudent engagement in distance-based vocational education.en_US
dc.typeArticleen_US


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