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Intention, Transition, Retention: Examining High School Distance E-Learners’ Participation in Post-Secondary Education

Intention, Transition, Retention: Examining High School Distance E-Learners’ Participation in Post-Secondary Education

Dale Kirby, Dennis Sharpe
Copyright: © 2011 |Volume: 7 |Issue: 1 |Pages: 12
ISSN: 1550-1876|EISSN: 1550-1337|EISBN13: 9781613507438|DOI: 10.4018/jicte.2011010103
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MLA

Kirby, Dale, and Dennis Sharpe. "Intention, Transition, Retention: Examining High School Distance E-Learners’ Participation in Post-Secondary Education." IJICTE vol.7, no.1 2011: pp.21-32. http://doi.org/10.4018/jicte.2011010103

APA

Kirby, D. & Sharpe, D. (2011). Intention, Transition, Retention: Examining High School Distance E-Learners’ Participation in Post-Secondary Education. International Journal of Information and Communication Technology Education (IJICTE), 7(1), 21-32. http://doi.org/10.4018/jicte.2011010103

Chicago

Kirby, Dale, and Dennis Sharpe. "Intention, Transition, Retention: Examining High School Distance E-Learners’ Participation in Post-Secondary Education," International Journal of Information and Communication Technology Education (IJICTE) 7, no.1: 21-32. http://doi.org/10.4018/jicte.2011010103

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Abstract

Studies of student transition to post-secondary education have not examined the transition experiences of students who complete on-line courses as part of their high school curriculum. To address this area of deficit in on-line learning research, in this paper, the authors discuss a multi-year study that examined high school on-line learners’ plans to participate in post-secondary education, their enrollment in post-secondary education, and their persistence in a post-secondary program. Data for these analyses were collected from student surveys as well as high school and university academic records. The results suggest that participation in on-line courses in high school is not a significant factor in the post-secondary education transition process while student academic achievement is consistently influential.

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