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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: © 2013 |Pages: 13
ISBN13: 9781466620179|ISBN10: 146662017X|EISBN13: 9781466620186
DOI: 10.4018/978-1-4666-2017-9.ch025
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MLA

Kirby, Dale, and Dennis Sharpe. "Intention, Transition, Retention: Examining High School Distance E-Learners’ Participation in Post-Secondary Education." Learning Tools and Teaching Approaches through ICT Advancements, edited by Lawrence A. Tomei, IGI Global, 2013, pp. 291-303. https://doi.org/10.4018/978-1-4666-2017-9.ch025

APA

Kirby, D. & Sharpe, D. (2013). Intention, Transition, Retention: Examining High School Distance E-Learners’ Participation in Post-Secondary Education. In L. Tomei (Ed.), Learning Tools and Teaching Approaches through ICT Advancements (pp. 291-303). IGI Global. https://doi.org/10.4018/978-1-4666-2017-9.ch025

Chicago

Kirby, Dale, and Dennis Sharpe. "Intention, Transition, Retention: Examining High School Distance E-Learners’ Participation in Post-Secondary Education." In Learning Tools and Teaching Approaches through ICT Advancements, edited by Lawrence A. Tomei, 291-303. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2017-9.ch025

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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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