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Article
Student Perceptions and Preferences for Tertiary Online Courses: Does Prior High School Distance Learning Make a Difference?
Education Faculty Publications
  • Dale Kirby, Memorial University of Newfoundland
  • Michael K Barbour, Sacred Heart University
  • Dennis B. Sharpe, Memorial University of Newfoundland
Document Type
Article
Publication Date
1-1-2012
Abstract
University students who had completed at least one distance education course were surveyed during their first and fourth year of postsecondary studies. When controlled for those who had previous distance education experience in high school, it was found that self-regulatory learning behaviors, which are frequently linked to positive experiences and outcomes in online and distance education courses, were equally apparent in all of the participating students regardless of whether they had previously studied online. These findings suggest that high school students do not gain independent learning skills and attitudes in an online environment regardless of what stakeholders, administrators, teachers, parents, and even students themselves believe.
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Originally published:

Kirby, D., Barbour, M. K., Sharpe, D. "Student perceptions and preferences for tertiary online courses: Does prior high school distance learning make a difference?" American Journal of Distance Education, 26.1 (2012): 1-16.

doi: 10.1080/08923647.2012.646089

Citation Information
Dale Kirby, Michael K Barbour and Dennis B. Sharpe. "Student Perceptions and Preferences for Tertiary Online Courses: Does Prior High School Distance Learning Make a Difference?" (2012)
Available at: http://works.bepress.com/michael_barbour/32/