Dissertation writing help - Learning persistence among rural adults
Custom Dissertation Writing Service - A study of academic persistence among adults from rural communities enrolled in online degree programs
Through online technology rural adult learners who are considered placebound can participate in formal education programs toward completion of an advanced degree. The purpose of this study was to generate further understanding about the components contributing to adult learner persistence toward completion of an online Master of Education degree. This study explored the relationship between adult learner and rural context and its influence on persistence.
Sixteen adult learners from three distinct rural regions enrolled in differently designed online degree programs from state university sites contributed data for the study. A qualitative approach guided the design of this study. Research questions addressed were: What are the essential components of program quality in an online education environment that influence persistence toward Master's degree completion among professional adult learners residing in a rural area? What is the relationship of the rural context to
(a) personal motivation to acquire an advanced degree,
(b) choice of online degree program,
(c) efficacy of a degree completed online, and
(d) the mutually dependent roles of professional educator and adult learner?
What other dynamics realized in the process of online learning contribute to persistence toward degree completion among professional adult learners residing in rural areas?
This study found that the rural context did not demonstrate a significant influence on persistence toward degree completion among the sixteen adult educators participating in the study. Participants identified the following as important to their successful completion of an online Masters of Education degree:
(a) instructor-student relationships based on quality of course work and continuous communication,
(b) institutional support systems for students including assistance with registration and course materials, library access, technological support, and financial aid,
(c) appropriate and useful coursework, and
(d) interaction with peer learners, incorporated in the program's design or unintentional to the program design.