E-Learning Student Perceptions on Scholarly Persistence in the 21st Century with Social Media in Higher Education

@inproceedings{Lint2013ELearningSP,
  title={E-Learning Student Perceptions on Scholarly Persistence in the 21st Century with Social Media in Higher Education},
  author={Anna Hyonjoo Lint},
  year={2013}
}
The purpose of this quantitative analytic study is to evaluate and test the theoretical underpinnings of the Kember (1995) student progress model that examines the direct or indirect effects of student persistence in e-learning by identifying the relationships between variables such as student perceptions, performance, cost-benefit analysis, and student persistence. Thomson (1999), Houle (2004), Harlow (2006), and PortaMerida (2009) verified the reliability and validity of the theory, yet their… CONTINUE READING

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