Factors affecting student success or failure in the distance learning classroom are complex and much research has focused on one or more aspects of this question. Traditionally, research has shown non-completion rates of distance learning programs to be high. Although drop-out rates are expected to be lower today, completion rates are still an issue for which researchers continue to search for more conclusive answers. Research to date has shown no one particular cause but more likely a combination of several causes that vary for each individual case. These findings make it difficult to arrive at generalizations or to pin-point solutions to the current problem.

There are, however, several factors that have been suggested to play a significant role as a predictor of success or failure for the distance education student. Research has shown (Coggins, 1989) that one of the best predictors of success in distance education classes is the educational background of the student. The higher educational level is positively associated with the success of completion. Significant differences have been reported between those that complete and those that do not complete a distance learning program based on educational level and the length of time that has elapsed since the last credit course was taken. The greater the time lapse between taking the distance course and being in a for-credit course, the less the likelihood that the student will complete the course.

Personality characteristics have also been shown to be a relevant factor in predicting success in distance learning classes although to a lesser degree than educational background. Research in this area has shown, for example, that individuals who are more field independent and less influenced by their environment are more suited to distance learning courses than those who are less field dependent. Similarly, introverted individuals are more likely to be successful with distance learning classes. Other personality traits such as persistence, determination, and an achievement-oriented disposition would positively impact an individual's success. These personality characteristics play a major part in a student's learning style. A combination of these personality traits including the student's motivation for taking the course will have an impact on the student's success. Although much of this intuitively makes sense, the research has supported the assumptions and opened the door to many new avenues for exploration.

Extracurricular concerns and the student's life outside the classroom has also been determined to be important in eventual success or failure. Factors such as job stability, workload, family responsibilities, health, and social responsibilities and obligations have been shown to positively or negatively influence the success or failure in distance learning classes. The degree of encouragement provided by family, friends, and / or employees and co-workers can have a major impact on the adult student's motivation and willpower to complete the course. The research has shown that job and family considerations take priority over distance learning requirements. The research clearly indicates a greater need for flexibility and customer service orientation as distance learning focuses more on the adult learner population. It is a segment of the educational community with different needs and expectations than the traditional educational market of the past.

Several additional factors have also been shown to play a role in making the overall issue one of great complexity. Academic concerns such as the relevance of the course to career goals or personal interest, the difficulty of the course and workload, support provided, nature of the media, pacing and scheduling involved, and the amount and nature of feedback and interaction received from the instructors and facilitators of the course all play a part in the eventual success of the student.

The research indicates several predictors of success. Key among these are 1). Intent to complete the course 2). Early submission of assignments and 3). Completion of other distance learning courses. When the instructor has knowledge of these particular factors, it is possible to identify at-risk students in order to work more closely with them to ensure completion of the course.

Billings (1989) designed a model that can be used as a predictor for student completion of distance learning courses. The model is based on prior research findings and is organized according to four variable categories. These include background variables, organizational variables, outcome / attitudinal variables and environmental variables. The student's background is the most significant of predictors (SAT scores and college preparation). An array of additional variables from the other three categories begin to enter the picture and rely on a combination of personality/ attitudinal factors, employment and family characteristics, and other background educational factors such as GPA, prior experience, career and educational goals, and practical value and relevance of the course. A wide variety of combinations of these factors may come into play as either a negative or positive influence to impact the eventual success or failure of the student.

More research is needed to clearly identify the most influential factors and combination of factors that indicate success or high-risk situations. The Billings Model represents a good summary of the current research findings and a model that provides a foundation from which to proceed into further depths in this area.

Factors that I feel are most relevant to my success in completing this course include 1). Educational experience and background 2). Support of family, friends, and employer and 3). Relevance to my career and educational goals and objectives.

First, my educational experience and background is extensive and I am highly motivated to accomplish what I start. It is definitely helpful to have taken the EMC598 class in the Spring. Since I have prior experience with First Class and the communication techniques used in this class it is much easier to help comfortable with the course format. The time lag between these two courses has been minimal (a few weeks). The method on instruction is familiar and expectations are similar in the two classes.

Second, I have much support from my family and friends. Similarly, my employer is financially supporting these professional development efforts so that I can utilize these skills in the classes I currently teach and provide leadership for others. Employer support is a highly motivating factor.

Finally, this course has tremendous relevance for what I am currently doing professionally. Distance education is an area of relevance for any person employed in the educational industry today. Education will be delivered in new ways in the future and those that ignore these trends will be left behind. I am excited about the possibilities and opportunities of distance education. This enthusiasm for the topic and the vast amount of information I am learning becomes a major factor in my completing this course