Introduction Moore and Kearsley state that "this chapter discusses student-related issues in distance learning, including the nature of adult learners, providing access, factors affecting student success, student attitudes, and student support" (p.153). Some of the questions to look at in this chapter are what some of the factors are that affect student success and failure, explain how the Billings model (p.162) can be used to predict student completion, and then state three important factors that help the student successfully complete this course (EMC 598 - Distance Learning: Theory and Practice).

Success and Failure

Some of the factors that would affect the success and failure ratio might include the student's educational background, personality traits, extracurricular activities, and academic problems related to the course they are taking. Most people volunteer to take a class that is taught via distance learning. The dropout rate in distance education can be as high as 50%. According to Moore and Kearsley, the most important variable to staying in a class is the intention to complete the class from the very beginning (p.161).

Educational background in this context questions how long has it been since the student completed their last formal course. This could be stretched to an example of the undergraduate who has finished their degree and takes a year or two off from school before entering graduate school vs. the student that goes immediately into graduate school from the undergraduate level. Which person is more likely to succeed?

There are several factors to a student's personality that may help determine success. For example, how that student learns best, if outside influences in their environment affect their study habits, some introverted personalities are better suited to distance learning, and sometimes it just comes down to intrinsic or extrinsic motivation. Who really has the desire to learn?

Family obligations, job obligations, friends, or other class obligations can affect how seriously a student may place importance on a class. Students need support from these outside factors so that they can complete their education.

Academically, a class itself can make or break the student as well. Many students take classes that they believe are relevant to their career goals. How difficult is the class? Many students evaluate classes based on the level of difficulty involved. Another is the type of technology used to deliver the class. Is the student familiar with the technology enough to participate competently? How fast is the class moving? Slower learning students would not take a class that is designed for short-term delivery. What kinds of responses from the instructor are there? Moreover, what is the nature of the responses?

Moore and Kearsley state that the most successful students are the ones that have an intent to complete the class, submit projects early, and have completed other distance learning courses (p.164).

Billings' Model

The Billings' model is presented as a flow chart that describes a prediction analysis to student completion (p.162). In the beginning (top, bottom, or side) are the student's background variables such as SAT or GRE scores and preparation skills for college. From this point, the prediction moves to one of four possible areas in the middle of the chart. First, if a student is highly prepared as demonstrated on their standardized tests and college preparation skills, then the student may be immediately predicted to complete the course. The second area, organization variables, the predictor would examine the student's GPA, high school class level, any past experience with correspondence courses, and classmate support systems. The third level, the outcome and attitudinal variables, the predictor looks at the student's practical values, educational goals, loyalty, satisfaction with other class lessons, difficulty with classes, student feedback, and student isolation. The fourth area of analysis is environmental variables such as the student's employment, employer support, family responsibilities, family support, and the proximity to the instructor. Each one of these areas is important to the other area and is interdependent as well.

Once the predictor has reached the level that is on the other side of the chart, then the analysis will move on to the next level. This will indicate the student's intent to complete the course or the date that the first submission of work was made. If the student has the intent and work was submitted early then the student may be predicted to finish the course.

Most Important Factors

The most important variables to this class would the personality characteristics, academic concerns, and educational background. Personality characteristics describe motivation, persistence, and the determination to succeed. Motivation is important as to why someone takes the course. Motivation consists of intrinsic and extrinsic factors. A student may take this class because of the inner intellectual challenge or because it is employer or career goal related. It may even be both. Academically, this class is perceived as relevant to many students' goals in educational media and computer analysis. The support is good, from both the students and the instructors. The pace is fast. The responses are positive. It is a solid course about distance education. A student's educational background is of some importance because there are certain factors present in the course that may cause some students to struggle. For example, the learner-interface of the class requires the learner to be proficient with computer-related tasks. The degree of writing requires students to possess some knowledge of keyboarding and the ability to work fast and under pressure. There should be a genuine interest in the material that is presented. If a student possesses most of these factors, success in this course should or can be possible.

Conclusion

Some of the questions that were examined and explained in this paper regarding this chapter are what some of the factors were that affect student success and failure, explained how the Billings model (p.162) can be used to predict student completion, and then stated three important factors that help the student successfully complete this course (EMC 598 - Distance Learning: Theory and Practice).

Moore, Michael G., and Greg Kearsley. (1996). Distance education: a systems view. Wadsworth Publishing.

Online

Berg, Zane L. (1996). The Role of the Online Instructor/Facilitator [WWW Document] URL http://star.ucc.nau.edu/~mauri/moderate/teach_online.html

Kearsley, Greg. (1997). The Virtual Professor: A Personal Case Study [WWW Document] URL http://fcae.nova.edu/~kearsley/virtual.html