When taking a distance education course, a wide variety of factors influence success or failure in that course. In discussing the nature of the adult student, Moore and Kearsley (1996) examine several of these factors and the ways in which they may help or hinder distance education students. As they begin their discussion, they note that, "most distance learning students are adults between the ages of twenty-five and fifty" (Moore & Kearsley, p. 153). By qualifying the "nature" of an "adult learner" in this way, they make an implicit assumption that the factors and issues effecting distance education students are fundamentally different than those effecting traditional learners.

They continue by qualifying adult students as enrolling in distance education for more specific reasons including self improvement and employment related skill enhancement. What's problematic about setting their examination in these terms is that they not only minimize the pressures and issues bearing on traditional learners, but imply that those issues are more significant for distance education students. One could argue however, that examining these factors in a comparative manner is more important since distance education students have most likely experienced the role of traditional students at some time.

Anxiety provides an example of one such factor that effects both types of student. Given the way in which a distance learning course is mediated however, anxiety may manifest itself in different ways. Moore & Kearsley (1996. p. 155) explain that in a distance learning student, "the ability to meet expectations" is a significant factor. While performance anxiety effects all students at one time or another in varying degrees, the mode of communication used in a distance education course may be an anxiety compounding issue for the student.

For example, it had been our experience at ASU that students have a fairly low computer literacy rate. Students often find performing certain minimal tasks on computer difficult and sometimes overwhelming. Having to use a computer to submit an assignment then, would most certainly compound the performances anxiety the student was initially experiencing. While these problems can be minimized through a variety of methods, sometimes, those methods are either impractical or counter productive for a distance education course. In the EMC 598 course at ASU for example, face to face meetings were held at the beginning of the semester to incure everyone was familiar with the technology.

Anxiety in itself however, may not be a good indicator of a potentially successful distance learning student. Often, a students educational background is significant. Moore and Kearsley (1996, p. 161) argue that "the more formal education a person has, the more likely he or she is to complete a distance education course or program." The reason for this seems fairly clear, a wide, robust and varied educational background provides experience at two important levels: the experience of taking a course, and the life experience from which to draw.

Educational background though, much like the other attributes such as personality characteristics and academic concerns discussed by Moore and Kearsley can push a student either way. As an example, a student with a stubborn personality may justify giving an incorrest answer on an assessment because the information base in their particular educational background has established the instructor's answer as wrong.

Billings (in Moore & Kearsley, 1996) realized that these influences could manifest themselves in positive or negative ways and composed a model which suggests the relationships between these factors, and the ways in which they interact. Using one of these models, he found that students who, "submitted the first lesson within forty days," had higher completion rates that those students that did not. Billings model then, does seem to have practical application for distance educators and it seems that in some distance learning courses (i.e. WWW course, CMC course) it could be use to predict student completion by carefully weaving it into course content as a "completion factor analysis." The data gathered could be used by instructors to target students "at risk" for non-completion with more frequent follow-ups, mentioning and positive feedback.

I have found however, that my educational background has assisted me toward the successful completion of this course. Having been in the military for almost twelve years, I had constant access to college courses. One disadvantage though, was that getting a degree was difficult because of my constant geographic movements. Despite this, I kept taking a wide variety of classes and that initial disadvantage turned into an advantage because it broadened my knowledge base beyond a specific disciple.

Another significant factor for me, is the practical value and utility of courses such as this. While I currently work for ASU, I have doubts that I will remain here for an extended period of time. Factors such as salary will ultimately play a role in that decision, but classes such as this have a collaborative element that provide excellent training for corporate environments. In addition, because that collaboration is mediated digitally, it provides an additional experience which can be re-purposed in a non academic setting.

By far however, the most significant factor that is contributing to my successful completion is the support of my immediate family and my responsibilities to them. I have watched as several friends and members of my extended family have been forced to allow their work to take control of their lives. Given today's economic realities, they simply cannot afford to stop working. I decided that was not the kind of life that I wanted, and sometime ago decided that I desired to be predominately retired at the age of forty-five.

I am on my way to achieving my goal, and classes such as this are helping me attain it as I draw closer to my Ph.D. That degree, will provide me with the credentials I need to restructure my current role within the corporate world. While it may sound rather silly, just knowing that I will have more time to spend with my wife and child as the ultimate result of successfully completing this course and others, is my primary driving force.

Moore, M. G., & Kearsley, G. (1996). Distance Education: A Systems View. Belmont, CA: Wadsworth Publishing Company.