FACTORS AFFECTING ADULT LEARNERS PERSISTENCE IN E-LEARNING PROGRAM A STUDY IN HO CHI MINH CITY

Transcription

1 FACTORS AFFECTING ADULT LEARNERS PERSISTENCE IN E-LEARNING PROGRAM A STUDY IN HO CHI MINH CITY In Partial Fulfillment of the Requirements of the Degree of MASTER OF BUSINESS ADMINISTRATION In Marketing By Ms: Tran Hoang Cam Tu ID: MBA04042 International University - Vietnam National University HCMC August 2014

2 FACTORS AFFECTING ADULT LEARNERS PERSISTENCE IN E-LEARNING PROGRAM A STUDY IN HO CHI MINH CITY In Partial Fulfillment of the Requirements of the Degree of MASTER OF BUSINESS ADMINISTRATION In Marketing by Ms: Tran Hoang Cam Tu ID: MBA04042 International University - Vietnam National University HCMC August 2014 Under the guidance and approval of the committee, and approved by all its members, this thesis has been accepted in partial fulfillment of the requirements for the degree. Approved: Chairperson Advisor: Dr. Mai Ngoc Khuong Committee member Committee member Committee member Committee member

3 Acknowledge First of all, I d like to express my great appreciation to my adviser Dr. Mai Ngoc Khuong. It s actually my honor to work with him through this research. He had provided me countless support including guidelines doing the research, insights about the topic, data collection, recommendation and feedback in order to finish the thesis. He always gave me encouragement, advices when I face obstacles, challenges in questionnaire design, survey distribution and data analysis. Based on his enthusiasm, I had great motivation to follow my interesting topic in e-learning education. I am also grateful to the administrative staffs of the universities and my friends who supported and helped me in collecting data, provided the insight about this topic. Their help and inputs were very valuable to me. Finally, it s my biggest thanks to my parents, my younger sister, my husband and my little daughter who gave me love, strength and great support in time and finance. Thanks to the greatest motivations, I have strong to complete thesis report and finish the MBA program. i

4 Plagiarism Statements I would like to declare that, apart from the acknowledged references, this thesis either does not use language, ideas, or other original material from anyone; or has not been previously submitted to any other educational and research programs or institutions. I fully understand that any writings in this thesis contradicted to the above statement will automatically lead to the rejection from the MBA program at the International University Vietnam National University Hochiminh City. ii

5 Copyright Statement This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognize that its copyright rests with its author and that no quotation from the thesis and no information derived from it may be published without the author s prior consent. Tran Hoang Cam Tu/ MBA04042/ iii

6 Table of Contents LIST OF TABLES... VII LIST OF FIGURES... IX ABSTRACT... X CHAPTER I -INTRODUCTION Research Background Overview of e-learning program around the world Overview of e-learning program in Vietnam General information of e-learning program in Ho Chi Minh City Problem Statement Research Question and Objectives Research Questions Research Objectives Research Scope and Limitation Implication of the Study Research Structure Introduction Literature review Research methodology Findings and discussion Conclusion and recommendations CHAPTER II -LITERATURE REVIEW Adult Learner Definition Characteristic of adult learner E-learning Persistence Definition Model of learners persistence Factors affecting adult learners persistence in online education iv

7 4.1. Motivation Study Skills External factors Research Model CHAPTER III -RESEARCH METHODOLOGY Research Process Measurement Design Persistence measurement Motivation measurement Study skill measurement External factors measurement Pilot test Questionnaire Design Sample Size Data Collection Method Data Analysis Method Descriptive statistics Reliability and Validity Test: Revised Research Model CHAPTER IV -RESEARCH FINDINGS Sample demographic Factors affect to Learners motivation Factors affect to Learners persistence Simple Linear Regression Direct and Indirect Effects of Learners persistence Direct effects of Learners persistence Indirect effects of Learners persistence Indirect effects between Organization Support and Learners persistence Indirect effects between Family Support and Learners persistence v

8 7.3. Indirect effects between Time management skill and Learners persistence Path Diagram of Learners persistence Summary of Path Analysis CHAPTER V -DISCUSSION AND RECOMMENDATION Findings Discussion The impact of independent variables on Learners motivation The direct effect of independent variables on Learners persistence The relationship between Learners motivation and Learners persistence The Indirect Effects towards Learners Persistence Conclusion Recommendations Recommendation for improve e-learning program in HCMC Recommendations for develop e-learning program in HCMC Limitation Limitation Recommendation for further study REFERENCES APPENDIX vi

9 List of Tables Table III-1: Persistence measurement 35 Table III-2: Motivation measurement 36 Table III-3: Reading and Taking note skill measurement 37 Table III-4: Time management skill measurement 37 Table III-5: Internet Online Communication skill measurement 38 Table III-6: Family support measurement 39 Table III-7: Organization support measurement 40 Table III-8: Time conflict measurement 40 Table III-9: Cronbach s Alpha of Pilot Test 42 Table III-10: Adjustment of reading and note taking skill measurement 43 Table III-11: Adjustment of time management skill measurement 44 Table III-12: Adjustment of study time problem measurement 45 Table III-13: Krejcie and Morgan s tables (1970) 47 Table III-14: Data collection method 49 Table III-15: Descriptive statistic of Reading and note taking skill 51 Table III-16: Descriptive statistic of Time management skill 52 Table III-17: Descriptive statistic of Internet and Communication Online Skill 53 Table III-18: Descriptive statistic of Family support 54 Table III-19: Descriptive statistic of organization support 56 Table III-20: Descriptive statistic of time conflict 57 Table III-21: Descriptive statistic of learners motivation 58 Table III-22: Descriptive statistic of learners persistence 59 Table III-23: Summary of Cronbach s alpha 61 Table III-24: KMO and Bartlett's Test of Independent variables 63 Table III-25: Total variance explained for independent variables 64 Table III-26: Factor loading of each item in independent variables 65 Table III-27: Table KMO and Bartlett's Test of Dependent variables 68 Table III-28: Total variance explained for dependent variables 70 Table III-29: Factor loading of each item in dependent variables 71 Table IV-1: Correlation coefficients between independent Variables 79 vii

10 Table IV-2: Descriptive Statistics and Variables Correlations of the LEARNMOTI Model 80 Table IV-3: Coefficients between IVs and LERNMOTI 81 Table IV-4: Descriptive Statistics and Variables Correlations of the LEARNPERSI model 82 Table IV-5: Coefficients between IVs and LERNPERSI. 84 Table IV-6: Correlation Coefficients between Learners motivation and Learners persistence 85 Table IV-7: Coefficients between Learners motivation and Learners persistence 86 Table IV-8: Indirect and Total Causal Effects 90 Table V-1: Group of Hypothesis one 92 Table V-2: Group of hypothesis two and three 94 Table V-3: Group of hypothesis four 98 Table C-1: Item-Total Statistics of Internet and Online communication skill 121 Table C-2: Item-Total Statistics of Time management skill 121 Table C-3: Item-Total Statistics of Family support 122 Table C-4: Item-Total Statistics of Organization support 122 Table C-5: Item-Total Statistics of Time conflict 123 Table C-6: Item-Total Statistics of learners motivation 123 Table C-7: Item-Total Statistics of learners persistence 124 viii

11 List of Figures Figure I Growth rates by region 2 Figure I Top Ten Self-paced E-Learning Five-year Growth Rates by Country 3 Figure I-3.Enrollment student report of E-learning center Hanoi Open University from Figure II-1: A composite persistence model Rovai (2003) 20 Figure II-2.Theoretical framework for adult dropout in online learning, Park & Choi (2009) 21 Figure II-4:Theoretical framework for adult dropout in e-learning that based on a composite persistence model (Rovai, 2003) and theoretical framework for adult dropout in online learning (Park & Choi, 2009) 32 Figure III-1: Research process 34 Figure III-2. Questionnaire response on Reading and Note taking skill 51 Figure III-3: Questionnaire responses on time management skill 53 Figure III-4: Questionnaire response on online communication and Internet skill 54 Figure III-5: Questionnaire response on family support 55 Figure III-6: Questionnaire response on organization support 56 Figure III-7: Questionnaire response on learners motivation 59 Figure III-8: Questionnaire response on learners persistence 60 Figure III-9: Revised Research Model 73 Figure IV-1:The percentage of learners in E-learning programs 75 Figure IV-2: Percentage of gender of adult learners 76 Figure IV-3: The ratio of gender based on learner s major 76 Figure IV-4: The percentage of adult learner age 77 Figure IV-5: The percentage of adult learner work hours per week 77 Figure IV-6: The percentage of work seniority 77 Figure IV-7: The ratio of learner major based on occupation 78 Figure IV-8: Path Coefficients of the Structural Equation for Hypothesis Testing 90 ix

12 Abstract Having its root from distance learning, e-learning can be described the effort of providing access to learning for those who are geographically distant. At the beginning of 21 st century, e-learning has visions in bring learning community and long-life study. Through e-learning, adult learners with multiple roles in social life, to continue enjoy in higher education, can enhance knowledge and skills by saving travel time, cost with a flexible access. Along with e-learning s rapid growth, the low persistence rate e-learning has become a considerable issue of many organizations. Therefore, this research is going find out relationship between the barriers that adult learners face and how they overcome to persist in e-learning. The result of this research will provide significant reference for e-learning education designers, instructors in order to hold the goal of bring opportunities for long-life study and create the convenient to retain adult learners in distance learning program. The questionnaire was distributed to 403 adult learners in e-learning program in Ho Chi Minh City. Based on the results of the path analysis, the research found that four factors have direct effect and one factor indirectly effects on adult learners persistence in e-learning program. Moreover, research also points out that learners motivation has the strongest effect on learners persistence. With experiences during conducting research process, this research also provides some recommendations to e- learning program in Ho Chi Minh City to make e-learning program better. Keywords: distance learning, e-learning, motivation, family support, study skill. x

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14 Chapter I - Introduction 1. Research Background 1.1. Overview of e-learning program around the world In an era of rapid change, parallel growth in the deployment of information and communication technologies, profound changes have occurred in many fields as communication, working and daily life. In other hand, technology is changing how we work, how we interact with each other and especially how we learn. As computer became involved in the delivery of education, there are many new proposed terms appeared to describe new forms of learning system, for such as computer-based learning (CBL), Internet based learning (IBL), online learning (OL), Web-based learning (WBL), e-learning, virtual learning, etc. It is not certain about the origins of e-learning, however this term is suggested that almost have origin in 1980s (Moore et al, 2011). As a new model for teaching and learning, e-learning is used in nearly all education institutions single or alongside with traditional educations (Rostaminezhad et al2012). Having its root from distance learning, e-learning can be described the effort of providing access to learning for those who are geographically distant (Moore et al, 2011). Moreover, at the beginning of 21 st century, e-learning has visions in bring learning community and long-life study. Through new paradigm, adult learners with multiple roles in society, work and family to continue enjoy in higher education, can enhance knowledge and skills related their professional area by saving travel time, cost with a flexible access. Therefore, institutions over the world have given many courses and programs via e-learning systems as a certificate program or graduating degrees. During the last two decades, there is the rapidly increasing the number of not only adult learners, who

15 attend in distance learning in general and e-learning in particular but also the online courses. It is the hallmark of the early 21st century (Som 2003). According to E- learning market trends and forecast Report (2014), e-learning market is agreed by universal that will grow fast over the next three years all over the world. It indicated that the five-year compound annual growth rate is around 7.6% and the highest growth rate is in Asia at 17.3%, followed by Eastern Europe, Africa and Latin America at 16.9%, 15.2% and 14.6% respectively. Figure I-1: Growth rates by region As the world s highest regional growth rate for e-learning, the major driver to the introduction of e-learning through the whole of Asia is government-funded projects in literacy development in rural areas. Moreover, Jung (2007) mentioned that Asia is becoming a key target market in cross-border education via e-learning of many Australia universities, UK Open University, University of Phoenix Online etc In additional, as the reports of National Center for Educational Statistics, in academic year, 56 percent of all degree-granting higher education organizations provided distance courses (Waits and Lewis, 2003). In 2005, as the results after conducting survey 526 companies in the United States and Canada 2

16 (Bersin, 2005), online training continued to develop 25%. Furthermore, as a report of Allen and Seaman about online education in United Stated in 2008, the number of students taking at least one online course continues to expand at a rate far in excess of the growth of overall higher education enrollments. Just in five years from the first report on online learning, the number of online students has more than doubled, from 1.6 million students taking online course in fall 2002 to the 3.94 million for fall 2007 equal to annual growth rate of 19.7 percent Overview of e-learning program in Vietnam Today, the development of information technology has brought learning opportunity for adult learners over the world in general and Viet Nam in particular. According to Dung (2008), he evaluated that e-learning is a future model education which helps learners promote their self-learning ability. As the report of Ambient Insight 2012, e-learning in Vietnam is the highest in the top ten growth rate, which is above 30%, more than four times the worldwide aggregate growth rate. Figure I-2: Top Ten Self-paced E-Learning Five-year Growth Rates by Country 3

17 Moreover, in ecommerce report from 2006 to 2009, training facilities are the most active organizations researching and applying e-learning. As the survey of Vecita (Vietnam ecommerce and information technology agency) about the situation of applying e-learning in 62 universities, there are 37 ones (about 60 percent) developing e-learning in training and educating activities, 7 institutions (11%) going to use in the future. Consequently, many educational institutions in Vietnam soon pioneered in using e-learning applications this modern mode of education and training such as: the School of Technology, and Information Technology Institute Hanoi National University; Hanoi University of Technology; Foreign Trade University; Ho Chi Minh City National University; Academy of Post and Telecommunications; Hanoi Teaching College; Hanoi Open University; Ho Chi Minh City Open University; Hue University, Da Nang University... In terms of e-learning application, all institutions have course content shared on their computer network and the Internet, included 7 ones (18.9%) now use e-learning services by professional providers (courses are organized and managed by the cooperation between schools and service providers), 19 (51.4%) use their own e-learning systems that enable learners to access to and study courses managed by them. Regarding level of education, to meet the increase of adult learners higher education demands, many e-learning-based courses are formed in part-time, certificate awarding and graduating degrees. For such as, the number of adult learners, who enjoy e-learning of E-learning center Ha Noi Open University increases significantly per each year both in Ha Noi and Ho Chi Minh City and in University of Science, from 2006 up to now, e-learning program has attracted about students. 4

18 1.3. General information of e-learning program in Ho Chi Minh City E-learning program in University of Science Ho Chi Minh City From the adult learners demand, University of Science Ho Chi Minh City has researched and developed distance learning program via e-learning in Up to now, this program has attracted around 5,000 enrollment students. E-learning program of University of Science Ho Chi Minh City is applied and innovative and modern technology in teaching and learning. Via e-learning system, learners can self-study with academic video, and interact with lecturer through , forum, etc Moreover, there are open meetings where learners can discuss with teachers synchronously. The e-learning program has launched traditional education program and modified towards practice and application orientation. The exam and evaluate of e-learning program is organized through two forms as followings: - Midterm exam: lecturer will assign homework, exercise or topic to evaluate learners training process via Learning management system (LMS) - Final exam: learners have to gather in University and attend offline exam E-learning center of Ha Noi Open University E-learning Center - ELC-HOU was established on 28th, July, 2009 with educational goals as followings: bring learning opportunities for adult learners in everywhere, at anytime via e-learning environment, apply modern e-learning technology to deploy and create variety of learning methods and establish fully support techniques for self-study. Besides, ELC HOU focuses on improving e- learning teaching skills and knowledge in distance learning environment as well as develop support service system to learners. According to enrollment report from

19 2012, the number of adult learners, who enjoy e-learning of ELC HOU increases significantly per each year both in Ha Noi and Ho Chi Minh city. For such as, the enrolled students in 2010 is as double comparing with this one in 2009 and it s similar in 2011 and in 2012 (see figure I-5) Figure I-3.Enrollment student report of E-learning center Hanoi Open University from E-learning program in Ho Chi Minh City University of Technology In 2011, Ho Chi Minh City University of Technology has opened distance learning via e-learning for Information and Technology major. The e-learning program applies Video conference in combination with e-learning system and organized in two forms: broadcast and offline. It is not required learners attended offline class because they can joint through e-learning system with support service: microphone, webcam, internet line etc With ADSL (2.a) internet line, learners can 6

20 study with broadcast mode, access online documents or download video. All exams are organized offline in university s campus to ensure the quality. 2. Problem Statement Along with e-learning s rapid growth, the low persistence rate in distance learning and e-learning has become a considerable issue of many organizations. Meister (2002) indicated that 70 percent of adult learners enrolled in online program did not complete it. Parker, 1999 and Levy, 2007 also indicated the students attending e-learning courses dropout at a substantially higher rate (about 25%-40%) than their counterparts in on-campus course (10%-20%). Smith (2006) reported the dropout rate in the UK Open University was 35%, in Turkey it was 36% (Yukselturk and Inan, 2006), 54% for US Midwestern University (Park and Choi, 2009). Those and many statistics reports are the same. Hence, in general speaking, the average persistence rate in the world was around 50%. Similarity, in Viet Nam, problems related quality and lack of persistence are the main issues attracting the concerns of many organizations, government and society. According to internal report, the persistence rate per each course is quite low, approximately 40 percent of total students, who participate in e-learning program of E-learning Center of Hanoi Open University. In University of Science Ho Chi Minh City, the graduation rate is just about 20 percent and the persistence rate is approximately 14% (corresponding with 775 learners) and in Ho Chi Minh City University of Technology, the persistence rate is about 60%. In the conference Elearning education in Vietnamese school: situation and solutions (2008), Dung Truong Quang also show that the number of students dropping out per year is so high 7

21 (about the 60%). He cited the evidence that the number of students who attend in faceto-face class or open meeting is at most 60 percent. From the teaching and examination practices, there are many inadequate issues so that many people doubt the quality of distance learning. It is believed that distance learning in general and e- learning in particular is not as well as traditional education and the diplomas or certificates of those programs have not the same value with traditional ones. Consequently, the lack of persistence makes the doubt of its quality and considers it as failure of distance learning and e-learning. Moreover, the number of barriers and factors that adult learners often face to complete their education is numerous and complex. So persistence is identified as an important issue needed to analyze carefully because its rate is seen as a measure of the quality of the education (Rovai, 2003). In order to hold the goal of bring opportunities for long-life study and create the convenient to retain adult learners in distance learning program, there are many problems must be discovered and addressed. Therefore, explore direct and indirect factors contribute the adult learners ability to remain persistent in e- learning program is an important issue for the development of e-learning program in the near future. Moreover, having well-known about the relationship between the barriers that adult learners face in e-learning is a significant reference for future decisions in strategic plan, operation and management e-learning program in particular and distance learning in general. Hence, in order to build a model that understand well the factors contributing adult learners persist despite of these barriers in e-learning, a study needs to be examined variables identified in the literature so can determine which variables most are significant to contribute learners decision to persist and find out the relationships among these variables. 8

22 3. Research Question and Objectives 3.1. Research Questions Question 1: To extent what is relationship between study skills, family support, organization support, time conflicts and learners motivation? H1: Factors (study skills, family support, organization support and study time conflict) directly affect learners motivation. Question 2: What are meaningful factors that contribute to adult learners ability to remain persistent? H2: Factors (study skills, family support, organization support and study time conflict) directly affect learners persistence Question 3: What is the relationship between learners persistence and learners motivation? H3: Learners motivation affects learners persistence Question 4: Do factors of learners study skills, family support, organization support, and time conflicts indirectly affect learners persistence through the mediation of learners motivation? H4: Factors (learner s study skills, family support, organization support and study time conflict) indirectly affect learners persistence Research Objectives In general speaking, this study is to measure and evaluate the relationship between factors of learner background, study skill, external factors, internal factors 9

23 and adult learners ability to remain persistent. The specific objectives of the research are: - Construct a conceptual model of adult learners persistence in e-learning program - Find out factors that have direct and indirect impact on ability to persist of adult learners - Identify the meaningful factors contribute adult learners decision to persist - Determine the relationship between study skills, family support, organization support and learners motivation. - Give the recommendation to shed light on how to retain students in online courses 4. Research Scope and Limitation There are various kinds of factors contribute ability to persist in previous researches from learner and program, such as individual background, ethnicity, location, family situation, time constraints, health problem, lack of interaction, lack of interest, self-motivation, locus of control, technology problems etc. (Jun, 2005; Levy, 2007; Willging & Johnson, 2004.; Chyung, 2001). However, due to time constraint and limited resources, this study concentrate on the effect of learner side (study skills, family support, organization support, study time conflict) on adult learners decision to persist (Bean and Metzner, 1985, Rovai, 2003; Park, 2007; Park and Choi, 2009) and explore the relationship between learners motivation and learners persistence in online education context. 10

24 Up to now, in Vietnam, there are more than 70 universities applying Moodle open source to develop e-learning program and many short courses built up based on e-learning technology. However, this research just focuses E-learning program in Ho Chi Minh City Universities which delivery graduating degrees, aims to measure and evaluate factors associated with learners persistence in the long term. 5. Implication of the Study Firstly, facing with the low persistence rate in e-learning program this study aims to identify the major factors have the strong effect in the relationship with adult learners ability to persistence in the program. In additional, it provides education designer an overview about the relationship of learners motivation and learners persistence to find a methodology to meet the learner expectation and improve persistence rate. More importantly, the results of the study provide educators, manager of E-learning program significant information for orient and strategic plan to develop, manage and retain adult learners in the program as long as possible. 6. Research Structure 6.1. Introduction The part will introduce the situation of e-learning in the World, in Vietnam and in Ho Chi Minh City. From the current problems related e-learning programs over the World in general and in Vietnam in particular, it will show the reason that motivate the author do this research. The research objectives will also be defined clearly in this part, together with the research scope and limitation. 11

25 6.2. Literature review This part will discuss about models of Adult learners persistence in distance education and e-learning context. In additional, it will give definition of related terms: E-learning, Adult learners, Motivation, Study skills, Family support, Organization support and Study time conflicts. The agreement or argument of many authors will be also discussed here Research methodology Research process and research model will be showed in this part. It s about the steps in conducting and doing this research such as how a questionnaire is formed, what the data collection method is, etc. Moreover, it also states how the data will be analyzed in order to have the findings for this research Findings and discussion Based on data analysis, this part will mention the findings of the research. It is a straightforward commentary exactly of what is found. Interpreting the findings and discussion will also be put here. This part will be going to answer the research questions that were raised in the first part Conclusion and recommendations Base of the results and discussion, some recommendations or suggestion for relevance will be given. Moreover, it will contain the further research or directions for further investigations to fill in gaps of this research. 12

26 Chapter II - Literature Review 1. Adult Learner 1.1. Definition Since the rapidly increasing the number of adult learner in e-learning in the last two decades, it is important to have fully understand the definition and theory of adult learners. Definition of adult learner can be approached many ways, such as: age, cognitive maturity or social role, etc (Chao, 2009) Based on age, there are different determinations the age of adult belongs to their own country. According to various international organizations (OECD, EC and UNESCO), adult leaner is categorized in the group of 24 to 65 years-old (Driscoll, 1998) while the National Center for Education Statistics of the U.S. Department of Education (NCES) defined adult learners be from 16 years old and not enroll in the 12 th grade. In Vietnam, adult learners is 18 years-old or older. At a cofnitive maturity view, adult learners can be understood as a self directed person whose engagement and readiness to learn is based on the immediate applicability to the development tasks of his/her social role incorperating his/her reservoir of experience (Chao,2009). It is contributed with suggesstion of Knowles, 1984 of the different between learning in adulthood and childhood. Similarly, Osgood-Treston, 2001 mentioned that adult learner is 25 years old or above with multiple commitments, experience that contributes to their learning and goals based on well-defined needs. 13

27 1.2. Characteristic of adult learner In order to have a foundation to explore what play important role in adult learners persistence, the educators must fully understand how adults learn. Knowles (1973, 1980, 1984) listed some assumptions as a general of an adult leaner characteristics: - As a person matures, adult learner moves his or her self from a dependent study towards self-directing ones. There is also a chance in their perspective from future application of knowledge to immediacy of application - Adult learner has a wealth resource for learning from accumulating reallife experience. - The readiness to learn of adults is closely contributed with their promotion in social role - The most potential motivations of adult learners are internal. - And adults need to identify why they learn. In additional, Alhassan, 2012 argued that it is certainly that adult learner brings to the table is their own experience and have tend to connect what they learning to previous experiences and possible future situations. He also proved that adults expect what they are learning can apply in practical and as relevance with their job as possible. Hence, in this research and in the Vietnam context, adult learner can be suggested as the person who is 18 years-old or above, has multiple roles in their social life and they learn by connecting their wealthy real experience with refection (Alhassan, 2012). 14

28 2. E-learning In the era of rapid change, e-learning term has become a part of everyday use. With the development of Information and Communication of Technologies (ICTs), the application of them for education is a hallmark of the early 21 st century (Som, 2003). So, it is the time to grips with the Internet age when along came e-business and e- education. E-learning is now a common term used to describe anything on this continuum that incorporates digital resources and some forms of technology-mediated communications in the learning process (Nicolas, 2003). Though many suggestions that e-learning term had begun occur during 1980s but it is not certain about the origin of its term. Appear at the same time period of another delivery mode online learning (Moore et al, 2011), e-learning is being used interchangeably with terms such as online learning, virtual learning, distributed learning, networked learning, web based learning and also open and distance learning (Som, 2003). In the face of the attributes differences, all of those terms fundamentally refers to educational processes that utilize information and communications technology (ICT) to mediate asynchronous as well as synchronous learning and teaching activities (Som, 2003) There are many approaches of e-learning definition. While Nicholas (2003) defined e-learning as strictly being accessible using technological tools that are either web-based, web-distributed, or web-capable, Ellis (2004) disagreed that e-learning contains not only content and instructional methods delivered via CD-ROM, the Internet or an Intranet (Benson et al., 2002; Clark, 2002) but also audio- and videotape, satellite broadcast and interactive TV. In contribution with the ICT application, Som, 2003 suggest that e-learning refers to the systematic use of networked information and communications technology in teaching and learning. 15

29 However, Tavangarian et al. (2004) argue that e-learning not cover only the technology but also show the transformation of an individual s experience into the individual s knowledge. Similarly, Ellis (2004) and Triacca et al. (2004) stated that e- learning definition need added some levels of interactivity to make the definition truly applicable. Moreover, it is believed that e-learning is one type of online learning and it is acceptable to use them synonymously (Triacca et al., 2004) Although there are many approaches of e-learning definitions but in general, e- learning (electronic-learning) have the same characteristics: based on information and communication technology; high interaction based on multimedia; the content such as lectures, demonstrations, resources and assignments, are typically presented via course website; student assessment is organized mainly via online exams, online assignments, website project, etc 3. Persistence 3.1. Definition Despite of the significant opportunities that e-learning brings to educators, learners and organizations, there are some problems related the lack of persistence in many e-learning programs. In the science conference E-learning education in Vietnamese school: situation and solutions (2008), Dung show that the number of students dropping out per year is so high (about the 40%). Parker, 1999 and Levy, 2007 also indicated the students attending e-learning courses dropout at a substantially higher rate (about 25%-40%) than their counterparts in on-campus course (10%-20%). Smith (2006) reported the dropout rate in the UK Open University was 35%, in Turkey it was 36% (Yukselturk and Inan, 2006), 54% for US Midwestern University 16

30 (Park and Choi, 2009). Those and many statistics reports are the same. Hence, in general speaking, the average persistence rate was just about 50%. In longitudinal study, by exam persistence for five institutions at four points of time, Noble (1992) view persistence as intended to overcome limitations and problems of freshman. Based on characteristics of adult learners in online education context, Steven (2002) come to conclusion that persistence learner is student who (1) complete the online course currently enrolled in and (2) continue his or her studies in the online program during the subsequent semester. In contrast, many authors discussed persistence by examining learners progress toward attainment of a degree over the course of several years. By review comprehensive studies, Rovai (2003) mentioned, it is the behavior of continuing action despite the presence of obstacles from the first year until degree completion and in adult education context, persistence can be defined as the length of time an adult attends classes. Levy (2004) also described persistence as learners successfully completed an e-learning course. In comparing two groups of persistence and drop out learner in online education, Park & Choi (2009) also concluded that persistence in online education is a complex combination of various factors leading adult learners successful. In other words, it is identified as the ability to complete an online course despite obstacles or adverse circumstances (Carolyn, 2012). Finally, Rostaminezhad et al., 2012 stated that persistence have the synonym with many terms like retention, graduates, completion and passing which used to describe successful learners in e-learning education. Furthermore, student persistence rate in distance education and in e-learning education has received many concerns of administration and faculty because it is a measurement of quality both of traditional and nontraditional education. A persistence 17

31 rate in an e-learning program may be used in the evaluation performance of institutional policies, practices, and services in areas such as admission, curriculum, and student services programs. Through persistence rate, policy makers can see on how well the institution meets the demands of learners and also provide the way learners are adjusting to matches with the program. In the research context, persistence is defined as action of adult learners overcoming their obstacles to complete the course and earn the graduating degree. However, in Ho Chi Minh City University of Technology, e-learning has just begin in the early 2011 so the persistence in this case can understood to the lengthiest time that adult learners attend in this program Model of learners persistence Related to the question of what makes students persist despite of below, there are many theories and theoretical framework have been approaches. Tinto s student integration model (1993) and Bean and Metzner s student attrition model (1985) have guided dropout research studies and are the first models that explain persistence through the relationship between student and institution (Park, 2007). In Tinto s model, he indicated there were two groups of primary factors affecting learners persistence: (1) individual background and previous learner experience; (2) factors related institutions. He stressed that social integration and academic integration produced stronger student commitment to their institutions and increased their persistence. He defined attrition or persistence is a result of interactions between a student and his/her educational environment during the student s stay in a program. However, Tinto s model has limitations applying for nontraditional students and not 18

32 helpful for research the attrition of adult learners because there is little affects from the academic and social integration on those students. Moreover, model of Tinto is particularly in building the role of institution in creating opportunities for learner integration. In a conceptual model for persistence Bean and Metzner (1985), they try to explain the persistence of nontraditional learners defined that older than 24, does not live in a campus residence (i.e., is a commuter), or is a part-time student, or some combination of these three factors; is not greatly influenced by the social environment of the institution, and is chiefly concerned with the institution s academic offerings (especially courses, certification and degrees). In this model, they accounted for academic performance, intent to leave primarily influenced by academic and psychological outcomes, background and defining variables and environmental variables. Especially, they pointed out that nontraditional students are more affected by the external environment than traditional students the main difference in attrition progress between traditional students from nontraditional ones. Bean and Metzner argued that adult learners have many reference group outside the program as family, work, friend so they depends on and have more affects from the external environments. Therefore, the model of Bean and Meztner (1985) looks more reasonably than Tinto s ones. The findings of Cabrera et al. (1992), Parker and Greenlee (1997) and Ashar and Skenes (1993) also confirmed the relevant of Bean and Meztner s model for nontraditional students. However, both of Tinto and Bean and Meztner s models are building with the idea that all of traditional or nontraditional learners attend class on campus (Rovai, 2003). Hence, when applying 19

33 for e-learning education, they need adjusted to meet the characteristics of adult learners in online education context. Figure II-1: A composite persistence model Rovai (2003) Since Rovai (2003) showed that Tinto s model and Bean and Metzner s model have limitation to explain the persistence in online education, he developed a new persistence model to explain persistence of adult learners on distance learning online program. He stated that adult learners persistence in online education is complex actions to different factors, not only individual characteristics, but also numerous factors from external environment or in programs. Rovai, 2003 divided this model in two periods: the first included two prior-to-admission variables (student characteristics and student skills) and the second are two after-admission variables, which are external factors (finances, hours of employment ) and internal factors (academic 20

34 integration, social integration ). Rovai s framework is built up by review of the most comprehensive previous framework, tested and expanded by Packham et al (2004). Based on to Rovai s framework, Park (2007) and Park & Choi, 2009 continue to develop and propose model, which is revised the structure and drop some variables because of little evidence of their significant. To be more detail, they put learner skill in a grey box because it s found very little in previous researches. Park (2007) also moved external factors to prior to and during the course because she claimed that those factors affect both prior to and during the course. Moreover, Park (2007), Park & Choi (2009) in his study, hence, reviewed the literature in light of Bean and Metzner (1985) s student attrition model; Rovai s persistence framework and Park s adult dropout in online learning. Figure II-2.Theoretical framework for adult dropout in online learning, Park & Choi (2009) 21

35 4. Factors affecting adult learners persistence in online education 4.1. Motivation Definition and theory According to Margaget (2010), motivation involves goals that provide impetus for purposeful action with an intended direction. It means that motivation is a process, not just an end result because it must be observed from activities like persistence, effort, achievement which in relation with learner s cognitive, belief and goals. In additional, Biehler, 1997 stated that as long as the learner chooses goals and expends some effort to achieve them, he is, by definition, motivated. In other word, motivation is generally referred to the process whereby goal-directed activity is instigated and sustained (Pintrich and Schunk, p.5). As suggestion of Chia-Chi Yang, 2006 goal orientations in motivational concepts have the closely relation with achievement in learning context. In goal orientations theories, motivation can be classified in intrinsic and extrinsic group. Intrinsic motivation which offers on individual characteristics includes attitude and expectation, goals and emotions. Dev, 1997 indicated that intrinsic motivation is caused of learner and learning relationship and plays important role in determining performance. Adversely, extrinsic motivation focuses on the affecting of environmental factors including clear direction, reward and recognition, punishment, social pressure and competition. According to Stipek, 1996; with the proper actions from extrinsic motivation, it may get the positive ways from learners and become a key motivator for learning. Moreover, in online context, Kimmel & McNeese (2006) listed some motivation factors in Canada and U.S such as: - A desire for personal accomplishment. 22

36 - A desire to be a role model for my children. - A desire to finish a degree that I began, but did not complete earlier. - A desire for knowledge/skills in this degree field. - Encouragement from my children Although the motivational factors were defined or described in different ways, when applying for adult learners in e-learning education, to motivate learners, there should included but not limited: (1) a high correlation between the program with learner interest; (2) the support or affects from the outside program as family, organization, friends; (3) recognition of the usefulness of the program to their life and their job The impact of motivation on persistence Motivation, as mentioned in previous researches, almost comes from the learners so many studies have stressed the significant role of e-learners motivation. Many authors promoted that motivation is one of the most frequently studied variables closely related to ability to persist of adult learners in e-learning contexts (Chyung, 2001; Chyung et al., 1998; Doo & Kim, 2000; Jun, 2005; Levy, 2007; Menager- Beeley, 2004). Based on a case study, some reasons related motivation for dropout in online education context was found by Chyung (2001). Chyung suggested that adult learners tend to dropout when they see that: (1) the contents and activities are not attractive to them, (2) the knowledge from the online course was not relevant to their personal interests or goals, (3) learners have low satisfaction levels toward the e-learning environment. 23

37 In the research of factors related learners dropout in online education of Erman & Fethi (2006), qualitative and quantitative methods are combined. The findings claimed that the duration and number of face-to-face sessions should be extended to increase students motivation and the contents of homework were not interesting enough to maintain learners motivation. In additional, in the first time to conducting survey about the reason why adult learners decide drop out in online program, Park, 2007 also found that online learners can easily lose motivation and she it is one internal factors leading to either dropout or successful completion of an online course. However, because the limitations of small sample size (n=47), the results need be checked carefully. In 2009, continue study with compare two groups of persistence and drop out learners, Park & Choi also proved that by communication with the motivation, persistence in online education can be improved Motivation measurement Keller s ARCS model (1987) is a well-known motivational design model applying motivation principles to instructional design. Keller (1987) states that the ARCS model of motivation was developed in response to a desire to find more effective ways of understanding the major influences on the motivation to learn, and for systematic ways of identifying and solving problems with learning motivation. The ARCS model consists of four major conditions of attention, relevance, confidence, and satisfaction that are based on an aggregation of motivational concepts and theories according to their shared and discriminative attributes (Song & Keller, 2001). 24

38 Among four major conditions of ARCS model, learners satisfaction was included in Bean and Metzner (1985) model as a direct factor contribute the lack of persistence in non-traditional education. Additionally, Chyung (1998) found that adult learners satisfaction in an on-line course during the first or second classes was the major factor, which determined learners' decisions about whether or not to continue in the program. After conducting study with 108 students about their satisfaction with e- learning program, the result showed that students satisfaction from e-learning is a major factor in students decision to complete or drop from such courses. Fredericksen et al. (2000) also proved that students who have the highest levels of satisfaction with various aspects of e-learning courses also reported significantly higher levels of learning than students who rated their satisfaction level as lower. By analysis data of 108 completers and 25 drop out learners through 18 e-learning courses, Levy (2007) also concluded that students satisfaction with e-learning is a key indicator in students decision to drop out from e learning courses. In additional, as characteristics of adult learners mentioned in his researches, the relevance of online program also plays a key role in order motivate learners because the readiness to learn of adults is closely contributed with their promotion in social role and adult learners move their perspective from future application of knowledge to immediacy of application. In particular, relevance is the sub-dimension of motivation that regularly appears in many researches (Chyung et al., 1998; Doo & Kim, 2000; Levy, 2004, 2007; Shea at al., 2003) and is evaluated to be closely relation with various course-related issues. 25