Abstract

In recent years, the application of Information Technologies (IT) has fostered a tremendous growth in e-learning courses at colleges and universities in the United States. Subsequently, some colleges and universities have reported dropout rates of over 60% in e-learning courses. This research investigated persistence in e-learning courses of 187 college student-athletes. To predict the persistence of college student-athletes enrolled in e-learning courses, a conceptual model was proposed and assessed based on students' factors. The factors investigated included students' attitude toward computers, students' intrinsic and extrinsic motivation, students' perceived satisfaction, and students' previous academic performance measures (high school grade point average (GPA) and Scholastic Aptitude Test (SAT) score). These factors have previously shown tendencies toward persistence in e-learning courses. Results of this study indicate that students' high school GPA was a significant predictor of e-learning course persistence for college student-athletes.

Citation

Nichols, A.J. & Levy, Y. (2009). Empirical assessment of college student-athletes' persistence in e-learning courses: A case study of a U.S. National Association of Intercollegiate Athletics (NAIA) institution. Internet and Higher Education, 12(1), 14-25. Elsevier Ltd. Retrieved August 16, 2024 from https://www.learntechlib.org/p/105504/.

Keywords

• Academic Persistence
• Athletes
• case studies
• College Athletics
• Computer Assisted Instruction
• Courses
• Dropout
• Dropout Rate
• e-Learning persistence
• educational technology
• electronic learning
• Grade Point Average
• Grade point average (GPA)
• Perceived satisfaction
• Predictor Variables
• Scholastic Aptitude Test (SAT)
• student attitudes
• Student-athlete persistence