Retention in online education is an under researched area. The foundational theory on student retention presented 30 years ago, focused on the learner as the cause of the retention problem. Researchers have begun to query learners about how the university, through omission or commission, effect their decision to withdraw or persist. This retention study consisted of one hundred and forty-eight learners from University X, an online university. The study employed both The Priorities Survey for Online Learners and nine open-ended questions. This survey has been used by 78 institutions on over 34,000 students. The learners reported that the two major contributing factors to their decision to withdraw were: a lack of meaningful feedback from their instructors and the administration, and university's policies which often took precedent over them as individuals. Adults often choose the flexibility of online education because of their demanding schedules, which can include a career, their own family and aging parents. These adults often seek a degree or a graduate degree to meet increasing economic responsibilities, paradoxically, it is often these same responsibilities that complicate their lives, therefore hindering them from graduating. Research often looks for cause and effect in retention; which is similar to the Nature versus Nurture argument. Nature is the characteristics and traits of the adult online learner and nurture being the support that online degree programs provide. It appears that nurture may play a more significant role in retention of adult online learners than previously believed.
Retention in online education is an under researched area. The foundational theory on student retention presented 30 years ago, focused on the learner as the cause of the retention problem.
Practical Language Testing equips you with the skills, knowledge and principles necessary to understand and construct language tests. This intensely practical book gives guidelines on the design of assessments within the classroom, and provides the necessary tools to analyse and improve assessments, as well as deal with alignment to externally imposed standards. Testing is situated both within the classroom and within the larger social context, and readers are provided the knowledge necessary to make realistic and fair decisions about the use and implementation of tests. The book explains the normative role of large scale testing and provides alternatives that the reader can adapt to their own context. This fulfils the dual purpose of providing the reader with the knowledge they need to prepare learners for tests, and the practical skills for using assessment for learning. Practical Language Testing is the ideal introduction for students of applied linguistics, TESOL and modern foreign language teaching as well as practicing teachers required to design or implement language testing programmes. The book is supported by frequently updated online resources at http://languagetesting.info/ including sets of scenarios providing resources to study aviation English assessment, call centre assessment, military language assessment, and medical language assessment. The materials can be used to structure debates and seminars, with pre-reading and video activities. Practical Language Testing was commended as a 2012 runner-up of the prestigious SAGE/ILTA Award for Best Book on Language Testing.
Fundamental considerations in testing for English language proficiency of foreign
students. Reprinted in Allen, H. B. and Campbell, R. N. (eds) (1965), Teaching
English as a Second Language: A Book ofReadings. New York: McGraw Hill, ...
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