The self-reported experiences of 50,883 undergraduates at 123 institutions were analyzed using a multinomial hierarchical model to identify individual and institutional characteristics associated with varying levels of student engagement in educationally purposeful activities. Parental education and student academic preparation were positively associated with higher levels of engagement. White ...

Researchers studied the use of a suite of synchronous communication tools in support of a Web-based, senior high school French course whose students were dispersed over the vast, sparsely populated province of Newfoundland and Labrador, Canada. The objective was to describe interaction according to four types: student-teacher, studentstudent, student-content, and student/teacher-tools. The inte...

Enrollment in online courses is rapidly increasing and attrition rates remain high. This paper presents a literature review addressing the role of interactivity in student satisfaction and persistence in online learning. Empirical literature was reviewed through the lens of Bandura's social cognitive theory, Anderson's interaction equivalency theorem, and Tinto's social integration theory. Find...

The purpose of this study is to explore the types of problem students that clinical teachers encounter in clinical settings. A questionnaire developed by the Association of American Medical Colleges that lists a variety of types of problem students was completed by 466 clinicians at the University of Washington School of Medicine (UWSOM) and 98 Malaysian clinicians from Universiti Kebangsaan Ma...

the aim of this study was to show the interaction between the society, applicants and medical schools in terms of medical student selection. in this study, the trends to implement social factors in the selection process were highlighted. these social factors were explored through functionalism and conflict theories, each focusing on different categories of social factors. while functionalist th...

This meta-analysis employs a theoretical framework in quantitatively synthesizing empirical studies that investigate the effects of distance education (DE) versus classroom instruction on undergraduate student achievement. Analyses of 218 findings from 103 studies were conducted according to how media were used to support DE pedagogy. The results indicate that the effect sizes for synchronous i...