\documentclass[10pt]{article}

\usepackage{fullpage}
\usepackage{setspace}
\usepackage{parskip}
\usepackage{titlesec}
\usepackage[section]{placeins}
\usepackage{xcolor}
\usepackage{breakcites}
\usepackage{lineno}
\usepackage{hyphenat}





\PassOptionsToPackage{hyphens}{url}
\usepackage[colorlinks = true,
            linkcolor = blue,
            urlcolor  = blue,
            citecolor = blue,
            anchorcolor = blue]{hyperref}
\usepackage{etoolbox}
\makeatletter
\patchcmd\@combinedblfloats{\box\@outputbox}{\unvbox\@outputbox}{}{%
  \errmessage{\noexpand\@combinedblfloats could not be patched}%
}%
\makeatother


\usepackage{natbib}




\renewenvironment{abstract}
  {{\bfseries\noindent{\abstractname}\par\nobreak}\footnotesize}
  {\bigskip}

\titlespacing{\section}{0pt}{*3}{*1}
\titlespacing{\subsection}{0pt}{*2}{*0.5}
\titlespacing{\subsubsection}{0pt}{*1.5}{0pt}


\usepackage{authblk}


\usepackage{graphicx}
\usepackage[space]{grffile}
\usepackage{latexsym}
\usepackage{textcomp}
\usepackage{longtable}
\usepackage{tabulary}
\usepackage{booktabs,array,multirow}
\usepackage{amsfonts,amsmath,amssymb}
\providecommand\citet{\cite}
\providecommand\citep{\cite}
\providecommand\citealt{\cite}
% You can conditionalize code for latexml or normal latex using this.
\newif\iflatexml\latexmlfalse
\providecommand{\tightlist}{\setlength{\itemsep}{0pt}\setlength{\parskip}{0pt}}%

\AtBeginDocument{\DeclareGraphicsExtensions{.pdf,.PDF,.eps,.EPS,.png,.PNG,.tif,.TIF,.jpg,.JPG,.jpeg,.JPEG}}

\usepackage[utf8]{inputenc}
\usepackage[english]{babel}



\usepackage{float}








\begin{document}

\title{Predictors of Persistence and Success in Online Education}



\author[1]{Dr. Sami Bachir Mejri}%
\affil[1]{Affiliation not available}%


\vspace{-1em}



  
  \date{May 26, 2024}


\begingroup
\let\center\flushleft
\let\endcenter\endflushleft
\maketitle
\endgroup








\sloppy


\textbf{Introduction}

The number of students enrolled in online and distance education courses
has been increasing since 2000 (Allen \& Seaman, 2013). In the fall of
2015, there were 5,954,121 students enrolled in any distance education
courses at degree-granting postsecondary institutions (U.S. Department
of Education, 2015). This increase in virtual education had brought
about pedagogical changes and adaptations that have altered the roles of
the educator and learner, and had reshaped the environment in which they
interact. According to the 2017 distance enrollment report by
the\emph{Digital Learning Compass} , the number of students who have
enrolled in online courses had surpassed six million nationally,
continuing a growth trend that has been consistent for 13 years (Allen
\& Seaman, 2017). Additionally, more than a quarter of higher education
students (29.7 percent) in the United States have enrolled in at least
one online course (Online Learning Consortium, 2017). The purpose of
this study was to examine predictors of success for online learners. To
this end, the researchers sought to further understand whether
familiarity with and access to technology, employment status, academic
readiness are predictors of grade point average and satisfactions for
students enrolled in online courses.

\textbf{Literature Review}

Growth in online and distance education has not been even across
colleges and universities. Almost half of distance education students
are concentrated in just 5\% of the institutions, while the top 47
institutions (1\% of the total) enroll 1,385,407 of all distance
learners (Allen \& Seaman, 2017, p. 4). Recent reports have also shown
that online enrollment has remained geographically close to main
campuses: 52\% of students who took at least one online course, have
also enrolled in at least one course on campus (Seaman, Allen, Seaman,
\& Babson Survey Research Group, 2018). Furthermore, even though the
concept of online and distance education may imply global, 56.1 \% of
those who enrolled in online courses resided in the same state as the
institution of attendance (Seaman et al., 2018, p. 17).

\textbf{The State of Distance and Online Education}

The popularity of online and distance education programs is attributed
in part to the rise of the Network Society, which was catalyzed by
advancement in information technology and the subsequent increase in the
use of the Internet throughout the world. According to a recent report
by the World Bank, more than 3.2 billion people around the world are
active users of the internet (World Bank, 2017). Online and distance
education is also an attractive pathway for working adults over the age
of 25, who tend to bring unique strengths and challenges to the online
learning ecology (Squires, 2018, p. 127). Another element to the
prevalence of online education is that it offers Institutions of higher
education an efficient and logistically-reasonable alternative to
``traditional'' face-to-face program offerings (Allen \& Seaman, 2013;
Steven \& Elaine, 2008).

The emergence of online and distance education has created an andragogic
and cultural rift within the ecology of higher education, concerning the
quality and appropriateness of online curriculum (Bousbahi \& Alrazgan,
2015). The rejection of online education as a legitimate environment for
teaching and learning is due to both generational and philosophical
differences (Allen \& Seaman, 2013; Bousbahi \& Alrazgan, 2015; Steven
\& Elaine, 2008). Faculty members who are accustomed to teaching in the
traditional face-to-face settings are reluctant to engage in the
development and implantation of new learning management systems
(Bousbahi \& Alrazgan, 2015). However, in a recent study, Allen and
Seaman (2015) found that while the majority of faculty (78\%) question
the validity of online education, institutional leaders and
cabinet-level members discuss and have plans for including online
education in their strategic plans.

The recoiling stigma that is associated with online and distance
education may also be attributed to the low course persistence, lack of
student reediness for online courses, and high attrition rates as
compared to traditional face-to-face modality (Hung, Chou, Chen \& Own,
2010). Recent studies have shown that the dropout rates for students
enrolled in online courses is 10-20\% higher than those of traditional
face-to-face programs (Allen \& Seaman, 2013; Allen \& Seaman, 2017;
Hung et al., 2010; Online Learning Consortium, 2018). Another stigma
that has been linked to online education is the real and perceived
vulnerability of this modality to acts of plagiarism and other forms of
violations to academic integrities (MacLennan, 2018; McAllister \&
Watkins, 2012).

However, recent studies have shown that plagiarism can be minimized by
fostering self-regulated learning skills and reimagining the structures
of course and program designs (McAllister \& Watkins, 2012).
Additionally, Tools like Safe Assign and Turnitin have shown to enhance
the student's ability to write academically and at the same time honor
the institutional codes of ethics. For example, Halgamuge (2017) has
found that the use of Turnitin has helped students improve their written
communication skills and reduce their similarity indexes between the
first and subsequent drafts. In a similar study, Tolman (2017) have
examined the link between online courses and academic dishonesty and
showed that it is a fallacy. He argued that the nature of online courses
is less conducive to academic dishonesty than those in the face-to-face
environments (p. 583).

\textbf{Predictors of Success in Online Education}

To address the quality and attrition rates of online and distance
education, researchers have examined the predictability of success by
measuring factors that are related to both the student and the
institution. For example, Dupin-Bryant (2004) have identified six
pre-entry variables that were related to student retention in online
distance education, including GPA, class rank, number of previous online
courses, information literacy, knowledge of learning management systems,
and digital communications (p. 202). However, among these six
predictors, of course completion and non-completion, information and
research literacy, as demonstrated by the student's adequate computer
training, constituted the highest predictors of success and completion
(p. 204). In a similar study, Horzum, Kaymak and Gungoren (2015) have
examined the relationship between online learning readiness, motivation,
and students' perceptions about learning. Results from this study showed
online learning readiness was a predictor of academic motivation
directly and of perceived learning indirectly (p. 764).

Self-efficacy, which is shaped in part by the student's level of
satisfaction and readiness for online learning, has also been found to
be a significant predictor of program completion (Allen \& Seaman, 2013;
Evan \& Beverly, 2011; Farid, 2014; Steven and Elaine, 2008; Hung et
al., 2010; Squires, 2018). For example, Farid (2014) found that 28\% of
students who dropped out of online courses at a community college have
cited personal reasons as the primary cause (p. 153). However, 18\% of
students who participated in the same study have indicated that
technology and lack of institutional support services were the reasons
for not completing the online courses.

When it comes to self-efficacy, motivation for learning, and
self-directed learning online education is more suited for upper levels
and graduate education. For example, hung et al (2010) found that junior
and senior students exhibited significantly greater readiness on
self-directed learning and efficacy than did freshman and sophomore
students at a Taiwanese university (p. 1087). These findings are in
agreement with those of Dupin-Bryant (2004) who found that prior
learning experience and computer training to be significant predictors
of online completion. However, missing from the studies of Hung et al
(2010) and Dupin-Bryant (2004) were the potential impacts of
institutional retention strategies on student satisfaction and
motivation in online courses. In a more recent study, Cochran, Campbell,
Baker and Leeds, (2014) have examined the impacts of retention
strategies and found that cumulative GPA and class standing were
significant student characteristics related to student retention.
Furthermore, there was no empirical support for student engagement as a
strategy for retention in online courses (Cochran et al., 2014).

There is no doubt that online education has changed the landscape of
higher education institutions in the United States and around the world
(Allen \& Seaman, 2017; Cochran et al., 2014; Horzum et al., 2015; Hung
et al., 2010). It is also evident that growth in online enrollment is
associated with high attrition rates as compared to face-to-face
learning environments (Allen \& Seaman, 2013; Farid, 2014). In recent
studies, researchers have examined predictors of success in online
courses including, self-efficacy, prior learning experience (i.e., GPA),
and student familiarity with technology and research methods (Allen \&
Seaman, 2017; Dupin-Bryant, 2004; Horzum et al., 2015). While factors
such as previous learning experience, academic rank, and self-efficacy
were consistent predictors of success across several studies, other
factors such as family, employment status, and academic support are
equally important (Bousbahi \& Alrazgan, 2015; Squires, 2018).

\textbf{Methods}

To answer the research question, the authors have distributed an online
survey to all students enrolled in the online programs at a Midwestern
university during the fall semester of 2018. The survey instrument was
based on an updated version of TOOLS, which is Test of Online Learning
Success (Kerr, Rynearson, \& Kerr, 2006). Participants in this survey
included both current and former students at the graduate and
undergraduate levels who have enrolled in at least one online course
between 2015 and 2018. The survey was distributed by email on via
Qualtrics once approval from the office of institutional review board
was granted. Of the total 4,015 possible participants who were contacted
to complete the survey, 250 responses were recorded, thus providing a
response rate of 6.23 \%. Response data was initially analyzed using
Qualtrics and SPSS to produce the findings discussed in this study.

\textbf{Participants}

Of the 250 responses, 73\% of respondents have identified as Caucasian,
63\% were female, 37\% resided outside of the Midwest, and 54\% were
graduate students, and no freshmen or sophomore have complete the
survey. The average age of respondents was between 26 and 35 years old.
The average household size of the respondents was two and the largest
was six. The average household income for the respondents was between
\$50,000 and \$74,999. Finally, 40\% of respondents have indicated that
some of their education was paid for by their employers.

\textbf{Data Sources}

The researchers have gathered data using a survey questionnaire which
was created and tested by the researchers in this study. This
questionnaire included 88 questions concerning demographic data, study
habits, and predictors of success for students enrolled in online
courses. This questionnaire consists of four tiers, which included
familiarity with the use of technology, school-life balance, academic
readiness, and learning orientation (Kerr et al., 2006).

\textbf{Data Analysis}

The results of the first Model, as presented in table 1, Show that only
11 out of the 88 questions of the survey questionnaire were significant
predictors of success for online students. This first model sought to
identify predictors of student success based on their self-reported
views on whether they felt successful in their online courses. These 11
survey questions were significant predictors of students self-reported
success, \emph{b} = .382, \emph{t} (17.737) = 5.399, \emph{p}\textless{}
.001. These questions also explained a significant proportion of
variance in the self-reported success scores,\emph{R\textsuperscript{2}}
= .472, \emph{F} (1, 171) = 29.15, \emph{p}\textless{} .001. The
questions cover a variety of themes, including time management (e.g.,
questions 5 \& 10), self-efficacy (e.g., questions 1 \& 11), and
self-motivation (e.g., questions 2, 5, \& 7).\selectlanguage{english}
\begin{longtable}[]{@{}llll@{}}
\toprule
\emph{Table 1}. Variables Entered/Removed & \emph{Table 1}. Variables
Entered/Removed & \emph{Table 1}. Variables Entered/Removed &
\emph{Table 1}. Variables Entered/Removed\tabularnewline
Model & Variables Entered & Variables Removed & Method\tabularnewline
1 & I am comfortable with posting in discussion boards. & & Stepwise
(Criteria: Probability-of-F-to-enter \textless{}= .050,
Probability-of-F-to-remove \textgreater{}= .100).\tabularnewline
2 & Self-motivation comes easily to me. & & Stepwise (Criteria:
Probability-of-F-to-enter \textless{}= .050, Probability-of-F-to-remove
\textgreater{}= .100).\tabularnewline
3 & I need face-to-face interaction when learning new things. & &
Stepwise (Criteria: Probability-of-F-to-enter \textless{}= .050,
Probability-of-F-to-remove \textgreater{}= .100).\tabularnewline
4 & Online courses are less work then going to classes. & & Stepwise
(Criteria: Probability-of-F-to-enter \textless{}= .050,
Probability-of-F-to-remove \textgreater{}= .100).\tabularnewline
5 & In the past, I have struggled to complete my coursework. & &
Stepwise (Criteria: Probability-of-F-to-enter \textless{}= .050,
Probability-of-F-to-remove \textgreater{}= .100).\tabularnewline
6 & Others I know are in college now. & & Stepwise (Criteria:
Probability-of-F-to-enter \textless{}= .050, Probability-of-F-to-remove
\textgreater{}= .100).\tabularnewline
7 & Others do not need to tell me what needs to be done. & & Stepwise
(Criteria: Probability-of-F-to-enter \textless{}= .050,
Probability-of-F-to-remove \textgreater{}= .100).\tabularnewline
8 & I use my computer for leisure time activities. & & Stepwise
(Criteria: Probability-of-F-to-enter \textless{}= .050,
Probability-of-F-to-remove \textgreater{}= .100).\tabularnewline
9 & I use an electronic calendar to keep organized. & & Stepwise
(Criteria: Probability-of-F-to-enter \textless{}= .050,
Probability-of-F-to-remove \textgreater{}= .100).\tabularnewline
10 & I manage my time well. & & Stepwise (Criteria:
Probability-of-F-to-enter \textless{}= .050, Probability-of-F-to-remove
\textgreater{}= .100).\tabularnewline
11 & I take responsibility for getting things done. & & Stepwise
(Criteria: Probability-of-F-to-enter \textless{}= .050,
Probability-of-F-to-remove \textgreater{}= .100).\tabularnewline
a. Dependent Variable: The following question uses a 10-Point scale,
with 1 being extremely unsuccessful, and 10 being extremely successful.
- On a scale of 1-10, how successful do you feel you were in your online
courses? & a. Dependent Variable: The following question uses a 10-Point
scale, with 1 being extremely unsuccessful, and 10 being extremely
successful. - On a scale of 1-10, how successful do you feel you were in
your online courses? & a. Dependent Variable: The following question
uses a 10-Point scale, with 1 being extremely unsuccessful, and 10 being
extremely successful. - On a scale of 1-10, how successful do you feel
you were in your online courses? & a. Dependent Variable: The following
question uses a 10-Point scale, with 1 being extremely unsuccessful, and
10 being extremely successful. - On a scale of 1-10, how successful do
you feel you were in your online courses?\tabularnewline
\bottomrule
\end{longtable}

To further test the significance of these 11 questions, analysis of
variance as shown in table 2 was performed. Additionally, the Model
Summary represented in table 3 shows that the 11 questions accounted for
68\% of predictors of success in an online learning environment. It may
also indicate that when it comes to lectures and new content, they
prefer the face-to-face approach to learning.\selectlanguage{english}
\begin{longtable}[]{@{}lllllll@{}}
\toprule
\emph{Table 2}. ANOVA & \emph{Table 2}. ANOVA & \emph{Table 2}. ANOVA &
\emph{Table 2}. ANOVA & \emph{Table 2}. ANOVA & \emph{Table 2}. ANOVA &
\emph{Table 2}. ANOVA\tabularnewline
Model & Model & Sum of Squares & df & Mean Square & F &
Sig.\tabularnewline
1 & Regression & 87.722 & 1 & 87.722 & 29.150 &
.000\textsuperscript{b}\tabularnewline
& Residual & 514.602 & 171 & 3.009 & &\tabularnewline
& Total & 602.324 & 172 & & &\tabularnewline
2 & Regression & 139.738 & 2 & 69.869 & 25.677 &
.000\textsuperscript{c}\tabularnewline
& Residual & 462.586 & 170 & 2.721 & &\tabularnewline
& Total & 602.324 & 172 & & &\tabularnewline
3 & Regression & 177.395 & 3 & 59.132 & 23.518 &
.000\textsuperscript{d}\tabularnewline
& Residual & 424.928 & 169 & 2.514 & &\tabularnewline
& Total & 602.324 & 172 & & &\tabularnewline
4 & Regression & 199.864 & 4 & 49.966 & 20.857 &
.000\textsuperscript{e}\tabularnewline
& Residual & 402.460 & 168 & 2.396 & &\tabularnewline
& Total & 602.324 & 172 & & &\tabularnewline
5 & Regression & 218.246 & 5 & 43.649 & 18.979 &
.000\textsuperscript{f}\tabularnewline
& Residual & 384.077 & 167 & 2.300 & &\tabularnewline
& Total & 602.324 & 172 & & &\tabularnewline
6 & Regression & 230.343 & 6 & 38.390 & 17.132 &
.000\textsuperscript{g}\tabularnewline
& Residual & 371.981 & 166 & 2.241 & &\tabularnewline
& Total & 602.324 & 172 & & &\tabularnewline
7 & Regression & 243.311 & 7 & 34.759 & 15.975 &
.000\textsuperscript{h}\tabularnewline
& Residual & 359.013 & 165 & 2.176 & &\tabularnewline
& Total & 602.324 & 172 & & &\tabularnewline
8 & Regression & 254.104 & 8 & 31.763 & 14.959 &
.000\textsuperscript{i}\tabularnewline
& Residual & 348.220 & 164 & 2.123 & &\tabularnewline
& Total & 602.324 & 172 & & &\tabularnewline
9 & Regression & 265.684 & 9 & 29.520 & 14.294 &
.000\textsuperscript{j}\tabularnewline
& Residual & 336.640 & 163 & 2.065 & &\tabularnewline
& Total & 602.324 & 172 & & &\tabularnewline
10 & Regression & 276.382 & 10 & 27.638 & 13.737 &
.000\textsuperscript{k}\tabularnewline
& Residual & 325.942 & 162 & 2.012 & &\tabularnewline
& Total & 602.324 & 172 & & &\tabularnewline
11 & Regression & 284.133 & 11 & 25.830 & 13.070 &
.000\textsuperscript{l}\tabularnewline
& Residual & 318.191 & 161 & 1.976 & &\tabularnewline
& Total & 602.324 & 172 & & &\tabularnewline
a. Dependent Variable: The following question uses a 10-Point scale,
with 1 being extremely unsuccessful, and 10 being extremely successful.
- On a scale of 1-10, how successful do you feel you were in your online
courses? & a. Dependent Variable: The following question uses a 10-Point
scale, with 1 being extremely unsuccessful, and 10 being extremely
successful. - On a scale of 1-10, how successful do you feel you were in
your online courses? & a. Dependent Variable: The following question
uses a 10-Point scale, with 1 being extremely unsuccessful, and 10 being
extremely successful. - On a scale of 1-10, how successful do you feel
you were in your online courses? & a. Dependent Variable: The following
question uses a 10-Point scale, with 1 being extremely unsuccessful, and
10 being extremely successful. - On a scale of 1-10, how successful do
you feel you were in your online courses? & a. Dependent Variable: The
following question uses a 10-Point scale, with 1 being extremely
unsuccessful, and 10 being extremely successful. - On a scale of 1-10,
how successful do you feel you were in your online courses? & a.
Dependent Variable: The following question uses a 10-Point scale, with 1
being extremely unsuccessful, and 10 being extremely successful. - On a
scale of 1-10, how successful do you feel you were in your online
courses? & a. Dependent Variable: The following question uses a 10-Point
scale, with 1 being extremely unsuccessful, and 10 being extremely
successful. - On a scale of 1-10, how successful do you feel you were in
your online courses?\tabularnewline
b. Predictors: (Constant), I am comfortable with posting in discussion
boards. & b. Predictors: (Constant), I am comfortable with posting in
discussion boards. & b. Predictors: (Constant), I am comfortable with
posting in discussion boards. & b. Predictors: (Constant), I am
comfortable with posting in discussion boards. & b. Predictors:
(Constant), I am comfortable with posting in discussion boards. & b.
Predictors: (Constant), I am comfortable with posting in discussion
boards. & b. Predictors: (Constant), I am comfortable with posting in
discussion boards.\tabularnewline
c. Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me. & c. Predictors:
(Constant), I am comfortable with posting in discussion boards.,
Self-motivation comes easily to me. & c. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me. & c. Predictors: (Constant), I am comfortable with posting
in discussion boards., Self-motivation comes easily to me. & c.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me. & c. Predictors:
(Constant), I am comfortable with posting in discussion boards.,
Self-motivation comes easily to me. & c. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me.\tabularnewline
d. Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things. & d. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me., I need face-to-face interaction when learning new things.
& d. Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things. & d. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me., I need face-to-face interaction when learning new things.
& d. Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things. & d. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me., I need face-to-face interaction when learning new things.
& d. Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things.\tabularnewline
e. Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes. & e. Predictors: (Constant), I am comfortable with
posting in discussion boards., Self-motivation comes easily to me., I
need face-to-face interaction when learning new things., Online courses
are less work then going to classes. & e. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me., I need face-to-face interaction when learning new
things., Online courses are less work then going to classes. & e.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes. & e. Predictors: (Constant), I am comfortable with
posting in discussion boards., Self-motivation comes easily to me., I
need face-to-face interaction when learning new things., Online courses
are less work then going to classes. & e. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me., I need face-to-face interaction when learning new
things., Online courses are less work then going to classes. & e.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes.\tabularnewline
f. Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework. & f. Predictors: (Constant), I am comfortable with posting
in discussion boards., Self-motivation comes easily to me., I need
face-to-face interaction when learning new things., Online courses are
less work then going to classes., In the past, I have struggled to
complete my coursework. & f. Predictors: (Constant), I am comfortable
with posting in discussion boards., Self-motivation comes easily to me.,
I need face-to-face interaction when learning new things., Online
courses are less work then going to classes., In the past, I have
struggled to complete my coursework. & f. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me., I need face-to-face interaction when learning new
things., Online courses are less work then going to classes., In the
past, I have struggled to complete my coursework. & f. Predictors:
(Constant), I am comfortable with posting in discussion boards.,
Self-motivation comes easily to me., I need face-to-face interaction
when learning new things., Online courses are less work then going to
classes., In the past, I have struggled to complete my coursework. & f.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework. & f. Predictors: (Constant), I am comfortable with posting
in discussion boards., Self-motivation comes easily to me., I need
face-to-face interaction when learning new things., Online courses are
less work then going to classes., In the past, I have struggled to
complete my coursework.\tabularnewline
g. Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now. & g. Predictors:
(Constant), I am comfortable with posting in discussion boards.,
Self-motivation comes easily to me., I need face-to-face interaction
when learning new things., Online courses are less work then going to
classes., In the past, I have struggled to complete my coursework.,
Others I know are in college now. & g. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me., I need face-to-face interaction when learning new
things., Online courses are less work then going to classes., In the
past, I have struggled to complete my coursework., Others I know are in
college now. & g. Predictors: (Constant), I am comfortable with posting
in discussion boards., Self-motivation comes easily to me., I need
face-to-face interaction when learning new things., Online courses are
less work then going to classes., In the past, I have struggled to
complete my coursework., Others I know are in college now. & g.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now. & g. Predictors:
(Constant), I am comfortable with posting in discussion boards.,
Self-motivation comes easily to me., I need face-to-face interaction
when learning new things., Online courses are less work then going to
classes., In the past, I have struggled to complete my coursework.,
Others I know are in college now. & g. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me., I need face-to-face interaction when learning new
things., Online courses are less work then going to classes., In the
past, I have struggled to complete my coursework., Others I know are in
college now.\tabularnewline
h. Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done. & h. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me., I need face-to-face interaction when learning new
things., Online courses are less work then going to classes., In the
past, I have struggled to complete my coursework., Others I know are in
college now., Others do not need to tell me what needs to be done. & h.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done. & h. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me., I need face-to-face interaction when learning new
things., Online courses are less work then going to classes., In the
past, I have struggled to complete my coursework., Others I know are in
college now., Others do not need to tell me what needs to be done. & h.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done. & h. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me., I need face-to-face interaction when learning new
things., Online courses are less work then going to classes., In the
past, I have struggled to complete my coursework., Others I know are in
college now., Others do not need to tell me what needs to be done. & h.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done.\tabularnewline
i. Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities. & i. Predictors: (Constant), I am comfortable with posting
in discussion boards., Self-motivation comes easily to me., I need
face-to-face interaction when learning new things., Online courses are
less work then going to classes., In the past, I have struggled to
complete my coursework., Others I know are in college now., Others do
not need to tell me what needs to be done., I use my computer for
leisure time activities. & i. Predictors: (Constant), I am comfortable
with posting in discussion boards., Self-motivation comes easily to me.,
I need face-to-face interaction when learning new things., Online
courses are less work then going to classes., In the past, I have
struggled to complete my coursework., Others I know are in college now.,
Others do not need to tell me what needs to be done., I use my computer
for leisure time activities. & i. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me., I need face-to-face interaction when learning new
things., Online courses are less work then going to classes., In the
past, I have struggled to complete my coursework., Others I know are in
college now., Others do not need to tell me what needs to be done., I
use my computer for leisure time activities. & i. Predictors:
(Constant), I am comfortable with posting in discussion boards.,
Self-motivation comes easily to me., I need face-to-face interaction
when learning new things., Online courses are less work then going to
classes., In the past, I have struggled to complete my coursework.,
Others I know are in college now., Others do not need to tell me what
needs to be done., I use my computer for leisure time activities. & i.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities. & i. Predictors: (Constant), I am comfortable with posting
in discussion boards., Self-motivation comes easily to me., I need
face-to-face interaction when learning new things., Online courses are
less work then going to classes., In the past, I have struggled to
complete my coursework., Others I know are in college now., Others do
not need to tell me what needs to be done., I use my computer for
leisure time activities.\tabularnewline
j. Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized. & j.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized. & j.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized. & j.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized. & j.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized. & j.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized. & j.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep
organized.\tabularnewline
k. Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized., I manage
my time well. & k. Predictors: (Constant), I am comfortable with posting
in discussion boards., Self-motivation comes easily to me., I need
face-to-face interaction when learning new things., Online courses are
less work then going to classes., In the past, I have struggled to
complete my coursework., Others I know are in college now., Others do
not need to tell me what needs to be done., I use my computer for
leisure time activities., I use an electronic calendar to keep
organized., I manage my time well. & k. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me., I need face-to-face interaction when learning new
things., Online courses are less work then going to classes., In the
past, I have struggled to complete my coursework., Others I know are in
college now., Others do not need to tell me what needs to be done., I
use my computer for leisure time activities., I use an electronic
calendar to keep organized., I manage my time well. & k. Predictors:
(Constant), I am comfortable with posting in discussion boards.,
Self-motivation comes easily to me., I need face-to-face interaction
when learning new things., Online courses are less work then going to
classes., In the past, I have struggled to complete my coursework.,
Others I know are in college now., Others do not need to tell me what
needs to be done., I use my computer for leisure time activities., I use
an electronic calendar to keep organized., I manage my time well. & k.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized., I manage
my time well. & k. Predictors: (Constant), I am comfortable with posting
in discussion boards., Self-motivation comes easily to me., I need
face-to-face interaction when learning new things., Online courses are
less work then going to classes., In the past, I have struggled to
complete my coursework., Others I know are in college now., Others do
not need to tell me what needs to be done., I use my computer for
leisure time activities., I use an electronic calendar to keep
organized., I manage my time well. & k. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me., I need face-to-face interaction when learning new
things., Online courses are less work then going to classes., In the
past, I have struggled to complete my coursework., Others I know are in
college now., Others do not need to tell me what needs to be done., I
use my computer for leisure time activities., I use an electronic
calendar to keep organized., I manage my time well.\tabularnewline
l. Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized., I manage
my time well., I take responsibility for getting things done. & l.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized., I manage
my time well., I take responsibility for getting things done. & l.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized., I manage
my time well., I take responsibility for getting things done. & l.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized., I manage
my time well., I take responsibility for getting things done. & l.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized., I manage
my time well., I take responsibility for getting things done. & l.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized., I manage
my time well., I take responsibility for getting things done. & l.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized., I manage
my time well., I take responsibility for getting things
done.\tabularnewline
\bottomrule
\end{longtable}\selectlanguage{english}
\begin{longtable}[]{@{}lllll@{}}
\toprule
\emph{Table 3.} Model Summary & \emph{Table 3.} Model Summary &
\emph{Table 3.} Model Summary & \emph{Table 3.} Model Summary &
\emph{Table 3.} Model Summary\tabularnewline
Model & R & R Square & Adjusted R Square & Std. Error of the
Estimate\tabularnewline
1 & .382\textsuperscript{a} & .146 & .141 & 1.735\tabularnewline
2 & .482\textsuperscript{b} & .232 & .223 & 1.650\tabularnewline
3 & .543\textsuperscript{c} & .295 & .282 & 1.586\tabularnewline
4 & .576\textsuperscript{d} & .332 & .316 & 1.548\tabularnewline
5 & .602\textsuperscript{e} & .362 & .343 & 1.517\tabularnewline
6 & .618\textsuperscript{f} & .382 & .360 & 1.497\tabularnewline
7 & .636\textsuperscript{g} & .404 & .379 & 1.475\tabularnewline
8 & .650\textsuperscript{h} & .422 & .394 & 1.457\tabularnewline
9 & .664\textsuperscript{i} & .441 & .410 & 1.437\tabularnewline
10 & .677\textsuperscript{j} & .459 & .425 & 1.418\tabularnewline
11 & .687\textsuperscript{k} & .472 & .436 & 1.406\tabularnewline
a. Predictors: (Constant), I am comfortable with posting in discussion
boards. & a. Predictors: (Constant), I am comfortable with posting in
discussion boards. & a. Predictors: (Constant), I am comfortable with
posting in discussion boards. & a. Predictors: (Constant), I am
comfortable with posting in discussion boards. & a. Predictors:
(Constant), I am comfortable with posting in discussion
boards.\tabularnewline
b. Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me. & b. Predictors:
(Constant), I am comfortable with posting in discussion boards.,
Self-motivation comes easily to me. & b. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me. & b. Predictors: (Constant), I am comfortable with posting
in discussion boards., Self-motivation comes easily to me. & b.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me.\tabularnewline
c. Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things. & c. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me., I need face-to-face interaction when learning new things.
& c. Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things. & c. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me., I need face-to-face interaction when learning new things.
& c. Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things.\tabularnewline
d. Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes. & d. Predictors: (Constant), I am comfortable with
posting in discussion boards., Self-motivation comes easily to me., I
need face-to-face interaction when learning new things., Online courses
are less work then going to classes. & d. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me., I need face-to-face interaction when learning new
things., Online courses are less work then going to classes. & d.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes. & d. Predictors: (Constant), I am comfortable with
posting in discussion boards., Self-motivation comes easily to me., I
need face-to-face interaction when learning new things., Online courses
are less work then going to classes.\tabularnewline
e. Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework. & e. Predictors: (Constant), I am comfortable with posting
in discussion boards., Self-motivation comes easily to me., I need
face-to-face interaction when learning new things., Online courses are
less work then going to classes., In the past, I have struggled to
complete my coursework. & e. Predictors: (Constant), I am comfortable
with posting in discussion boards., Self-motivation comes easily to me.,
I need face-to-face interaction when learning new things., Online
courses are less work then going to classes., In the past, I have
struggled to complete my coursework. & e. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me., I need face-to-face interaction when learning new
things., Online courses are less work then going to classes., In the
past, I have struggled to complete my coursework. & e. Predictors:
(Constant), I am comfortable with posting in discussion boards.,
Self-motivation comes easily to me., I need face-to-face interaction
when learning new things., Online courses are less work then going to
classes., In the past, I have struggled to complete my
coursework.\tabularnewline
f. Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now. & f. Predictors:
(Constant), I am comfortable with posting in discussion boards.,
Self-motivation comes easily to me., I need face-to-face interaction
when learning new things., Online courses are less work then going to
classes., In the past, I have struggled to complete my coursework.,
Others I know are in college now. & f. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me., I need face-to-face interaction when learning new
things., Online courses are less work then going to classes., In the
past, I have struggled to complete my coursework., Others I know are in
college now. & f. Predictors: (Constant), I am comfortable with posting
in discussion boards., Self-motivation comes easily to me., I need
face-to-face interaction when learning new things., Online courses are
less work then going to classes., In the past, I have struggled to
complete my coursework., Others I know are in college now. & f.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now.\tabularnewline
g. Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done. & g. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me., I need face-to-face interaction when learning new
things., Online courses are less work then going to classes., In the
past, I have struggled to complete my coursework., Others I know are in
college now., Others do not need to tell me what needs to be done. & g.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done. & g. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me., I need face-to-face interaction when learning new
things., Online courses are less work then going to classes., In the
past, I have struggled to complete my coursework., Others I know are in
college now., Others do not need to tell me what needs to be done. & g.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done.\tabularnewline
h. Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities. & h. Predictors: (Constant), I am comfortable with posting
in discussion boards., Self-motivation comes easily to me., I need
face-to-face interaction when learning new things., Online courses are
less work then going to classes., In the past, I have struggled to
complete my coursework., Others I know are in college now., Others do
not need to tell me what needs to be done., I use my computer for
leisure time activities. & h. Predictors: (Constant), I am comfortable
with posting in discussion boards., Self-motivation comes easily to me.,
I need face-to-face interaction when learning new things., Online
courses are less work then going to classes., In the past, I have
struggled to complete my coursework., Others I know are in college now.,
Others do not need to tell me what needs to be done., I use my computer
for leisure time activities. & h. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me., I need face-to-face interaction when learning new
things., Online courses are less work then going to classes., In the
past, I have struggled to complete my coursework., Others I know are in
college now., Others do not need to tell me what needs to be done., I
use my computer for leisure time activities. & h. Predictors:
(Constant), I am comfortable with posting in discussion boards.,
Self-motivation comes easily to me., I need face-to-face interaction
when learning new things., Online courses are less work then going to
classes., In the past, I have struggled to complete my coursework.,
Others I know are in college now., Others do not need to tell me what
needs to be done., I use my computer for leisure time
activities.\tabularnewline
i. Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized. & i.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized. & i.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized. & i.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized. & i.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep
organized.\tabularnewline
j. Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized., I manage
my time well. & j. Predictors: (Constant), I am comfortable with posting
in discussion boards., Self-motivation comes easily to me., I need
face-to-face interaction when learning new things., Online courses are
less work then going to classes., In the past, I have struggled to
complete my coursework., Others I know are in college now., Others do
not need to tell me what needs to be done., I use my computer for
leisure time activities., I use an electronic calendar to keep
organized., I manage my time well. & j. Predictors: (Constant), I am
comfortable with posting in discussion boards., Self-motivation comes
easily to me., I need face-to-face interaction when learning new
things., Online courses are less work then going to classes., In the
past, I have struggled to complete my coursework., Others I know are in
college now., Others do not need to tell me what needs to be done., I
use my computer for leisure time activities., I use an electronic
calendar to keep organized., I manage my time well. & j. Predictors:
(Constant), I am comfortable with posting in discussion boards.,
Self-motivation comes easily to me., I need face-to-face interaction
when learning new things., Online courses are less work then going to
classes., In the past, I have struggled to complete my coursework.,
Others I know are in college now., Others do not need to tell me what
needs to be done., I use my computer for leisure time activities., I use
an electronic calendar to keep organized., I manage my time well. & j.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized., I manage
my time well.\tabularnewline
k. Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized., I manage
my time well., I take responsibility for getting things done. & k.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized., I manage
my time well., I take responsibility for getting things done. & k.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized., I manage
my time well., I take responsibility for getting things done. & k.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized., I manage
my time well., I take responsibility for getting things done. & k.
Predictors: (Constant), I am comfortable with posting in discussion
boards., Self-motivation comes easily to me., I need face-to-face
interaction when learning new things., Online courses are less work then
going to classes., In the past, I have struggled to complete my
coursework., Others I know are in college now., Others do not need to
tell me what needs to be done., I use my computer for leisure time
activities., I use an electronic calendar to keep organized., I manage
my time well., I take responsibility for getting things
done.\tabularnewline
l. Dependent Variable: The following question uses a 10-Point scale,
with 1 being extremely unsuccessful, and 10 being extremely successful.
- On a scale of 1-10, how successful do you feel you were in your online
courses? & l. Dependent Variable: The following question uses a 10-Point
scale, with 1 being extremely unsuccessful, and 10 being extremely
successful. - On a scale of 1-10, how successful do you feel you were in
your online courses? & l. Dependent Variable: The following question
uses a 10-Point scale, with 1 being extremely unsuccessful, and 10 being
extremely successful. - On a scale of 1-10, how successful do you feel
you were in your online courses? & l. Dependent Variable: The following
question uses a 10-Point scale, with 1 being extremely unsuccessful, and
10 being extremely successful. - On a scale of 1-10, how successful do
you feel you were in your online courses? & l. Dependent Variable: The
following question uses a 10-Point scale, with 1 being extremely
unsuccessful, and 10 being extremely successful. - On a scale of 1-10,
how successful do you feel you were in your online
courses?\tabularnewline
\bottomrule
\end{longtable}

The second model focused on the dependent variable of self-reported
grade point average (GPA) of students. Of the questions asked in the
survey the second model showed eight variables that were statistically
significant predictors of student GPA, \emph{b} = -.397,
\emph{t}(110.066) = -5.767, \emph{p} \textless{} .001. These eight
survey questions explain a significant portion of the variance for
students' self-reported grade point averages,
\emph{R\textsuperscript{2}} = .359,\emph{F} (1, 178) = 33.261 , \emph{p}
\textless{} .001. As shown in table 4, some of the questions that were
identified as self-predictors of GPA scores were tied to prior learning
experiences (e.g., questions 1, 2, \& 8). Other questions were related
to the students' personal circumstances such as family and time
managements (e.g., questions 4, 5, 6, \& 8).

Question three, which is about the need for face-to-face interaction
when new material is being taught appeared as a significant predictor of
both self-reported GPA and success in online courses. The presence of
question 3 as a self-reported predictor of success in online courses and
also as a predictor of GPA may indicate the importance of interactive
structures within the online learning management system. These findings
echo those of recent studies on predictors of student success in online
education and the how the absence of coaching and support lead to high
dropout rates (Allen \& Seaman, 2013; Allen \& Seaman, 2017; Hung et
al., 2010; Online Learning Consortium, 2018). One notable difference
between the two models is that in the first model, the 11 question
accounted for 68\% of the predictability of self-reported success in
online courses. For the second the eight questions accounted for 59.9\%
of the predictability of self-reported GPA scores.\selectlanguage{english}
\begin{longtable}[]{@{}llll@{}}
\toprule
\emph{Table 4}. Variables Entered/Removed & \emph{Table 4}. Variables
Entered/Removed & \emph{Table 4}. Variables Entered/Removed &
\emph{Table 4}. Variables Entered/Removed\tabularnewline
Model & Variables Entered & Variables Removed & Method\tabularnewline
1 & In the past, I have struggled to complete my coursework. & . &
Stepwise (Criteria: Probability-of-F-to-enter \textless{}= .050,
Probability-of-F-to-remove \textgreater{}= .100).\tabularnewline
2 & In the past, I have not turned in assignments. & . & Stepwise
(Criteria: Probability-of-F-to-enter \textless{}= .050,
Probability-of-F-to-remove \textgreater{}= .100).\tabularnewline
3 & I need face-to-face interaction when learning new things. & . &
Stepwise (Criteria: Probability-of-F-to-enter \textless{}= .050,
Probability-of-F-to-remove \textgreater{}= .100).\tabularnewline
4 & I have to ask for extensions on due dates. & . & Stepwise (Criteria:
Probability-of-F-to-enter \textless{}= .050, Probability-of-F-to-remove
\textgreater{}= .100).\tabularnewline
5 & I work at least 40 hours per week. & . & Stepwise (Criteria:
Probability-of-F-to-enter \textless{}= .050, Probability-of-F-to-remove
\textgreater{}= .100).\tabularnewline
6 & My family supports my academic goals. & . & Stepwise (Criteria:
Probability-of-F-to-enter \textless{}= .050, Probability-of-F-to-remove
\textgreater{}= .100).\tabularnewline
7 & It is likely I will get good grades. & . & Stepwise (Criteria:
Probability-of-F-to-enter \textless{}= .050, Probability-of-F-to-remove
\textgreater{}= .100).\tabularnewline
8 & At times, reading can be difficult for me. & . & Stepwise (Criteria:
Probability-of-F-to-enter \textless{}= .050, Probability-of-F-to-remove
\textgreater{}= .100).\tabularnewline
a. Dependent Variable: Approximately, what was your GPA (grade point
average)? - GPA & a. Dependent Variable: Approximately, what was your
GPA (grade point average)? - GPA & a. Dependent Variable: Approximately,
what was your GPA (grade point average)? - GPA & a. Dependent Variable:
Approximately, what was your GPA (grade point average)? -
GPA\tabularnewline
\bottomrule
\end{longtable}\selectlanguage{english}
\begin{longtable}[]{@{}llllllll@{}}
\toprule
\emph{Table 5}. ANOVA & \emph{Table 5}. ANOVA & \emph{Table 5}. ANOVA &
\emph{Table 5}. ANOVA & \emph{Table 5}. ANOVA & \emph{Table 5}. ANOVA &
\emph{Table 5}. ANOVA & \emph{Table 5}. ANOVA\tabularnewline
Model & Model & Sum of Squares & df & Mean Square & F & Sig.
&\tabularnewline
1 & Regression & 5.778 & 1 & 5.778 & 33.261 & .000\textsuperscript{b}
&\tabularnewline
& Residual & 30.922 & 178 & .174 & & &\tabularnewline
& Total & 36.700 & 179 & & & &\tabularnewline
2 & Regression & 8.147 & 2 & 4.073 & 25.251 & .000\textsuperscript{c}
&\tabularnewline
& Residual & 28.553 & 177 & .161 & & &\tabularnewline
& Total & 36.700 & 179 & & & &\tabularnewline
3 & Regression & 9.313 & 3 & 3.104 & 19.951 & .000\textsuperscript{d}
&\tabularnewline
& Residual & 27.387 & 176 & .156 & & &\tabularnewline
& Total & 36.700 & 179 & & & &\tabularnewline
4 & Regression & 10.176 & 4 & 2.544 & 16.784 & .000\textsuperscript{e}
&\tabularnewline
& Residual & 26.524 & 175 & .152 & & &\tabularnewline
& Total & 36.700 & 179 & & & &\tabularnewline
5 & Regression & 11.134 & 5 & 2.227 & 15.156 & .000\textsuperscript{f}
&\tabularnewline
& Residual & 25.566 & 174 & .147 & & &\tabularnewline
& Total & 36.700 & 179 & & & &\tabularnewline
6 & Regression & 11.953 & 6 & 1.992 & 13.927 & .000\textsuperscript{g}
&\tabularnewline
& Residual & 24.747 & 173 & .143 & & &\tabularnewline
& Total & 36.700 & 179 & & & &\tabularnewline
7 & Regression & 12.620 & 7 & 1.803 & 12.877 & .000\textsuperscript{h}
&\tabularnewline
& Residual & 24.080 & 172 & .140 & & &\tabularnewline
& Total & 36.700 & 179 & & & &\tabularnewline
8 & Regression & 13.183 & 8 & 1.648 & 11.982 & .000\textsuperscript{i}
&\tabularnewline
& Residual & 23.517 & 171 & .138 & & &\tabularnewline
& Total & 36.700 & 179 & & & &\tabularnewline
a. Dependent Variable: Approximately, what was your GPA (grade point
average)? - GPA & a. Dependent Variable: Approximately, what was your
GPA (grade point average)? - GPA & a. Dependent Variable: Approximately,
what was your GPA (grade point average)? - GPA & a. Dependent Variable:
Approximately, what was your GPA (grade point average)? - GPA & a.
Dependent Variable: Approximately, what was your GPA (grade point
average)? - GPA & a. Dependent Variable: Approximately, what was your
GPA (grade point average)? - GPA & a. Dependent Variable: Approximately,
what was your GPA (grade point average)? - GPA &\tabularnewline
b. Predictors: (Constant), In the past, I have struggled to complete my
coursework. & b. Predictors: (Constant), In the past, I have struggled
to complete my coursework. & b. Predictors: (Constant), In the past, I
have struggled to complete my coursework. & b. Predictors: (Constant),
In the past, I have struggled to complete my coursework. & b.
Predictors: (Constant), In the past, I have struggled to complete my
coursework. & b. Predictors: (Constant), In the past, I have struggled
to complete my coursework. & b. Predictors: (Constant), In the past, I
have struggled to complete my coursework. &\tabularnewline
c. Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments. & c.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments. & c.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments. & c.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments. & c.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments. & c.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments. & c.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments.
&\tabularnewline
d. Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things. & d. Predictors:
(Constant), In the past, I have struggled to complete my coursework., In
the past, I have not turned in assignments., I need face-to-face
interaction when learning new things. & d. Predictors: (Constant), In
the past, I have struggled to complete my coursework., In the past, I
have not turned in assignments., I need face-to-face interaction when
learning new things. & d. Predictors: (Constant), In the past, I have
struggled to complete my coursework., In the past, I have not turned in
assignments., I need face-to-face interaction when learning new things.
& d. Predictors: (Constant), In the past, I have struggled to complete
my coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things. & d. Predictors:
(Constant), In the past, I have struggled to complete my coursework., In
the past, I have not turned in assignments., I need face-to-face
interaction when learning new things. & d. Predictors: (Constant), In
the past, I have struggled to complete my coursework., In the past, I
have not turned in assignments., I need face-to-face interaction when
learning new things. &\tabularnewline
e. Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates. & e. Predictors: (Constant), In the past, I
have struggled to complete my coursework., In the past, I have not
turned in assignments., I need face-to-face interaction when learning
new things., I have to ask for extensions on due dates. & e. Predictors:
(Constant), In the past, I have struggled to complete my coursework., In
the past, I have not turned in assignments., I need face-to-face
interaction when learning new things., I have to ask for extensions on
due dates. & e. Predictors: (Constant), In the past, I have struggled to
complete my coursework., In the past, I have not turned in assignments.,
I need face-to-face interaction when learning new things., I have to ask
for extensions on due dates. & e. Predictors: (Constant), In the past, I
have struggled to complete my coursework., In the past, I have not
turned in assignments., I need face-to-face interaction when learning
new things., I have to ask for extensions on due dates. & e. Predictors:
(Constant), In the past, I have struggled to complete my coursework., In
the past, I have not turned in assignments., I need face-to-face
interaction when learning new things., I have to ask for extensions on
due dates. & e. Predictors: (Constant), In the past, I have struggled to
complete my coursework., In the past, I have not turned in assignments.,
I need face-to-face interaction when learning new things., I have to ask
for extensions on due dates. &\tabularnewline
f. Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week. & f.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week. & f.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week. & f.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week. & f.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week. & f.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week. & f.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week.
&\tabularnewline
g. Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week., My family
supports my academic goals. & g. Predictors: (Constant), In the past, I
have struggled to complete my coursework., In the past, I have not
turned in assignments., I need face-to-face interaction when learning
new things., I have to ask for extensions on due dates., I work at least
40 hours per week., My family supports my academic goals. & g.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week., My family
supports my academic goals. & g. Predictors: (Constant), In the past, I
have struggled to complete my coursework., In the past, I have not
turned in assignments., I need face-to-face interaction when learning
new things., I have to ask for extensions on due dates., I work at least
40 hours per week., My family supports my academic goals. & g.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week., My family
supports my academic goals. & g. Predictors: (Constant), In the past, I
have struggled to complete my coursework., In the past, I have not
turned in assignments., I need face-to-face interaction when learning
new things., I have to ask for extensions on due dates., I work at least
40 hours per week., My family supports my academic goals. & g.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week., My family
supports my academic goals. &\tabularnewline
h. Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week., My family
supports my academic goals., It is likely I will get good grades. & h.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week., My family
supports my academic goals., It is likely I will get good grades. & h.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week., My family
supports my academic goals., It is likely I will get good grades. & h.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week., My family
supports my academic goals., It is likely I will get good grades. & h.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week., My family
supports my academic goals., It is likely I will get good grades. & h.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week., My family
supports my academic goals., It is likely I will get good grades. & h.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week., My family
supports my academic goals., It is likely I will get good grades.
&\tabularnewline
i. Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week., My family
supports my academic goals., It is likely I will get good grades., At
times, reading can be difficult for me. & i. Predictors: (Constant), In
the past, I have struggled to complete my coursework., In the past, I
have not turned in assignments., I need face-to-face interaction when
learning new things., I have to ask for extensions on due dates., I work
at least 40 hours per week., My family supports my academic goals., It
is likely I will get good grades., At times, reading can be difficult
for me. & i. Predictors: (Constant), In the past, I have struggled to
complete my coursework., In the past, I have not turned in assignments.,
I need face-to-face interaction when learning new things., I have to ask
for extensions on due dates., I work at least 40 hours per week., My
family supports my academic goals., It is likely I will get good
grades., At times, reading can be difficult for me. & i. Predictors:
(Constant), In the past, I have struggled to complete my coursework., In
the past, I have not turned in assignments., I need face-to-face
interaction when learning new things., I have to ask for extensions on
due dates., I work at least 40 hours per week., My family supports my
academic goals., It is likely I will get good grades., At times, reading
can be difficult for me. & i. Predictors: (Constant), In the past, I
have struggled to complete my coursework., In the past, I have not
turned in assignments., I need face-to-face interaction when learning
new things., I have to ask for extensions on due dates., I work at least
40 hours per week., My family supports my academic goals., It is likely
I will get good grades., At times, reading can be difficult for me. & i.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week., My family
supports my academic goals., It is likely I will get good grades., At
times, reading can be difficult for me. & i. Predictors: (Constant), In
the past, I have struggled to complete my coursework., In the past, I
have not turned in assignments., I need face-to-face interaction when
learning new things., I have to ask for extensions on due dates., I work
at least 40 hours per week., My family supports my academic goals., It
is likely I will get good grades., At times, reading can be difficult
for me. &\tabularnewline
\bottomrule
\end{longtable}\selectlanguage{english}
\begin{longtable}[]{@{}lllll@{}}
\toprule
Table 6. Model Summary & Table 6. Model Summary & Table 6. Model Summary
& Table 6. Model Summary & Table 6. Model Summary\tabularnewline
Model & R & R Square & Adjusted R Square & Std. Error of the
Estimate\tabularnewline
1 & .397\textsuperscript{a} & .157 & .153 & .417\tabularnewline
2 & .471\textsuperscript{b} & .222 & .213 & .402\tabularnewline
3 & .504\textsuperscript{c} & .254 & .241 & .394\tabularnewline
4 & .527\textsuperscript{d} & .277 & .261 & .389\tabularnewline
5 & .551\textsuperscript{e} & .303 & .283 & .383\tabularnewline
6 & .571\textsuperscript{f} & .326 & .302 & .378\tabularnewline
7 & .586\textsuperscript{g} & .344 & .317 & .374\tabularnewline
8 & .599\textsuperscript{h} & .359 & .329 & .371\tabularnewline
a. Predictors: (Constant), In the past, I have struggled to complete my
coursework. & a. Predictors: (Constant), In the past, I have struggled
to complete my coursework. & a. Predictors: (Constant), In the past, I
have struggled to complete my coursework. & a. Predictors: (Constant),
In the past, I have struggled to complete my coursework. & a.
Predictors: (Constant), In the past, I have struggled to complete my
coursework.\tabularnewline
b. Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments. & b.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments. & b.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments. & b.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments. & b.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in
assignments.\tabularnewline
c. Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things. & c. Predictors:
(Constant), In the past, I have struggled to complete my coursework., In
the past, I have not turned in assignments., I need face-to-face
interaction when learning new things. & c. Predictors: (Constant), In
the past, I have struggled to complete my coursework., In the past, I
have not turned in assignments., I need face-to-face interaction when
learning new things. & c. Predictors: (Constant), In the past, I have
struggled to complete my coursework., In the past, I have not turned in
assignments., I need face-to-face interaction when learning new things.
& c. Predictors: (Constant), In the past, I have struggled to complete
my coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things.\tabularnewline
d. Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates. & d. Predictors: (Constant), In the past, I
have struggled to complete my coursework., In the past, I have not
turned in assignments., I need face-to-face interaction when learning
new things., I have to ask for extensions on due dates. & d. Predictors:
(Constant), In the past, I have struggled to complete my coursework., In
the past, I have not turned in assignments., I need face-to-face
interaction when learning new things., I have to ask for extensions on
due dates. & d. Predictors: (Constant), In the past, I have struggled to
complete my coursework., In the past, I have not turned in assignments.,
I need face-to-face interaction when learning new things., I have to ask
for extensions on due dates. & d. Predictors: (Constant), In the past, I
have struggled to complete my coursework., In the past, I have not
turned in assignments., I need face-to-face interaction when learning
new things., I have to ask for extensions on due dates.\tabularnewline
e. Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week. & e.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week. & e.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week. & e.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week. & e.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per
week.\tabularnewline
f. Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week., My family
supports my academic goals. & f. Predictors: (Constant), In the past, I
have struggled to complete my coursework., In the past, I have not
turned in assignments., I need face-to-face interaction when learning
new things., I have to ask for extensions on due dates., I work at least
40 hours per week., My family supports my academic goals. & f.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week., My family
supports my academic goals. & f. Predictors: (Constant), In the past, I
have struggled to complete my coursework., In the past, I have not
turned in assignments., I need face-to-face interaction when learning
new things., I have to ask for extensions on due dates., I work at least
40 hours per week., My family supports my academic goals. & f.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week., My family
supports my academic goals.\tabularnewline
g. Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week., My family
supports my academic goals., It is likely I will get good grades. & g.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week., My family
supports my academic goals., It is likely I will get good grades. & g.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week., My family
supports my academic goals., It is likely I will get good grades. & g.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week., My family
supports my academic goals., It is likely I will get good grades. & g.
Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week., My family
supports my academic goals., It is likely I will get good
grades.\tabularnewline
h. Predictors: (Constant), In the past, I have struggled to complete my
coursework., In the past, I have not turned in assignments., I need
face-to-face interaction when learning new things., I have to ask for
extensions on due dates., I work at least 40 hours per week., My family
supports my academic goals., It is likely I will get good grades., At
times, reading can be difficult for me. & h. Predictors: (Constant), In
the past, I have struggled to complete my coursework., In the past, I
have not turned in assignments., I need face-to-face interaction when
learning new things., I have to ask for extensions on due dates., I work
at least 40 hours per week., My family supports my academic goals., It
is likely I will get good grades., At times, reading can be difficult
for me. & h. Predictors: (Constant), In the past, I have struggled to
complete my coursework., In the past, I have not turned in assignments.,
I need face-to-face interaction when learning new things., I have to ask
for extensions on due dates., I work at least 40 hours per week., My
family supports my academic goals., It is likely I will get good
grades., At times, reading can be difficult for me. & h. Predictors:
(Constant), In the past, I have struggled to complete my coursework., In
the past, I have not turned in assignments., I need face-to-face
interaction when learning new things., I have to ask for extensions on
due dates., I work at least 40 hours per week., My family supports my
academic goals., It is likely I will get good grades., At times, reading
can be difficult for me. & h. Predictors: (Constant), In the past, I
have struggled to complete my coursework., In the past, I have not
turned in assignments., I need face-to-face interaction when learning
new things., I have to ask for extensions on due dates., I work at least
40 hours per week., My family supports my academic goals., It is likely
I will get good grades., At times, reading can be difficult for
me.\tabularnewline
i. Dependent Variable: Approximately, what was your GPA (grade point
average)? - GPA & i. Dependent Variable: Approximately, what was your
GPA (grade point average)? - GPA & i. Dependent Variable: Approximately,
what was your GPA (grade point average)? - GPA & i. Dependent Variable:
Approximately, what was your GPA (grade point average)? - GPA & i.
Dependent Variable: Approximately, what was your GPA (grade point
average)? - GPA\tabularnewline
\bottomrule
\end{longtable}

\textbf{Limitations}

There were a few limitations in this study. The survey was distributed
to current and former online students from the past three years. During
this timeframe, there could have been improvements to the learning
management system, which may have impacted the learning experiences of
current students as compared to those who enrolled in prior years.
Additionally, training and coaching provided for faculty who teach
online courses may have been different from one discipline to another,
which in turn may have influenced the nature of the experiences and
responses given by participants. Furthermore, those who took online
courses two or three years ago may not have an accurate recollection of
the challenges and learning experiences that they have had in online
classrooms. Another limitation in this study was the length of the
survey instrument. As the intention was to gather as much information as
feasible about the learning experiences of online students, the response
rates went down as questions progressed. The survey may have also been
distributed to students who were on-campus students, but have
occasionally enrolled in online courses, so their experiences may not be
reflective of those who enroll primarily in online courses. Finally, the
survey was administrated at a private non-profit university, so results
may be different at a public or for-profit institution.

\textbf{Future Recommendations}

If further research is conducted, it is recommended that the total
number of online classes taken by the student is recorded, as well as
the terms when these classes were taken. This information can provide
further insight into responses, as an individual who has taken multiple
online courses compared to one may answer the questions differently.
Additionally, identifying the term during which the class was taken
would also provide further insight to the responses, as individuals
taking online summer courses may respond differently than those taking
online courses during the fall or spring semesters, as the terms are
shorter in the summer.

Future studies may be conducted using the questions revealed in the two
models of this study, which would reduce the number of questions from 88
to 19. Doing so, may eliminate some of the survey fatigue that was noted
in this study. From a methodological approach, it is recommended that
future studies separate undergraduate from graduate participants. Doing
so, may reveal useful information about online learning experience based
on this academic status. Finally, given that question three was a
significant predictor of self-reported success and GPA, it is
recommended that future studies focus on further investigating the
presence of live interactions in online courses.

\textbf{References}

Allen, I. E. \& Seaman, J. (2013) Going the Distance: Online Education
in the United States, 2011{[}online{]}. Sloane Consortium website.
Available at:
http://sloanconsortium.org/publications/survey/going\_distance\_2011

Allen, I. E. \& Seaman, J. (2017). Changing course: Ten years of
tracking online education in the United Stated. Retrieved from
https://files.eric.ed.gov/fulltext/ED541571.pdf

and Non-completion of Community College Online Courses, \emph{The
American Journal of Distance Education, 22}:3, 146-158, DOI:
10.1080/08923640802239962

Bousbahi, F., \& Alrazgan, M. S. (2015). Investigating IT Faculty
Resistance to Learning Management System Adoption Using Latent Variables
in an Acceptance Technology Model. \emph{TheScientificWorldJournal} ,
375651. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4605370/

Cochran, J. D., Campbell, S. M., Baker, H. M., \& Leeds, E. M. (2014).
The Role of Student Characteristics in Predicting Retention in Online
Courses. \emph{Research in Higher Education} , \emph{55} (1), 27--48.
Retrieved from
http://dx.doi.org.tu.opal-libraries.org/10.1007/s11162-013-9305-8

Dupin-Bryant, P. A. (2004). Pre-entry Variables Related to Retention in
Online Distance Education. \emph{The American Journal of Distance
Education, 18} (4), 199-206. doi:10.1207/S15389286AJDE1804\_2

Farid, A. (2014). Student Online Readiness Assessment Tools: A
Systematic Review Approach. \emph{Electronic Journal of E-Learning}
,\emph{12} (4), 375--382. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1035667.pdf

Halgamuge, M. N. (2017). The use and analysis of anti-plagiarism
software: Turnitin tool for formative assessment and
feedback.\emph{Computer Applications in Engineering Education} , (6),
895. https://doi-org.tu.opal-libraries.org/10.1002/cae.21842

Horzum, M. B., Kaymak, Z. D., \& Gungoren, O. C. (2015). Structural
Equation Modeling towards Online Learning Readiness, Academic
Motivations, and Perceived Learning. \emph{Educational Sciences: Theory
and Practice} , \emph{15} (3), 759--770. Retrieved from
https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1067438

Hung, M.-L., Chou, C., Chen, C.-H., \& Own, Z.-Y. (2010). Learner
Readiness for Online Learning: Scale Development and Student
Perceptions. \emph{Computers \& Education} , \emph{55} (3), 1080--1090.
Retrieved from
http://dx.doi.org.tu.opal-libraries.org/10.1016/j.compedu.2010.05.004

Ivan, L. H. \& Beverly, L. B. (2011). Student Characteristics That
Predict Persistence in Community College Online Courses, American
Journal of Distance Education, 25:3, 178-191, DOI:
10.1080/08923647.2011.590107

Kerr, M. S., Rynearson, K., \& Kerr, M. C. (2006). Student
characteristics for online learning success.~\emph{The Internet and
Higher Education, 9} (2), 91-105. doi:10.1016/j.iheduc.2006.03.002

MacLennan, H. (2018). Student Perceptions of Plagiarism Avoidance
Competencies: An Action Research Case Study. \emph{Journal of the
Scholarship of Teaching and Learning} , \emph{18} (1), 58--74. Retrieved
from
https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1169879

McAllister, C., \& Watkins, P. (2012). Increasing Academic Integrity in
Online Classes by Fostering the Development of Self-regulated Learning
Skills. \emph{Clearing House} , \emph{85} (3), 96--101.
https://doi-org.tu.opal-libraries.org/10.1080/00098655.2011.642420

Online Learning Consortium. (2018). New study: Over six million students
now enrolled in distance education. Retrieved from
https://onlinelearningconsortium.org/news\_item/new-study-six-million-students-now-enrolled-distance-education/

Seaman, J. E., Allen, I. E., Seaman, J., \& Babson Survey Research
Group. (2018). \emph{Grade Increase: Tracking Distance Education in the
United States} . \emph{Babson Survey Research Group} . Babson Survey
Research Group. Retrieved from https://eric.ed.gov/?id=ED580852

Squires, V. (2018). Using the 3E Framework in Promoting Adult Learners'
Success in Online Environments. \emph{Alberta Journal of Educational
Research} , \emph{64} (2), 126--140. Retrieved from Alberta Journal of
Educational Research.

Steven, R. A. \& Elaine, S. J. (2008). Factors Influencing Completion
and Noncompletion of Community College Online Courses, \emph{The
American journal of Distance Education} ,

22:3, 146-158, DOI: 10.1080/08923640802239962

Tolman, S. (2017). Academic Dishonesty in Online Courses: Considerations
for Graduate Preparatory Programs in Higher Education. \emph{College
Student Journal} , \emph{51} (4), 579--584. Retrieved from
http://www.projectinnovation.com/college-student-journal.html

US. Department of Education, National Center for Educational Statistics,
Institution of Education Science. (2015). Enrollment in distance
education. Retrieved from
https://nces.ed.gov/fastfacts/display.asp?id=80

World Bank (2017). World development report. Digital dividends overview.
Retrieved from
http://documents.worldbank.org/curated/en/961621467994698644/pdf/102724-WDR-WDR2016Overview-ENGLISH-WebResBox-394840B-OUO-9.pdf

\selectlanguage{english}
\FloatBarrier
\end{document}

