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Author Register-Haley, Carrie
Title How students considered at risk during high school describe academic online success: A grounded theory study
book jacket
Descript 143 p
Note Source: Dissertation Abstracts International, Volume: 72-10, Section: A, page:
Adviser: Kim M. Kostere
Thesis (Psy.D.)--Capella University, 2011
This study used the qualitative grounded theory approach to examine the experiences of at-risk learners achieving success in an online learning environment. Their lived experiences served to develop a theory on the at-risk learners' ability to overcome the impact of their at risk background and successfully navigate online courses. The learners' experiences were considered as units of analysis during the data collection process. These experiences explain the at-risk learner's move towards academic success. The information gained from exploring the lived experience of at-risk learners assisted in answering the research question, which asked how students considered at risk during high school describe the process of academic success in an online college learning environment. This study concludes with the emergence of the at-risk online learner theory, which comprises three established theories and the learner being surrounded by a good support system. The relationship of each relevant theory to this study is explained in applicable areas of the research. This study determined that learners previously considered at risk were able to find academic success when most or all of the conditions presented in the results of this study were a part of the learners' transition process
School code: 1351
Host Item Dissertation Abstracts International 72-10A
Subject Psychology, Behavioral
Education, Educational Psychology
Psychology, Developmental
0384
0525
0620
Alt Author Capella University. Harold Abel School of Social and Behavioral Sciences
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