Learner Characteristics, Behavior, and Achievement Within Web-based Distance Education: Learner-Centered Models

Second year Instructional Technology masters (ITMA) students (N=49) in a 3-year Web-based Instructional Technology program at Virginia Tech chose to communicate with faculty, support staff, and other students via a virtual forum rather than privately if the students had poor coping skills. Specifically, these students posted more messages to the program listsery (R2=18.8) than the average ITMA student. Coping Skills were lower when students ' Locus of Control was external and when students exhibited Type A Personality traits (R2=37.4). Academic achievement was independent of psychosocial traits; however, a model containing students ' Frequency of Misunderstandings, Number of Assignment Re-submissions, Assignment Grades, and Attitude predicted 68 % of the variance in Achievement. QueenDom Inventories (Jerabek, 1996b; 1996c; 1996g) were used to gather psychosocial data. Regression analysis statistics, path model diagrams, and direct and indirect effects are reported. (Contains 19 references, 17 tables, and 12 figures.) (Author) Reproductions supplied by EDRS are the best that can be made from the original document