Operationalization of the research model

Note: trong lúc đọc các nghiên cứu trước đây (literature review), các em lâ ̣p mô ̣t bảng giống bảng phía dưới, liê ̣t kê tất cả các biến có trong
mô hình nghiên cứu (research model) của mình bao gồm: Tên biến/yếu tố (Name of variables/factors), định nghĩa của các khái niê ̣m/biến
nghiên cứu (sẽ có nhiều định nghĩa khác nhau, các em chọn đưa vào bảng định nghĩa phù hợp nhất hay đúng nhất với bối cảnh nghiên cứu
của mình, mã của các items đo lường các biến, các câu diễn giải các khía cạnh đo lường của các biến (đây chính là các câu được đưa vào
bảng hỏi), và cuối cũng là nguồn (các em kế thừa định nghĩa, các items đo lường của ai thì đưa nguồn vào phần references để sau này khi
viết hay cần tham khảo chúng ta biết ở đâu, tài liê ̣u nào mà tìm.

FACTORS AFFECTING THE ADULT LEARNERS’ PERSISTENCE IN E-LEARNING

PROGRAM – A STUDY IN HO CHI MINH CITY

Operationalization of the research model

By: Hoàng Thị Cẩm Tú (MBA)
Variables Definitions Coded Description of statement References
Student characteristics LB1 Age Bean and Metzner (1985),
such as age, ethnicity, LB2 Gender Ross and Powell (1990),
Learner gender, intellectual Jun, 2005, Park, 2007,
background development, and LB3 Marital status Volkwein & Lorang, 1995,
academic performance LB4 Education goal Williamson & Creamer,
can affect student LB5 Employment status 1988, Levy, 2007, Willing
persistence LB6 Resident status P.A and Johnson S.D
(2004)
CO1 My ability to use e-mail to send messages to other students R.Watkins, 2004
Communicate is good Rovai (2003),
online Two fundamental CO2 My ability to join a chat room with my classmates is good Zimerman (2008),
skills that a necessary for CO3 My ability to join a forum is good C.Hart (2012)
success in e-learning are: CO4 My ability to join an open meeting is good
(a) the ability to adapt IT1 My ability to navigate the Internet is good
traditional study skills IT2 My ability to use email, including attaching a file to a
IT skill into online success message, is good
strategies, and (b) the IT3 My ability to download a program from the Internet is good
capacity to adopt new IT4 My ability to install a program from the Internet is good
techniques for learning IT5 My ability to use software relevant to my course is good
Study and communicating
RETANO1 My reading comprehension skills are good
skills effectively in the online
RETANO2 Before I read, I turn headings into questions so that I know
 Reading and environment
taking note
skill
Time
management
Because of most adult
learners are employed
and have multiple roles in
Time conflict their life, so time conflict/
schedule conflict is an
obstacle they often face
and affect whole their
study process
Most adult learners have
External many responsibilities for
factors their family as well as for
Family their job, and family
support support and organization
support are key factors
affecting adult learners’
decision to drop out of
online courses
Organization
support
Social interaction can be
understood as the need
for students to develop
Social interpersonal
integration relationships with peers,
what I'm going to learn.
RETANO3 To remember better, I check main headings and the
summary before I read a chapter or article.
RETANO4 I can always find the main idea when I am reading.
RETANO5 I always use a note-taking system (Cornell, mind maps,
outline method).
TIMA1 I set aside a regular time for studying every day
TIMA2 I set aside time to review for each course every week.
TIMA3 I use a daily planner to schedule study time for each course.
TIMA4 I avoid activities/events that interfere with my study
schedule.
TIMA5 I devote sufficient study time to each of my courses.
TICO1 I often have trouble finding enough time to study. Park (2007), Park and Choi
TICO2 I have trouble finishing tests online on time (2009)
TICO3 I have a regular time set aside to work on the courses
TICO4 I couldn’t arrange sufficient time to study.
FASU1 My family understands me very well even though I spend
little time with them because of online courses
FASU2 My family is proud of me when I learn to improve my job
performance
FASU3 My family always encourage me to complete the course
FASU4 My family help me doing housework
FASU5 My family help me minimizing distractions
ORSU1 My organization is willing to reduce my workload when I
need training for my job
ORSU2 My supervisor shows interest in my job-related learning
ORSU3 My organization have tuition support policy to encourage
me attend my job-related learning
ORSU4 My organization is willing to reduce work hour when I need
training for my job
SOINTE1 I could communicate with other participants Erman Yukselturk, Fethi
SOINTE2 I could sufficiently utilize communication tools (e.g. Ahmet Inan, 2006
discussion list, chat and e-mail)
SOINTE3 My group support me a lot during this course
SOINTE4 I could get enough support from the academic affairs
SOINTE5 I could get timely feedback from the academic affairs
 faculty, and staff.
Academic integration
can be defined
“encompassing all
facets of a course and
all elements of contact
Academic
Internal between an institution
interaction
factors and the students
whether these are of an
academic,
administrative or social
nature”
The system itself may be
viewed as a special
environment
Technology which can establish new
usability and different types of
interaction
among the students
Motivation is one of the
most frequently studied
variables in relation to
dropout or it closely
Motivation related to dropout of adult
learners in e-learning
contexts
Keller’s ARCS model
(1987) is a well-known
motivational design
model. The ARCS
model consists of four
major conditions of
attention, relevance,
confidence, and
satisfaction
SOINTE6 I could communicate with lecturer when I need help
SOINTE7 I could join discussion easily at the lecture’s guidance
SOINTE8 I could get useful feedback from my lecture for my
assignment
ACINTE1 I was pleased with the content of the course Kember, 1995; Packham
ACINTE2 The courses were overloaded and I did not have adequate et al. (2004);
knowledge level Willging,P,A., &
ACINTE3 If the program were face to face, I would continue on Johnson,S,D.(2004)
attending the program
ACINTE4 I could cope with the number of assignments of each course
ACINTE5 The amount of coursework, which involved weekly tasks
and assignment work were overloaded
The web-pages of the course were unappealing
ACINTE6
ACINTE7 The course format bored me
ACINTE8 The course materials were too difficult to understand
TEUSA1 I could adapt to the e-learning system easily Bouhnik, Dan and
TEUSA2 I could use well email to send message with my classmates Marcus, Tali (2006);
or my lecturer Erman Yukselturk, Fethi
TEUSA3 I could joint chat room or forum to discuss with my Ahmet Inan, 2006
classmates
TEUSA4 I could access the data in the e-learning website
TEUSA5 I could launch the course via e-learning system
MOTI1 The quality of the course was sufficient to keep my attention Chyung, 2001; Chyung,
MOTI2 This course stimulated my curiosity Winiecki, & Fenner,
MOTI3 The course content was applicable to my personal interests 1998; Doo & Kim, 2000;
MOTI4 The course content was applicable to my future career Jun, 2005; Levy, 2007;
opportunities Menager-Beeley, 2004;
MOTI5 I was satisfied with the course content
Park, 2007
MOTI6 I was satisfied with course learning activities Keller’s(1987)IMMS; Park
MOTI7 Are aware that this course is highly needed in the future and Choi (2009);
MOTI8 Learning the course is my priority Winiecki, and Fenner
MOTI9 I am interested in learning the course (1998)
MOTI10 I am eager to learn this course
 Persistence, that is, the LEPER1
behavior of continuing
action despite the LEPER2
presence of obstacles, is
an important measure of LEPER3
Learners’ higher education program
persistence effectiveness. In online LEPER4
situation, persistence can
be defined as the length LEPER5
of time an adult attends
classes.
However the workload is, I increase my efforts to complete Rovai (2003), Quigley,
the program (1997), Martinez, (2003),
I try my best to arrange family work to complete the Carolyn Hart (2012)
program
When facing with difficult tasks in the program, I increase
my efforts to complete.
I improve my study skills to adapt with the program
requirements
I have a checklist schedule to ensure that I can complete my
education goal