TY - JOUR
AU - Kember, David
AB - :J-E David Kember A Longitudinal-Process Model of Drop-Out from Distance Education In this article I propose a model of drop-out from distance education. This model is based on models utilised in other fields of education, but it is my contention that these models are not directly applicable to distance education because of the characteristics of that form of education. Distance education can trace its genesis to correspondence educa­ tion. Correspondence schools have traditionally offered an education based on two components: a printed study booklet and a number of written interactions between tutor and student, based around assign­ ments. The term "correspondence education" became inappropriate when some institutions, such as the Open University in the United Kingdom, started offering an environment of educational experiences too rich to be adequately described in that way. However rich and varied the distance education course, its various elements can still be classified into two aspects that are analogous to those of traditional correspondence education. Study materials are generally made available by the institution for the learners, and assis­ tance is afforded through a range of support services. Study materials may be classified by the distinguishing feature that they are capable of pre-preparation and are 
TI - A Longitudinal-Process Model of Drop-Out from Distance Education
JF - The Journal of Higher Education
DO - 10.1080/00221546.1989.11775036
DA - 1989-05-01
UR - https://www.deepdyve.com/lp/taylor-francis/a-longitudinal-process-model-of-drop-out-from-distance-education-Ba29mTU1wG
SP - 278
EP - 301
VL - 60
IS - 3
DP - DeepDyve
ER -