Graduate School Students' Attitude and Performance in Online Learning

Abstract

The shift towards online learning in higher education has become a prominent trend, with graduate schools increasingly adopting this mode of instruction. This study investigates the attitudes and performance of graduate school students in the context of online learning. By employing a mixed-methods approach, including surveys and academic performance data analysis, the researchers explored the factors influencing graduate students' perceptions and behaviors in online learning environments. The findings reveal that graduate students' attitudes towards online learning are multifaceted, shaped by factors such as prior online learning experiences, technological proficiency, and instructor support. Additionally, they examined the impact of these attitudes on academic performance, shedding light on the correlation between student engagement, participation, and their overall success in online graduate programs. This research offers valuable insights for educators and administrators seeking to enhance online learning experiences for graduate students. It underscores the importance of fostering a positive attitude towards online learning and provides recommendations for improving the design and delivery of online courses to optimize graduate student performance and satisfaction in virtual educational environments