From: Explaining persistence in online courses in higher education: a difference-in-differences analysis
Study | Sample | Â | Â | Â | Â |
---|---|---|---|---|---|
 |  | PE | EE | SI | FC |
Alraimi et al. (2015) | n = 316, 74 countries | .18** |  |  |  |
Cheng (2014) | n = 378, Taiwan | .22** |  |  |  |
Chiu and Wang (2008) | n = 286, Taiwan | .12* | .15* | NS | NS |
Damnjanovic et al. (2015) | n = 255, Serbia, Lithuania, Bosnia and Herzegovina | .20* |  |  |  |
El-Masri and Tarhini (2017) | n = 418, Qatar | .19** | .12** | .14** | NS |
 | n = 389, USA | .20** | NS | NS | .10* |
Hsu et al. (2016) | n = 119, Taiwan | .35** | .32** |  |  |
Islam and Azad (2015) | n = 185, Finland | .22* (indirect) | .30** (indirect) |  |  |
Islam (2013) | n = 249, Finland | .50** | .22** |  |  |
Lakhal (2019) | n = 61, Canada | NS | NS | NS | .66** |
Lin et al. (2011) | n = 230, Taiwan | .34** (indirect) | .23** (indirect) |  |  |
Mohammadyari and Singh (2015) | n = 34, New Zealand | .39** | NS | .32** (indirect) |  |
Ouyang et al. (2017) | n = 234, China | .20* |  |  |  |
RodrÃguez-Ardura and Meseguer-Artola (2016) | n = 2530, Europe | .66** (indirect) | .14** (indirect) |  |  |
Tarhini, (2017) | n = 366, Britain | .26** | .12* | .23** | NS |
Wu and Zhang (2014) | n = 284, China | .58** | .65** (indirect) | .29** (indirect) |  |
Wu and Zhang (2014) | n = 252, China | .47* | .32** (indirect) | .13** (indirect) |  |
Yang et al. (2017) | n = 294, China | .29** | .33** |  |  |