What psychological factors influence adult learners' retention rates when transitioning from asynchronous online modules to live seminar discussions in a master program?
Download run
Fan-out diagram
The searches the AI actually ran for this prompt.
SEED QUERY
What psychological factors influence adult learners' retention rates when transitioning from asynchronous online modules to live seminar discussions in a master program?
3 real searches · 1 real-search pass
adult online learning knowledge retention asynchronous synchronous discussion self-regulated learning social presence cognitive load systematic review higher educationGoogle ↗
OBSERVEDReason
self-determination theory online learning adult students autonomy competence relatedness retention higher education studyGoogle ↗
OBSERVEDOther / navigational
retrieval practice discussion knowledge retention higher education online learning researchGoogle ↗
OBSERVEDReason
Badge and edge weight = share of passes that produced the query. Hover a query for its intent and routing format.
Query classes
Google's semantic query class for every sub-query: what kind of answer each search is after, simulated vs real.
ChatGPT real searches (3)
Classes come from the query-classifier (a local Laya model). 3 of 3 calls are low-confidence (under 50%) — hover a query in the table to see its confidence.
Searches and sources
ChatGPT3 real searches · gpt-6
adult online learning knowledge retention asynchronous synchronous discussion self-regulated learning social presence cognitive load systematic review higher education Google ↗
self-determination theory online learning adult students autonomy competence relatedness retention higher education study Google ↗
retrieval practice discussion knowledge retention higher education online learning research Google ↗
- Full article: Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic · doi.org
- ERIC - EJ1312144 - Adult Learners' Responses to Online Learning: A Qualitative Analysis Grounded in Self-Determination Theory, EURASIA Journal of Mathematics, Science and Technology Education, 2021 · eric.ed.gov
- ERIC - EJ1340528 - Fostering Cognitive Presence in Online Courses: A Systematic Review (2008-2020), Online Learning, 2022-Mar · eric.ed.gov
- Fostering online interaction in blended learning through social presence and convergence: A systematic literature review - Stap - 2024 - Journal of Computer Assisted Learning · onlinelibrary.wiley.com
- Supporting Self-Regulated Learning in Distance Learning Contexts at Higher Education Level: Systematic Literature Review · pubmed.ncbi.nlm.nih.gov
- Toward High-Quality Adult Online Learning: A Systematic Review of Empirical Studies · mdpi.com
- A missing theoretical element of online higher education student attrition, retention, and progress: a systematic literature review · pmc.ncbi.nlm.nih.gov
Queries
3 queries · click a column to sort
| Query / type | Search | Intent | Query class | Routing format | Cluster | Freq ↓ | Weight |
|---|---|---|---|---|---|---|---|
adult online learning knowledge retention asynchronous synchronous discussion self-regulated learning social presence cognitive load systematic review higher education OBSERVED | Google ↗ AI Mode ↗ | — | Reason | — | — | 1x of 1 | |
self-determination theory online learning adult students autonomy competence relatedness retention higher education study OBSERVED | Google ↗ AI Mode ↗ | — | Other / navigational | — | — | 1x of 1 | |
retrieval practice discussion knowledge retention higher education online learning research OBSERVED | Google ↗ AI Mode ↗ | — | Reason | — | — | 1x of 1 |