proceedings of Student Mobility and ICT: Can E-LEARNING

In order to clarify a need for preparatory courses analysis of admission requirements to
undergraduate consecutive university level study programs (Šaunas, 2007) as well as a phenomenon of
tutorials in education might be useful. Nowadays tutorials are functioning in many countries. In some
countries they have become a huge industry. There are many agencies providing tutorial services in South
Eastern Asian countries. Tutorials are less popular in North America and Western Europe but still exist
(Žvirdauskas, 2004). Various aspects of tutorials and their popularity in Lithuania have been analyzed in
the works by Targamadz, Zabulionis, Zybartas, Želvys (2003), Žvirdauskas (2004), Kvedarien,
Vaiaitien (2004), Bdien, Zabulionis (2006), etc.
Research method. Analysis of the scientific literature on the indicators for a need for preparatory
courses. Analysis of statistical data on dropout rates after first year of studies in Lithuanian universities.
Study of various documents on admission requirements to Lithuanian undergraduate consecutive studies in
the context of teaching subjects, description and analysis of research on the most popular study subjects and
analysis of a tutoring phenomenon.
Theoretical approach used
Many higher schools are not succeeding in preparing large numbers of young people for lasting
success in further education and careers. Students, whose academic skills on entry to university require
considerable remediation, can remedy basic academic skills, potentially limit their potential to graduate.
Generally three indicators of a successful participation in higher education are emphasized:
• Attainment of academic and vocational skills
• Completion of a diploma
• Transition and retention in higher education and the workforce.
According to McMillan at al. (1997), the structure of remedial/developmental programs as well as
the philosophical basis on which they are built, are influenced by at least three schools of learning theory
(Boylan, 1986): 1) behaviorist theory of learning, 2) developmental theory of learning, 3) humanistic theory
of learning.
Scientific literature review enables us to analyze the following indicators of a need for preparatory
courses: 1) lack of academic performance; 2) lack of professional motivation (Deci and Ryan (1987) point
out that the feelings of competence and self-determination are two fundamental components of intrinsic
motivation, other researchers claim that if school administrators, teachers and parents are supportive of
students’ autonomy, they feel competent in school activities and self-determinant in school-related affairs.
Autonomy and competence perceived by students further develop into self-determined school motivation);
3) lack of career counseling (Some research indicates that career intervention should be occur through a
holistic philosophy (Lee, Johnston, 2001). Betz (2006) holds that successful career intervention is such that
is based on the sources of self-efficacy (Bandura, 1997): mastery experience, vicarious experience, social
persuasion and physiological state; 4) differences in learning cultures if they leave secondary school; 5)
differences in national cultures if they go abroad; 6) differences in a social status if there is a change in
family support. All the above mentioned indicators lead to the reduction of drop-out rates in higher
education. The rate of drop-out of a higher institution is a complicated problem related to such
environmental factors as characteristics of the school, family and community as well as personal attributes
of drop-out students, their low motivation (Csikszentmihalyi, Nakamura, 1989; Deci, Ryan’s, 1987;
Lepper, Hodell, 1989), poor academic performance (Astone, McLanahan, 1991; Ensminger, Slusarcick,
1992; Fetler, 1989; Jordan et al., 1996; Kaplan et al., 1997; Marsh, 1991; Morris, Ehren, Lenz, 1991;
Roderick, 1994; Simner, Barnes, 1991). A high drop-out rate is a major educational problem for drop-out
students and society. Technological advancement has placed a demand for a highly educated work force
and decreased demand for unskilled labor. Several theoretical models have been developed to explain the
influences that affect students’ decision to complete their studies in higher education. In Tinto’s model
retention is influenced by a student's pre-entry attributes, goals and commitments, and academic and social
integration (Tinto, 1975). Bean (1985) has developed a model conceptualizing a student’s persistence as
Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 86