Factors that Influence Students' Decision to Dropout of Online Courses
ARTICLE
Pedro A. Willging, Scott D. Johnson
Journal of Asynchronous Learning Networks Volume 13, Number 3, ISSN 1939-5256
Abstract
Although there are many reasons why students dropout of college courses, those reasons may be unique for students who are enrolled in an online program. Issues of isolation, disconnectedness, and technological problems may be factors that influence a student to leave a course. To understand these factors, an online survey was developed to collect data from students who dropped out of an online program. Logistic regression analysis was used to compare various factors between those who persist in the program and those who dropout. The results, based on the dropouts from three cohorts in an online graduate program, show that demographic variables do not predict likelihood of dropping from a program. Instead, the students' reasons for dropping out of an online program are varied and unique to each individual. Recommendations for further study are incorporated in the conclusions. (Contains 1 figure and 6 tables.)
Citation
Willging, P.A. & Johnson, S.D. (2009). Factors that Influence Students' Decision to Dropout of Online Courses. Journal of Asynchronous Learning Networks, 13(3), 115-127. Retrieved August 12, 2024 from https://www.learntechlib.org/p/104037/.
This record was imported from
ERIC on April 19, 2013. [Original Record]
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
- Academic Persistence
- asynchronous communication
- College Instruction
- Comparative Analysis
- Computer Assisted Instruction
- distance education
- Dropout Attitudes
- Dropout Characteristics
- Dropout Research
- Dropouts
- electronic learning
- Graduate Study
- Human Resources
- online courses
- Predictor Variables
- Program Descriptions
- Program Effectiveness
- Student Characteristics
- Surveys
- Web Based Instruction
Cited By
View References & Citations Map-
MOOC learners’ demographics, self-regulated learning strategy, perceived learning and satisfaction: A structural equation modeling approach
Kun Li
Computers & Education Vol. 132, No. 1 (April 2019) pp. 16–30
-
Does Online Outshine?: Online vs. Campus-Based Degree Withdrawal and Completion Rates within an MBA Program
Belinda Patterson, William Mallett & Cheryl McFadden, East Carolina University, United States
International Journal of Online Pedagogy and Course Design Vol. 2, No. 1 (January 2012) pp. 53–64
-
Four Perspectives, One Goal: Creating Communities for Online Learners
Rhonda Newton, Ambyr Rios & Radhika Viruru, Texas A&M University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 1006–1009
-
Engagement with Robots: Building a Social, Self-paced, Online Robotics Course
Richard Huntrods & Jon Dron, Athabasca University, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 365–372
-
National Culture and Learning Style Preferences in E-learning
Nakarin Pinpathomrat, Faculty of Science and TechnologyRajamangala University of Technology Thanyaburi, Thailand, Thailand
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 876–881
-
Drop-out, Retention, Satisfaction and Attainment of Online Learners of Dutch in Adult education
Liesbeth De Paepe, Chang Zhu & Koen DePryck, Vrije Universiteit Brussel (VUB), Belgium
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 635–647
-
Gamification in Online Education: How and Why?
Jeremiah Grabowski, Anne Reed, Deborah Moore-Russo & Andrew Wiss, University at Buffalo, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 254–259
-
Intrinsic motivation and sense of community in online class environment
Yumiko Murai, Teachers College, Columbia University, United States
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 651–658
-
Best Practices for Instructional Designers: Engaging Faculty to create effective online courses
Pratima Dutta & Suzanne David, California State University Northridge, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1232–1237
-
Design and Development of An Interactive Course Builder for the iPad
Joseph Defazio, Indiana University Purdue University Indianapolis, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2162–2167
-
Being together - factors that unintentionally undermine motivation
Maggie Hartnett & Alison St. George, Massey University; Jon Dron, Athabasca University
Journal of Open, Flexible, and Distance Learning Vol. 15, No. 1 (2011) pp. 1–16
-
Hub or Silo? Expanding the LMS with Innovative Web Tools
Curby Alexander, Texas Christian University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 209–213
-
Student Persistence and Attrition in an Online M. S. Program: Implications for Program Design
Michael Waugh, University of Tennessee in Knoxville, United States; Jian Su-Searle, University of Tennessee, United States
International Journal on E-Learning 13 (February 2014) pp. 101–121
-
Contributions of Metacognitive Self-regulation and Academic Locus of Control to Online Learning Persistence
Youngju Lee, Soongsil University, Korea (South); Jaeho Choi, University of Virginia, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 2010–2019
-
Designing, Developing and implementing an educational social networking environment.
Martine Chomienne, Cegep@distance, Canada; Françoise Marceau & Mourad Chirchi, Cégep@distance, Canada; Bruno Poellhuber, Université de Montréal, Canada
EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 1463–1467
-
Graduates from an Online Certificate Program and Their Experiences Related to Engagement Practices
Lorraine Angelino, Lander University, United States; Frankie Keels Williams, Mississippi State, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 1517–1526
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.
