A Comparative Study of Dropout Rates and Causes for Two Different Distance Education Courses

Abstract

This paper reports the results of a survey conducted to examine the root causes leading to student dropout at a Greek distance education university. Data was gathered from two different courses – an undergraduate course leading to a Bachelors degree in Informatics (characterized by high dropout rates), and a postgraduate course leading to a Masters degree in education (characterized by low dropout rates). A comparative analysis of these two different courses revealed important similarities in dropout percentages and the reasons cited by students for dropping out. Our analysis also revealed important differences as well. This paper presents the results of a survey designed to investigate the relationship between dropout with intrinsic (student-related) factors such as sickness, work/ school conflict etc., and extrinsic (institutional-related) factors such as study methods and materials, educational approach, and tutor influence.

Sustainable Education: Analyzing the Determinants of University Student Dropout by Nonlinear Panel Data Models

“…Gitto et al [4] comment that even though university dropout may be explained by the supply-side characteristics of the university as well as by students' individual characteristics, many studies have focused only on the latter factors [2,7,8]. Based on survey data, Pierrakeas et al [11] show that not only intrinsic (student-related) factors such as sickness, work/school conflicts, etc., but also extrinsic (institution-related) factors such as study methods and materials, educational approach, and tutors influence dropout at the university level.…”

“…According to a literature review by Larsen et al [3], 14 out of 22 studies found that higher (upper) secondary school marks significantly lowered the risk of dropout. Pierrakeas et al [11] report that those who are not qualified enough (i.e., do not have the required knowledge for a specific course) to pursue university-level studies are felt to be dropouts.…”

The role of podcasting in effective curriculum renewal

“…Isolation experienced by distance learners is a major cause of drop-out across all levels (Peters 1992;Keane et al 2008). Drop-out rates in distance education typically range from 20 to 50%, depending on the nature and level of the course (see, for example, Xenos, Pierrakeas, and Pintelas 2002;Pierrakeas et al 2004). …”

Λογισμικά Συγχρονικής Και Ασύγχρονης Τηλεκπαίδευσης Στην Υπηρεσία Της Εξ Αποστάσεως Εκπαίδευσης – Δειγματική Επισκόπηση Υπό Το Πρίσμα Της Αντεστραμμένης Τάξης

“…Κοινό χαρακτηριστικό των περισσοτέρων κειμένων είναι ότι αφενός ασχολούνται με την εισαγωγή των ψηφιακών πόρων στην προ-τριτοβάθμια εκπαίδευση και κατά δεύτερο προέρχονται κυρίως από αγγλοσαξωνικής επιρροής χώρες, όπου το εκπαιδευτικό σύστημα συχνά θεωρείται ότι πρωτοπορεί στις καινοτόμες προσεγγίσεις όσον αφορά στις παιδαγωγικές και διδακτικές τομές της εκπαίδευσης. Παρόμοια αντιμετώπιση υπάρχει και για τις περιπτώσεις εκείνες, όπου η έρευνα εστιάζει στην τριτοβάθμια και μετα-τριτοβάθμια εκπαίδευση, όπου το επίκεντρο του ενδιαφέροντος φαίνεται να στρέφεται στην εξ αποστάσεως υποστήριξη των εκπαιδευομένων, την παροχή τυπικού ή άτυπου γνωστικού υλικού καθώς και την αναζήτηση και διερεύνηση της αποδοχής των προσφερόμενων εξ αποστάσεως μαθησιακών ενοτήτων (βλέπε ενδεικτικά Abu-Al-Aish & Love, 2013;Chen & Jones, 2007;Garrison, 2009;Halim et al, 2011;Johnson, 2001;Juwah et al, 2004;Koustourakis, Panagiotakopoulos, & Vergidis, 2008;Naaj, Nachouki, & Ankit, 2012;Omar et al, 2012;Ozgen Korkmaz & Ufuk Karakus, 2009;Pierrakeas, Xenos, Panagiotakopoulos, & Vergidis, 2004;Precel et al, 2014;Rollett, Strohmaier, Dösinger, Tochtermann, & Lux, 2007;Shen, 2009;Tam, 2000;Tayebinik & Puteh, χ.χ. ;Valasidou & Bousiou-Makridou, 2006;Yukselturk & Yildirim, 2008;Zeppos, 2014).…”