Exploring Factors in Contributing Student Progress in the Open University

Abstract

Abstract-The Open Universities nowadays have been growing up with the high number of students. At the same time, they also facea high number of non re-enrolment and in turn have affected the retention rate. This study was aimed to explore factors contributing to student progress in the Indonesia Open University by employing mixed methods study. In this study, student progress refers to continuation of learning by re-enrolling within four consecutive semesters. A mixed methods research with the design of sequential explanatory study was opted by obtaining the quantitative findings from surveying 127 students and then was followed by multiple case study from four purposefully selected respondents. In the quantitative phase, 12 predictor variables were found to have important contributions to the predictive model of student progress. Meanwhile, in the qualitative phase, three major themes emerged from the multiple case study analysis: 1) self-motivation; 2) quality of institutional support; 3) interaction; and 4) supporting environment. The quantitative and qualitative findings are discussed with reference to previous research.

Student Self-Responsibility in the Indonesian Distance Education System

“…1. Learning environments Arifin (2016a) argues that poor learning environments with little support for students to become independent hinder the practice of SR within the Indonesian DE system. He argues that the current Indonesian DE learning environment has not addressed the various barriers to the learning process.…”

“…He argues that the current Indonesian DE learning environment has not addressed the various barriers to the learning process. The learning materials and supports, which were designed to provide a supportive learning environment for those with limited time for study have failed to address the diverse learning needs and styles of the whole student cohort (Arifin, 2016a). Face-to-face tutorials, for instance, are only available for students who live near the regional offices.…”

“…Dardjowidjojo, 2001, Zubaidah, 2013, there are several critics that try to connect the obedience with the low capability of Indonesian DE students in performing analysis and critical thinking. For example, Toha claims that the total obedience only makes students doubted their own real capability (2015), while Belawati and Arifin note the obedience will decreasing student persistence, particularly when students facing academic difficulties (Belawati, 1998, Arifin, 2016a. By contrast, Chandrawati argues that there is no statistical data available to show that student obedience has a negative impact on their performances.…”

“…In recent years, therefore, DE programs in UT have become widespread, particularly in rural areas of Indonesia. In 2014, for instance, the distance courses offered by UT had 426,503 enrolled students, most of whom were working adults (Arifin, 2016a) who are unable to follow conventional study schedules due to their personal circumstances (e.g. economic situation, family, disability and illness) or work obligations.…”

“…Several studies in Indonesia have examined the benefits of DE for those who live in rural areas and for the poor. Benefits such as a cost-effective form of learning or reduce the cost of learning components (Islam, 2015); increase student's digital literacy (Zubaidah, 2013) and provide opportunities for adult workers who are unable to attend a traditional learning setting need to be considered against the problems of practice, which found to be: the challenging population and geographical situation (Zuhairi et al, 2006), the communication and transportation infrastructure limitation (Chandrawati, 2015), student low persistency (Arifin, 2016a) and student low willingness to be an independent learner (Lazarus and Ferris, 2014). Correspondingly, this paper specially focuses on students' sense of Self-Responsibility (SR) in developing the independency within DE learning process.…”