Non-Traditional Students, University Trajectories, and Higher Education Institutions: A Comparative Analysis of Face-to-Face and Online Universities

Sánchez-Gelabert, Albert

doi:10.5817/sp2020-4-3

Cited by 9 publications

(1 citation statement)

References 33 publications

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“…In this regard, they admit to considering the possibility of enrolling in a distance-learning university to be able to reconcile study and work. These findings also form part of other studies (Sánchez-Gelabert, 2020;Sánchez-Gelabert et al, 2020), in which the advantages of studying in the distance mode in terms of mobility and flexibility, access to information, self-management, and optimization of technological resources are noted.…”

Section: Post-dropout Academic Trajectorysupporting

confidence: 60%

Incident factors in Andalusian university dropout: A qualitative approach from the perspective of higher education students

Villalba

Fernández²,

Ruega³

et al. 2023

Front. Educ.

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University dropout is currently one of the main challenges faced by government bodies and state and regional universities. Both personal and institutional reasons can be identified as root causes of university dropout. On a personal level, students accumulate experiences of academic failure that lead them to reflect on the possibility of continuing their studies, while from an institutional point of view, failure can be attributed to educational deficits, reputation, and quality parameters of the university institution itself. Even though more and more universities have educational policies aimed at reducing dropout rates, the dropout figures continue to rise, which shows that this is a complex problem due to the number of variables involved. The main objective of this study is to analyze the factors that influence university dropout among Andalusian students. The methodology is qualitative through a focus group with the participation of 12 students who dropped out of their academic studies in education science degrees at the University of Malaga (Spain). The study population corresponds to students who formalized their enrollment in the first year of the degree in the 2021/22 academic year. The content analysis followed a deductive category development model. The results reveal that the factors that explain the educational abandonment of the students, who are the object of this research, are identification with studies that did not meet their initial expectations, the use of traditionalist methodologies, the development of work activity, and the economic difficulties in covering the costs derived from university education. The main conclusion include the importance of designing educational policies in line with the reality and needs of the students, the use of innovative methodologies that increase the degree of motivation of the students, as well as studying dropouts from a holistic perspective, considering the multiple variables that influence its origin.

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Section: Post-dropout Academic Trajectorysupporting

confidence: 60%

Incident factors in Andalusian university dropout: A qualitative approach from the perspective of higher education students

Villalba

Fernández²,

Ruega³

et al. 2023

Front. Educ.

View full text Add to dashboard Cite

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Group Cohesion and Performance in Computer-Supported Collaborative Learning (CSCL): Using Assessment Analytics to Understand the Effects of Multi-attributional Diversity

Voltmer,

Froehlich,

Reich-Stiebert

et al. 2024

Advances in Analytics for Learning and Teaching

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Complex trajectories in higher education students: online and face-to-face universities

Villar-Aguilés,

Muñoz-Rodríguez

2024

J. New Approaches Educ. Res.

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Expansion in higher education and changes in student profiles have led to an increase in non-linear trajectories that do not fit into a time frame considered standard. However, universities continue to establish success and failure parameters relating to performance indicators that do not consider the heterogeneity of trajectories. The theoretical perspective on which we base our work is the complexity approach, which resituates what we understand as a trajectory of success (and failure), incorporating a broader view to better understand how students navigate through higher education. Based on research on university dropout and changes of trajectory, we present the results of a study carried out using sequence analysis in face-to-face and online universities. The research question on which this study focuses is whether, given the context of greater heterogeneity and complexity, there could be a greater similarity between the students’ trajectories in face-to-face and online modalities in relation to complex trajectories. The results show that complex trajectories are very present in both modalities, and differences are observed according to students’ gender and age. A key conclusion is the discussion on how we consider success and failure student trajectories in the contemporary university taking into account the perspective of complexity.

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Non-Traditional Students, University Trajectories, and Higher Education Institutions: A Comparative Analysis of Face-to-Face and Online Universities

Cited by 9 publications

References 33 publications

Incident factors in Andalusian university dropout: A qualitative approach from the perspective of higher education students

Incident factors in Andalusian university dropout: A qualitative approach from the perspective of higher education students

Group Cohesion and Performance in Computer-Supported Collaborative Learning (CSCL): Using Assessment Analytics to Understand the Effects of Multi-attributional Diversity

Complex trajectories in higher education students: online and face-to-face universities

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