Systematic and systemic approaches to reducing attrition rates in online higher education

Chyung, Seung Youn

doi:10.1080/08923640109527092

Cited by 90 publications

(74 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…• Locus of control (Morris et al 2005b), (Parker 2003), and (Parker 1999) • Motivation (Chyung 2001), (Ivankova and Stick 2007), (Osborn 2001), and (Parker 2003) • Goal commitment (Morgan and Tam 1999) • Love of learning (Castles 2004) • Self-Efficacy (Holder 2007) and (Ivankova and Stick 2007) • Satisfaction (Levy 2007) and (Moore et al 2003) Course/Program factors Course design • Team-building activities (Bocchi et al 2004) • Program quality (Well-structured, relevant content), (Ivankova and Stick 2007) and (Perry et al 2008) Institutional supports…”

Section: Student Dropout Factorsmentioning

confidence: 98%

A review of online course dropout research: implications for practice and future research

Lee

Choi

2010

Education Tech Research Dev

557

385

View full text Add to dashboard Cite

Although online learning is expanding in availability and popularity, the high dropout rates remain a challenging problem. In this paper, we reviewed the existing empirical studies on online course dropouts in post-secondary education that were published during the last 10 years. We identified 69 factors that influence students' decisions to dropout and classified them into three main categories: (a) Student factors, (b) Course/Program factors, and (c) Environmental factors. We then examined the strategies proposed to overcome these dropout factors: (a) understanding each student's challenges and potential, (b) providing quality course activities and well-structured supports, and (c) handling environmental issues and emotional challenges. Finally, we discussed issues regarding dropout factors and strategies for addressing these factors and offered recommendations for future research.

show abstract

Section: Student Dropout Factorsmentioning

confidence: 98%

A review of online course dropout research: implications for practice and future research

Lee

Choi

2010

Education Tech Research Dev

557

385

View full text Add to dashboard Cite

show abstract

“…Regarding this, Chyung (2001) suggested tracking of online learners which refers to the fact that initial active involvement of students in online courses predicts their success. It is stated that students who are active in the first few weeks of the class are more likely to be successful in the course and dropout behaviour is most likely to occur in the early weeks of the course (Chyung 2001). This finding might be related to the fact that after students have experienced that their expectations are not met, they are likely to dropout the course.…”

Section: Discussionmentioning

confidence: 99%

The Role of Online Education Preferences on Student’s Achievement

Baturay

Yükseltürk

2015

Turkish Online Journal of Distance Education

View full text Add to dashboard Cite

Online education has expanded and is expected to continue growing rapidly in time along with technological innovations. It is obvious that there is a movement toward online learning which necessitates the need of more empirical evidence on effective learning and learners' achievement. This study investigated effect of the variables: demographics (age, gender, being employed/unemployed, and computer efficacy); Internet self-efficacy; satisfaction (student-student, student-instructor, student-content interaction); and the reasons for online education preferences of students' on their achievement. Differing from previous studies the current study particularly investigates the effect of students' reasons for their preferences of distance education on their success besides all other variables. The results indicated that there is a positive correlation between students' reasons for their preferences of distance education and their achievement scores which was measured by their final test scores. Besides, according to results of the regression analyses, preferences related to achievement was the only variable to affect regression equation in the online course regression analyses. That was accounted for about 5.1 % of the variance in students' final grades.

show abstract

“…Improving retention in online courses through modification has been described previously (Chyung 2001). However, many of the modifications made in the study involved providing individual attention which is not practical in a MOOC with an enrollment of 30,000 students.…”

Section: Conclusion and Future Studiesmentioning

confidence: 99%

Coursera’s introductory human physiology course: Factors that characterize successful completion of a MOOC

Engle¹,

Mankoff²,

Carbrey³

2015

IRRODL

View full text Add to dashboard Cite

Since Massive Open Online Courses (MOOCs) are accessible by anyone in the world at no cost, they have large enrollments that are conducive to educational research. This study examines students in the Coursera MOOC, Introductory Human Physiology. Of the 33,378 students who accessed the course, around 15,000 students responded to items on the pre-course survey about their age, educational background, proficiency in English, and plans for participating in the course. We categorized students who completed the pre-course survey into groups based on the number of exams completed and corresponding course achievement level. We used Chi-square goodness of fit tests to analyze the distribution of students' responses on the pre-course survey and associated achievement level. Of the students who responded to the pre-course survey and passed with distinction, a larger percentage self-identified as fluent in English while a smaller percentage self-identified as beginners. Students with graduate degrees were more likely to pass the course or pass with distinction than students with only some college experience or a bachelor's degree. Students who completed either some or all exams were more likely to selfreport intention to complete all course activities than students who did not take any exams. A greater proportion of students who passed the course or passed with distinction posted two or more times on the course discussion forum. Understanding MOOC students and the characteristics that lead to their success will enable modification to courses for increased student achievement and may also inform teaching in the traditional classroom.

show abstract

Systematic and systemic approaches to reducing attrition rates in online higher education

Cited by 90 publications

References 1 publication

A review of online course dropout research: implications for practice and future research

A review of online course dropout research: implications for practice and future research

The Role of Online Education Preferences on Student’s Achievement

Coursera’s introductory human physiology course: Factors that characterize successful completion of a MOOC

Contact Info

Product

Resources

About