How to Decrease the Dropout Rate of Online Students

Fethi A. InanThe University of Memphis

MSERA 2004, Gatlinburg, TN, Nov. 17-19, 2004

Dropout rates

The dropout rates for distance education courses are usually higher than those for comparable on-campus courses

Distance education dropout rate is approximately 30-50%

Importance of dropouts

Measure of the quality of the education Dropout has economic and educational

implications

Reasons for dropouts

Learners aspect Unexpected emergency

situations (Vergidis & Panagiotakapoulos, 2002)

Underestimating time and effort necessary for courses (Vergidis & Panagiotakapoulos, 2002; Arsham, 2002; Xenos & Pierrakeas & Pintelas, 2002)

Lack of time management (Parker, 1995; Phillips, Chen, Kochakji & Greene, 2004 ; Saba, 2002 )

Ill-defined educational goals (Parker, 1995)

Lack of technology proficiency (Phillips, Chen, Kochakji & Greene, 2004; Frankola, 2001 )

Lack of skills of taking learning responsibility (Saba, 2002 )

Lack of study space (Saba, 2002 )

Unfamiliar learning environment (Rovai, 2003; Lynch, 2001; Arsham, 2002; Martinez, 2003; Terry, 2001)

Reasons for dropouts

Program aspect Course schedule and pacing

(Morgan & Tam, 1999 )

Insufficient feedback (Morgan & Tam, 1999 )

Quality of learning materials (Morgan & Tam, 1999; Rossett & Schafer, 2003; Frankola, 2001 )

Lack of student support (Frankola, 2001)

Lack of interaction among learners and teacher (Saba, 2002; O’Brien & Renner, 2002)

Inexperienced instructor (Terry, 2001)

Lack of social integration (Hill & Raven, 2000 ; Rovai, 2003; King, 2002)

A study

What are the factors causing online certificate program students’ dropout and in which degrees?

Participants & Procedure

Program # of students who enroll

# of the student who drop out

Dropout percentage

4th 106 38 35.8

5th 88 34 38.6

6th 77 26 33.8

A dropout survey was sent to 98 students by e-mail

26 students returned the survey.

The data were collected anonymously

Description of OITC Program

First Internet Based Certificate program (started in May 1998 )

Four semesters lasting nine months total (Two courses for each semester)

At the end of each term, there are face-to-face sessions for each course within the campus

Findings

Questions M SD

1. I couldn’t arrange sufficient time to study and attend the program.

3.44 1.53

2. I had personal problems (e.g. about my family, job, health)

2.96 1.66

3. I couldn’t meet the expense of the programs

2.54 1.75

4. My motivation decreased gradually 2.54 1.39

5. If the program were face to face, I would continue on attending the program

2.38 1.39

6. I couldn’t adapt to the distance education system

2.35 1.23

7. I couldn’t get satisfactory support and feedback enough

2.32 1.41

Findings

Questions M SD

8. I couldn’t sufficiently utilize communication tools (e.g. discussion list, chat and e-mail).

2.17 1.31

9. I recognized that the program was not suitable with my expectation

2.12 1.37

10. I was not pleased with the content of the courses

2.12 1.24

11. The courses were overloaded and I were not have adequate knowledge level

2.08 1.26

12. I couldn’t communicate with other participants

2.08 1.15

13. I couldn’t achieve the exams of program 2.00 1.30

14. I was not satisfied with instructors’ efforts and desires in the program

1.92 1.04

Findings

Participants come with different educational background, employment characteristics, financial status, marital and family status and different expectations about the program

About 35 % of this program’s participants didn’t complete the program in the last three years

Generally student reported high for dropout reasons which were based on themselves. The items -arrangement of time, personal problem, expenses, and motivation – had higher mean scores than problems regarding the program itself.

Solutions: Orientation course

Problem: In a urban university Low student achievement High dropout rates Low re-registration to another online course

Analysis: Dropout rate was about 35% to 50% Students’ problems with the technology Perceived feeling of social isolation.

Lynch(2001)

Solutions :Orientation course

Solution: A student orientation course was created and

implemented to provide opportunity for students to familiarize with the technology, the communication tools and the online learning process

Outcomes: Student technology usage and self-directed learning

skills were increased. 95 % of the students demonstrated that they could

communicate effectively by using web-based tools. The attrition rate of online students was decreased to

an average of 15% and re-enrollment rate increased to 90%.

Lynch(2001)

Solution: Social integration

Fictitious virtual student “Joe Bag O’Donuts” Has a photograph page on the website and like a

typical college student; baseball cap on backwards, wearing dark sunglasses

Participated in discussions and project teams. He sometimes made mistakes or did not understand questions and asked help from his peers or instructor

Worked as a kind of assistant: post messages that give hints about what professor deems important

King(2002)

Solution: Social integration

Outcomes: Professor managed to communicate with his

student more easily Students participated in discussions earlier

and more frequently Virtual Joe created more collaboration and

motivation

King(2002)

Conclusion

Although decreasing student attrition seems one of the tough issue fronts of online educators, it is not unfeasible to decrease attrition

The key point is developing retention strategies considering features of the online program and online learning and characteristics of the students

Implications & Suggestions

Analyze students' learning styles, strengths and weaknesses

Provide counseling to help each applicant to explore his aims, motivation and commitment

Provide orientations Regulate the study load of students Active personal and tutorial assistance during the course. Enhance student active participation in learning process Monitor the performance of the instructors Periodical redesign of courses and instructional

materials.