Open Education Faculty and Distance Education Students’ Dropout Reasons: the Case of a Turkish State University

Münevver Gündüz, Selçuk Karaman

Abstract


This study aimed to investigate open education faculty and distance education students’ dropout reasons. By implementing the use of a case study as a qualitative research method, this study investigated why students dropped out for their distance education programs. The study group was composed of 25 students who had dropped out of distance education and open education faculty programmes. The study group was formed by using a stratified random sampling method. The research included a data collection tool based on a semi-structured interview form that was generated on the basis of interviews with experts and an evaluation of theories, models, and studies concerning dropout. The data from the interviews were analyzed through content analysis and involved distinguishing between codes, categories, and themes. This study found the following main factors as responsible for students dropping out of these programmes: students’ difficulty in paying the tuition fees, their maladjustment to the form of education offered on the Internet, their need for printed books, and technical problems encountered in examinations. Students’ lack of personal career objectives and their worries about failure were also among the most important factors that increased the possibility of dropping out. Additional reasons for dropping out included issues related to environmental circumstances and conditions as well as individual responsibilities. In conclusion, it was found that programmes and other environmental factors were influential in instances of dropout.


Keywords


dropout; distance education; open education faculty; higher education

Full Text:

HTML PDF XML

References


Beekhoven, S. & Dekkers, H. (2005). Early School Leaving in the Lower Vocational Track: Triangulation of Qualitative and Quantitative Data. Adolescence, 40(157), 197–213.

Bozkurt, A., & Akbulut, Y. (2019). Dropout patterns and cultural context in online networked learning spaces. Open Praxis, 11(1), 41–54. https://dx.doi.org/10.5944/openpraxis.11.1.940

Castles, J. (2004). Persistence and the adult learner: Factors affecting persistence in Open University students. Active Learning in Higher Education, 5(2), 166–179. https://doi.org/10.1177%2F1469787404043813

Cheung, L.L.W., & Kan, A.C.N. (2002). Evaluation of factors related to student performance in a distance-learning business communication course. Journal of Education for Business, 77(5), 257–263. https://doi.org/10.1080/08832320209599674

Choi, H.J., & Park, J.H. (2018). Testing a path-analytic model of adult dropout in online degree programs. Computers & Education, 116, 130–138. https://doi.org/10.1016/j.compedu.2017.09.005

Christenson, S.L., & Thurlow, M.L. (2004). School dropouts: prevention considerations, ınterventions and challenges. Current Directions in Psychological Science, 13(1), 36–39.

Creswell, J.W. (2007). Five qualitative approaches to inquiry. In J. W. Creswell, Qualitative inquiry and research design: Choosing among five approaches (2nd ed.) (pp. 53–80). Sage.

De Paepe, L., Zhu, C., & DePryck, K. (2018). Drop-out, Retention, Satisfaction and Attainment of Online Learners of Dutch in Adult Education. International Journal on E-Learning, 17(3), 303–323. Retrieved from https://www.learntechlib.org/primary/p/174173

Drouin, M.A. (2008). The relatıonshıp between students’perceıved sense of communıty and satısfactıon, achıevement, and retentıon ın an onlıne course. Quarterly Review of Distance Education, 9(3).

Dupin-Bryant, P.A. (2004). Pre-entry variables related to retention in online distance education. The American Journal of Distance Education, 18(4), 199–206.

Garrison, D.R. (1987). Researching dropout in distance education. Distance education, 8(1), 95–101.

Graeff-Martins, A.S., Oswald, S., Comassetto, J.O., Kieling, C., Goncalves, R.R., & Rohde, L.A. (2006). A package of intervention to reduce school dropout in public schools in a developing country. European Child and Adolescent Psychiatry, 15(8), 442–449. https://doi.org/10.1007/s00787-006-0555-2

Heyman, E. (2010). Overcoming student retention issues in higher education online programs. Online Journal of Distance Learning Administration, 13(4). Retrieved from https://www.westga.edu/~distance/ojdla/winter134/heyman134.html

Hupfeld, K. (2010). A review of the literature: Resiliency skills and dropout prevention. Scholar Centric. University of Colorado at Denver and Health Sciences Centre.

Holder, B. (2007). An investigation of hope, academics, environment, and motivation as predictors of persistence in higher education online programs. The Internet and Higher Education, 10(4), 245–260. https://doi.org/10.1016/j.iheduc.2007.08.002

Ivankova, N.V., & Stick, S.L. (2007). Students’ persistence in a distributed doctoral program in educational leadership in higher education: A mixed methods study. Research in Higher Education, 48(1), 93–135. https://doi.org/10.1007/s11162-006-9025-4

Lee, Y., & Choi, J. (2011). A review of online course dropout research: implications for practice and future research. Educational Technology Research and Development, 59(5), 593–618. https://doi.org/10.1007/s11423-010-9177-y

Lee, Y., Choi, J., & Kim, T. (2013). Discriminating factors between completers of and dropouts from online learning courses. British Journal of Educational Technology, 44(2), 328–337. https://doi.org/10.1111/j.1467-8535.2012.01306.x

Levy, Y. (2007). Comparing dropouts and persistence in e-learning courses. Computers & Education, 48, 185–204. https://doi.org/10.1016/j.compedu.2004.12.004

Lim, C.K. (2001). Computer self-efficacy, academic self-concept, and other predictors of satisfaction and future participation of adult distance learners. American Journal of Distance Education, 15(2), 41–51.

Lim, J.M. (2016). Predicting successful completion using student delay indicators in undergraduate self-paced online courses. Distance Education, 37(3), 317–332. https://doi.org/10.1080/01587919.2016.1233050

Moore, M.G., & Kearsley, G. (2011). Distance education: A systems view of online learning. Belmont, CA: Wadsworth Cengage Learning.

Morris, L.V., Finnegan, C., & Wu, S. (2005). Tracking student behavior, persistence, and achievement in online courses. The Internet and Higher Education, 8(3), 221–231. https://doi.org/10.1016/j.iheduc.2005.06.009

Müller, T. (2008). Persistence of women in online degree-completion programs. The International Review of Research in Open and Distributed Learning, 9(2). https://doi.org/10.19173/irrodl.v9i2.455

Osborn, V. (2001). Identifying at-risk students in videoconferencing and web-based distance education. American Journal of Distance Education, 15(1), 41–54.

Paechter, M., Maier, B., & Macher, D. (2010). Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers & Education, 54(1), 222–229. https://doi.org/10.1016/j.compedu.2009.08.005

Park & Choi (2009). Factors influencing adult learners’ decision to drop out or persist in online learning. Educational Technology & Society, 12(4), 207–217.

Thistoll, T., & Yates, A. (2016). Improving course completions in distance education: an institutional case study. Distance Education, 37(2), 180–195. https://doi.org/10.1080/01587919.2016.1184398

Yukselturk, E., & Inan, F.A. (2006). Examining the factors affecting student dropout in an online certificate program. Turkish Online Journal of Distance Education, 7(3), 76–88. Retrieved from http://tojde.anadolu.edu.tr/yonetim/icerik/makaleler/277-published.pdf

Yukselturk, E., Ozekes, S., & Türel, Y.K. (2014). Predicting dropout student: an application of data mining methods in an online education program. European Journal of Open, Distance and elearning, 17(1), 118–133. https://doi.org/10.2478/eurodl-2014-0008

Willging, P. A., & Johnson, S.D. (2009). Factors that influence students’ decision to dropout of online courses. Journal of Asynchronous Learning Networks, 13(3), 115–127. http://dx.doi.org/10.24059/olj.v13i3.1659




DOI: http://dx.doi.org/10.5944/openpraxis.12.1.970

Refbacks

  • There are currently no refbacks.