Retention and drop out in higher education distance learning programs

Abstract

This is a case study of student drop-out and retention in a higher education distance learning programs. It employed a survey among adherent and drop-out students. Results indicate that perceived relevance and social usefulness of the object of the course in association to students’ professional activity were factors that significantly discriminated answers of the groups (P=0,0619). Motivational factors such as the expectation of employing acquired knowledge (P=0,0394), as well as dedication and involvement in activities (P=0,0115) distinguished the groups, as well as previous experience with distance learning, i.e., first-timers were more adherent than others (P=0,0126). Income and ethnicity as well, being low income (P=0,0137) and non-white (P=0,0601) characteristics of drop-outs. Other factors were analyzed but did not discriminate the groups, such as Information Technology (IT) fluency, interaction with staff and colleagues, workload, and time management of study activities. The district where student drop-out rates were significantly lower (P=0,0031) was discussed.

Keywords: IT, school dropouts, retention.