Why do open and distance education students drop out? Views from various stakeholders

• Published in: International Journal of Educational Technology in Higher Education Vol. 19; no. 1; pp. 28 - 22
• Main Authors: Bagriacik Yilmaz, Ayse, Karatas, Serçin
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 03.06.2022; BioMed Central, Ltd; Springer Nature B.V; SpringerOpen
• Subjects: Academic Persistence; Addition; Blended Learning; Computer Appl. in Social and Behavioral Sciences; Computer Science; Computers and Education; Decision Making; Distance Education; Distance learning; Dropout; Dropout Characteristics; Dropout Rate; Dropout Research; Dropouts; Educational Quality; Educational Technology; Electronic Learning; Higher Education; Humanities; Influence of Technology; Information Systems Applications (incl.Internet); Interpersonal Relationship; Interviews; Law; Online learning; Open and distance education; Open Education; Open Universities; Personality; Psychological Patterns; Research Article; Researchers; Retention; Self Control; Self Efficacy; Skill Development; Skills; Social Integration; Socioeconomic Status; Stakeholders; Statistics for Social Sciences; Student Characteristics; Student retention; Teachers; Undergraduate Students; University students; Open and distance education; Retention; Online learning; Dropout
• ISSN: 2365-9440; 2365-9440
• DOI: 10.1186/s41239-022-00333-x

While the demand for open and distance education is increasing, it also faces high dropout rates. The reasons and solutions for student dropouts need considerable attention. This study aims to uncover the reasons for student dropouts considering the perspective of students, field experts, instructors, administrators, and support staff. Data from semi-structured interviews with 40 participants revealed that students decide to drop out mainly due to four main reasons: internal reasons, external reasons, student characteristics, and student skills. These reasons include 37 sub-factors such as academic integration, social integration, financial status, personality, and self-regulation. The sub-factors and selected quotations from the interviews are presented in the findings. According to the results, administrators, field experts, instructors, and support staff are not aware of all the dropout reasons. The results of this research are believed to guide researchers, practitioners, and administrators in enhancing the quality of open and distance education.