How to Decrease the Dropout Rate of Online Students Fethi A. Inan The University of Memphis MSERA 2004, Gatlinburg, TN, Nov , 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 4 th th th  A dropout survey was sent to 98 students by  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 QuestionsMSD 1. I couldn’t arrange sufficient time to study and attend the program I had personal problems (e.g. about my family, job, health) I couldn’t meet the expense of the programs My motivation decreased gradually If the program were face to face, I would continue on attending the program I couldn’t adapt to the distance education system I couldn’t get satisfactory support and feedback enough

Findings QuestionsMSD 8. I couldn’t sufficiently utilize communication tools (e.g. discussion list, chat and ) I recognized that the program was not suitable with my expectation I was not pleased with the content of the courses The courses were overloaded and I were not have adequate knowledge level I couldn’t communicate with other participants I couldn’t achieve the exams of program I was not satisfied with instructors’ efforts and desires in the program

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.