1. Factors Affecting Online Certificate Program Dropouts Erman Yukselturk Middle East Technical University Fethi A. Inan The University of Memphis E-Learn 2004 -- Washington, DC, USA Nov. 1-5, 2004

2. Dropout rates  The dropout rates for distance education courses are usually higher than those for comparable on-campus  Distance education dropout rate is approximately 30-50%

3. Implications of dropouts  Measure of the quality of the education  Dropout has economic and educational implications

4. Dropout reasons 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)

5. Dropout reasons 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)

6. Description of OITC Program  First Internet Based Certificate program (started in May 1998 )  Synchronous and asynchronous communication methods are used  Four semesters lasting nine months totally (Two courses for each semester)  One instructor and two assistants are dealing with each course.  At the end of each term, there are face-to-face sessions for each course within the campus  Assessments are based on the final examinations, homework, attendance to the chat sessions and participation in the discussion lists

7. Participants & Procedure Program # of students who enroll # of the student who drop out Dropout percentage 4 th 1063835.8 5 th 883438.6 6 th 772633.8  A Dropout survey was sent to 98 students by e-mail  26 students returned the survey.  The data were collected anonymously

8. Findings QuestionsMSD 1. I couldn’t arrange sufficient time to study and attend the program. 3.441.53 2. I had personal problems (e.g. about my family, job, health) 2.961.66 3. I couldn’t meet the expense of the programs 2.541.75 4. My motivation decreased gradually 2.541.39 5. If the program were face to face, I would continue on attending the program 2.381.39 6. I couldn’t adapt to the distance education system 2.351.23 7. I couldn’t get satisfactory support and feedback enough 2.321.41

9. Findings QuestionsMSD 8. I couldn’t sufficiently utilize communication tools (e.g. discussion list, chat and e-mail). 2.171.31 9. I recognized that the program was not suitable with my expectation 2.121.37 10. I was not pleased with the content of the courses 2.121.24 11. The courses were overloaded and I were not have adequate knowledge level 2.081.26 12. I couldn’t communicate with other participants 2.081.15 13. I couldn’t achieve the exams of program 2.001.30 14. I was not satisfied with instructors’ efforts and desires in the program 1.921.04

10. Conclusion  Participants come with different educational background, employment characteristics, financial status, marital and family status and different expectations about program  About 35 % of this program participant didn’t complete program in the last three year  Generally student reported high for dropout reasons which were basis by them. The items -arrangement of time, personal problem, expenses, and motivation – had higher mean scores than problems regarding the program.

11. 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 to learning process  Monitor the performance of the instructors  Periodical redesign of courses and instructional materials.