A 2008 survey published in January 2009 by EducationDynamics, uncovers vital information about the growth and improvement of online education. Entitled Many Online Learners Never Seek Help Before Dropping Out, the survey sought to find results that could reveal opportunities for schools to play a more active role in retaining online students. Through understanding why students drop out of an online program and what students desire more out of it in the first place, educators can get a better idea of how to improve this new phenomenon in higher education.
Some of the more important findings include:
- Financial challenges were the main contributor to online class dropout, with 41% of the students citing financial trouble as their reason for leaving the program
- 32% dropped out due to life events
- Health issues were the third most likely cause of attrition, with 23% of students leaving due to medical problems
- 21% dropped out due to lack of personal motivation
- 21% found the faculty interaction inadequate, thus leaving the program
- Nearly half, a total of 47% of students, dropped out before completing even one online course
Aside from why students actually abandoned their online programs, when asked to select the resources that online institutions could have provided to improve the online student experience, 53% desired more online student services and Web-based academic advising. In addition, 90% of students who participated in the survey also revealed that they prefer connecting with others online through discussion forums and social networking communities.
It seems, then, that institutions and educators can come away from this information with the knowledge that with good use of technology, the learning experience can be significantly improved. Whether online or in-class (but especially online), technology must connect students to students, professors to students, and professors to advisees, in order for this learning format to truly work. Just because a class is online does not mean the experience is cost-effective or convenient enough to retain students. Online classes still have to focus on personal relationships, motivating students and providing value.
For example, if a student has close contact and interaction with an advisor from the start, it is likely that assistance could be found to manage financial or personal problems that stand in the way of course completion. Interactive media can facilitate the creation of these relationships when effectively used in the online classroom setting, but simply offering an online option does not by default make that option more attractive than in-class options.
Efforts must be made to use technology in ways that connect students and professors, simulating in-class learning experiences and providing a more engaging and valuable experience for students in order to decrease attrition rates and improve achievement levels of online students.
This study allows a glimpse into how some of these improvements can be made, but more research and more innovation in online teaching techniques must be examined and explored. For more information on this study, check out what Campus Technology's commentary on the subject.
Facebook
Linked In
Del.icio.us
Digg
Email
Google Bookmarks
MyAOL
Twitter
Yahoo Bookmarks
