EXAMINING PREDICTORS OF STUDENT DROPOUT IN DISTANCE GRADUATION

Authors

DOI:

https://doi.org/10.47820/recima21.v2i11.924

Keywords:

study examined several predictors of student dropout

Abstract

This study examined several predictors of student dropout after admission to distance education. The aim of the study was to examine the significant predictive factors of different natures of student dropout after admission to higher distance education institutions. The results reveal that the categories of academic factors and environments occupy approximately 76.7% of the total number of predictors and also present seven distinctions in terms of research status. Examine significant predictors of student dropout after admission to distance education is an important step, as it allows administrators, researchers, educators and opinion makers to have a comprehensive and useful picture of these factors to support dropout prevention, direct efforts, and improve student retention.

Downloads

Download data is not yet available.

Author Biographies

Oberdan Santos da Costa

Doutor em Ciência da Informação pela Universidade Fernando Pessoa em Porto-Portugal . Mestrado em GESTÃO DE EMPRESAS pela Universidade Lusófona de Humanidades e Tecnologias (2014-2015) Em Lisboa-Portugal. MBA Executivo em Gestão Empresarial pela Faculdades de Ciências Gerenciais da Bahia (2011-2013). Especialização em Formação de Consultores Organizacionais - FCO pelo ISAN-FGV (2007), Especialização em gestão empresarial pelo ISAN-FGV (2003). Foi professor do Curso de MESTRADO EM CIÊNCIAS EMPRESARIAS da Universidade de Fernando Pessoa (2016) no instituto Iluses. Tem experiência na área de Administração com ênfase em gestão de negócios, no segmento soluções integradas de produtos e serviços na área de tecnologia da informação e comunicação . Desenvolvendo, nos últimos 4 anos, atividades de consultoria e gerenciamento voltadas para a implantação e desenvolvimento de: Administração Participativa; Círculos de Controle da Qualidade; Administração por Objetivos; Planejamento Estratégico; Programas de Produtividade e Qualidade; Sistemas de Administração de Recursos Humanos; Programas de Desenvolvimento Gerencial; Renovação e Desenvolvimento Organizacional;; Reestruturação Organizacional; Projetos de Educação Empresarial.

 

Luis Borges Gouveia

Full Professor at the Fernando Pessoa University. He has published 66 articles in specialized magazines and 170 papers in event proceedings, has 57 book chapters and 17 books published. Participated in 65 events abroad and 53 in Portugal. He directed 8 doctoral theses and co-oriented 2, guided 21 master's dissertations and co-oriented 2. He works in the areas of Engineering and Technology with emphasis in Electrical Engineering, Electronics and Computer Science and Exact Sciences with emphasis in Computer Science and Information Sciences

References

ABREU-E-LIMA, D. M.; ALVES, M. N. O feedback e sua importância no processo de tutoria a distância. Pro-Posições, Campinas, v. 22, n. 2, p. 189-205, 2011.

ARNOLD, K. E.; PISTILLI, M. D. Course signals at purdue: using learning analytics to increase student success. In: INTERNATIONAL CONFERENCE ON LEARNING ANALYTICS AND KNOWLEDGE, 2., 2012, New York. Proceedings… New York: ACM, 2012.

BEAN, J. P.; METZNER, B. S. A conceptual model of nontraditional undergraduate student attrition. Review of Educational Research, Washington, DC, v. 55, n. 4, p. 485-540, 1985.

BERGE, Z.; HUANG, Y. A model for sustainable student retention: a holistic perspective on the student dropout problem with special attention to e-learning. Deosnews, Pennsylvania, v. 13, n. 5, p. 1-26, 2004.

BOCCHI, J.; EASTMAN, J. K.; SWIFT, C. O. Retaining the online learner: profile of students in an online MBA program and implications for teaching them. Journal of Education for Business, Washington, DC, v. 79, n. 4, p. 245-253, 2004.

BROWN, K. M. The role of internal and external factors in the discontinuation of off-campus students. Distance Education, Greenwich, v. 17, n. 1, p. 44-71, 1996.

CASTLES, J. Persistence and the adult learner: factors affecting persistence in open university students. Active Learning in Higher Education, London, v. 5, n. 2, p. 166-179, 2004.

CHEUNG, L. L. W.; KAN, A. C. N. Evaluation of factors related to student performance in a distance-learning business communication course. Journal of Education for Business, Washington, DC, v. 77, n. 5, p. 257-263, 2002.

CHYUNG, S. Y. (2001). Systematic and systemic approaches to reducing attrition rates in online higher education. American Journal of Distance Education, 15(3), 36–49

CHYUNG, Y.; WINIECKI, D. J.; FENNER, J. A. A case study: Increase enrollment by reducing dropout rates in adult distance education. In: ANNUAL CONFERENCE ON DISTANCE TEACHING & LEARNING, 14., 1998, Madison. Proceedings… Madison: Wisconsin Univ. System, 1998.

CLAY, M. N.; ROWLAND, S.; PACKARD, A. Improving undergraduate online retention through gated advisement and redundant communication. Journal of College Student Retention: Research, Theory and Practice, London, v. 10, n. 1, p. 93-102, 2009.

COELHO, M. L. A. Formação continuada do docente universitário em cursos a distância via Internet: um estudo de caso. 2003. Disponível em: <http://www.abed.org.br/seminario2003/texto06.htm>. Acesso em: 10 mar. 2018.

DUPIN-BRYANT, P. Pre-entry variables related to retention in online distance education. The American Journal of Distance Education, New Jersey, v. 18, n. 4, p. 199-206, 2004.

FRANÇA, G. Os ambientes de aprendizagem na época de hipermídia e da Educação a distância. Perspectivas em Ciência da Informação, Belo Horizonte, v. 14, n. 1, p. 55-65, 2009.

FREDERICKSEN, E. et al. Factors influencing faculty satisfaction with asyn-chronous teaching and learning in the SUNY learning nework. Journal of Asynchronous Learning Networks, Nashville, v. 4, n. 3, p. 245-278, 2000.

GAIOSO, N. P. L. O fenômeno da evasão escolar na educação superior no Brasil. 2005. 75 f. Dissertação (Mestrado em Educação) - Universidade Católica de Brasília, Brasília, DF, 2005.

HOLDER, B. An investigation of hope, academics, environment, and motivation as predictors of persistence in higher education online programs. The Internet and Higher Education, New York, v. 10, n. 4, p. 245-260, 2007.

IVANKOVA, N. V.; STICK, S. L. Students’ persistence in a distributed doctoral program in educational leadership in higher education: a mixed methods study. Research in Higher Education, Chennai, v. 48, n. 1, p. 93-135, 2007.

JOO, Y. J.; JOUNG, S.; SIM, W. J. Structural relationships among internal locus of control, institutional support, flow, and learner persistence in cyber universities. Computers in Human Behavior, Oxford, v. 27, n. 2, p. 714-722, 2011.

KEMBER, D. A longitudinal-process model of drop-out from distance education. Journal of Higher Education, Baltimore, v. 60, n. 3, p. 278-301, 1989.

KEMP, W. C. Persistence of adult learners in distance education. The American Journal of Distance Education, New Jersey, v. 16, n. 2, p. 65-81, 2002.

LEE, H. S.; ANDERSON, J. R. Student learning: what has instruction got to do with it? Annual Review of Psychology, Palo Alto, v. 64, n. 3, p. 1-25, 2013.

LEE, Y.; CHOI, J. A review of online course dropout research: implications for practice and future research. Educational Technology Research and Development, Netherlands, v. 59, n. 5, p. 593-618, 2011.

LEE, Y.; CHOI, J.; KIM, T. Discriminating factors between completers of and dropouts from online learning courses. British Journal of Educational Technology, London, v. 44, n. 2, p. 328-337, 2013.

LEVY, Y. Comparing dropouts and persistence in e-learning courses. Computers and Education, London, v. 48, n. 2, p. 185-204, 2007.

MACFADYEN, L. P.; DAWSON, S. Mining LMS data to develop an “early warning system” for educators: a proof of concept. Computers and Education, London, v. 54, n. 2, p. 588-599, 2010.

MACHADO, S. P.; MELO FILHO, J. M.; PINTO, A. C. A evasão nos cursos de graduação de química: uma experiência de sucesso feita no Instituto de Química da Universidade Federal do Rio de Janeiro para diminuir a evasão. Química Nova, São Paulo, v. 28, p. S41-S43, 2005.

MOORE, K. al. Success in cyberspace: student retention in online courses. Journal of Applied Research in the Community College, Stillwater, v. 10, n. 2, p. 107-118, 2003.

MORRIS, L. V.; FINNEGAN, C. L. Best practices in predicting and encouraging student persistence and achievement online. Journal of College Student Retention: Research, Theory and Practice, London, v. 10, n. 1, p. 55-64, 2008.

MORRIS, L. V.; FINNEGAN, C.; WU, S. Tracking student behavior, persistence, and achievement in online courses. The Internet and Higher Education, New York, v. 8, n. 3, p. 221-231, 2005a.

MORRIS, L. V.; FINNEGAN, C.; WU, S. Predicting retention in online general education courses. The American Journal of Distance Education, New Jersey, v. 19, n. 1, p. 23-36, 2005b.

MUILENBURG, L. Y.; BERGE, Z. L. Barriers to distance education: a factor analytic study. The American Journal of Distance Education, New Jersey, v. 11, n. 2, p. 39-54, 2001.

NEWELL, C. Learner characteristics as predictors of online course completion among nontraditional technical college students. 2007. Thesi (Doctoral) - University of Georgia, Georgia, 2007.

NISTOR, N.; NEUBAUER, K. From participation to dropout: Quantitative participation patterns in online university courses. Computers and Education, London, v. 55, n. 2, p. 663-672, 2010.

OLIVEIRA, E. A.; TEDESCO, P. I-collaboration: um modelo de colaboração inteligente personalizada para ambientes de EAD. Revista Brasileira de Informática na Educação, Porto Alegre, v. 18, n. 1, p. 17-31, 2010.

OSBORN, V. Identifying at-risk students in videoconferencing and web-based distance education. The American Journal of Distance Education, New Jersey, v. 15, n. 1, p. 41-54, 2001.

PACKHAM, G. et al. E-learning and retention: key factors influencing student withdrawal. Education + Training, Bradford, v. 46, n. 6/7, p. 335-342, 2004.

PALLOF, R. M.; PRATT, K. O aluno virtual: um guia para trabalhar com alunos on-line. Porto Alegre: Artmed, 2004.

PARK, J.-H.; CHOI, H. J. Factors influencing adult learners' decision to drop out or persist in online learning. Educational Technology & Society, Paris, v. 12, n. 4, p. 207-217, 2009.

PARK, J.-H. Factors related to learner dropout in online learning. In: INTERNATIONAL RESEARCH CONFERENCE IN THE AMERICAS OF THE ACADEMY OF HUMAN RESOURCE DEVELOPMENT, 2007, Indianapolis. Proceedings… Indianapolis, 2007.

PARKER, A. Identifying predictors of academic persistence in distance education. USDLA Journal, Needham, v. 17, n. 1, p. 55-62, 2003.

______. A study of variables that predict dropout from distance education. International Journal of Educational Technology, Champaign, v. 1, n. 2, p. 1-12, 1999.

______. Locus of control, demographics and mode of delivery as predictors of dropout from distance education (financial Aid). Dissertation Abstracts International, Ann Arbor, v. 55, n. 3, p. 460, 1994.

PERRY, B. et al. Why do students withdraw from online graduate nursing and health studies education? Journal of Educators Online, Dothan, v. 5, n. 1, p. 1-17, 2008.

PIERRAKEAS, C. et al. Comparative study of dropout rates and causes for two different distance education courses. International Review of Research in Open and Distance Learning, Edmonton, v. 5, n. 2, p. 1-15, 2004.

RIOS, J. R. T.; SANTOS, A. P.; NASCIMENTO, C. Evasão e retenção no ciclo básico dos cursos de engenharia da Escola de minas da UFOP. In: CONGRESSO BRASILEIRO DE EDUCAÇÃO EM ENGENHARIA, 29., Porto Alegre, 2001. Anais... Porto Alegre: Abenges, 2001.

ROTTER, J. Generalized expectations for internal versus external control of reinforcement. The Psychological Monographs, Washington, DC, v. 80, n. 1, p. 1-28, 1966.

SHIN, N.; KIM, J. An exploration of learner progress and drop-out in Korea National Open University. Distance Education, Manhattan, v. 20, n. 1, p. 81-95, 1999.

SILVA, D. R.; TOMAZ, J. B. C. Por que a evasão? Ceará: Escola de Saúde Pública do Ceará, 2006.

TINTO, V. Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, Washington, DC, v. 45, n. 1, p. 89-125, 1975.

UMEKAWA, E. E. R. Preditores de fatores relacionados à evasão e à persistência discente em ações educacionais a distância. 2014. Dissertação (Mestrado) - Universidade de São Paulo, Ribeirão Preto, 2014.

VARGAS, M. R. M.; LIMA, S. M. V. Barreiras à implantação de programas de educação e treinamento a distância. In: CONGRESSO INTERNACIONAL DE EDUCAÇÃO A DISTÂNCIA, 11., 2004, Salvador. Anais... Salvador: Abed, 2004.

WANG, G. et al. Departure, abandonment, and dropout of e-learning: dilemma and solutions james. Harrisonburg: James Madison University, 2003. Disponível em: <http://www.masie.com/researchgrants/2003/JMU_Final_Report.pdf>. Acesso em: 10 maio 2018.

WHITTINGTON, A. L. Factors impacting on the success of distance education students of the university of the west indies: a review of the literature. Barbados: University of the West Indies, 1995. Disponível em:<https://eric.ed.gov/?id=ED453740>. Acesso em: 10 maio 2018.

WILLGING, P.; JOHNSON, S. Factors that influence students’ decision to dropout of online courses. Journal of Asynchronous Learning Network, Nashville, v. 8, n. 4, p. 105-118, 2004.

WOLFF, A. et al. Improving retention: predicting at-risk students by analysing clicking behaviour in a virtual learning environment. In: INTERNATIONAL CONFERENCE ON LEARNING ANALYTICS AND KNOWLEDGE, 3., 2013. Proceedings… New York: ACM, 2013.

WOODLEY, A.; PARLETT, M. Student drop-out. Teaching at a Distance, Milton Keynes, n. 24, p. 2-23, 1983.

XENOS, M.; PIERRAKEAS, C.; PINTELAS, P. A survey on student dropout rates and dropout causes concerning the students in the Course of Informatics of the Hellenic Open University. Computers and Education, London, v. 39, n. 4, p. 361-377, 2002.

ZIELINSKI, D. The lie of online learning. Training, New York, v. 37, n. 2, p. 38-40, 2000.

Downloads

Published

02/12/2021

How to Cite

Costa, O. S. da, & Borges Gouveia, L. (2021). EXAMINING PREDICTORS OF STUDENT DROPOUT IN DISTANCE GRADUATION. RECIMA21 - Revista Científica Multidisciplinar - ISSN 2675-6218, 2(11), e211924. https://doi.org/10.47820/recima21.v2i11.924

Issue

Vol. 2 No. 11 (2021): EDITORIAL - CLICK HERE TO ACCESS THE ARTICLES

Section

ARTIGOS

Categories

License

Copyright (c) 2021 RECIMA21 - Revista Científica Multidisciplinar - ISSN 2675-6218

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Os direitos autorais dos artigos/resenhas/TCCs publicados pertecem à revista RECIMA21, e seguem o padrão Creative Commons (CC BY 4.0), permitindo a cópia ou reprodução, desde que cite a fonte e respeite os direitos dos autores  e contenham menção aos mesmos nos créditos. Toda e qualquer obra publicada na revista, seu conteúdo é de responsabilidade dos autores, cabendo a RECIMA21 apenas ser o veículo de divulgação, seguindo os padrões nacionais e internacionais de publicação.