Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

E‐learning and retention: key factors influencing student withdrawal

E‐learning and retention: key factors influencing student withdrawal This study examines the causes for student withdrawals experienced in the E‐College Wales BA Enterprise programme. These key causes, identified by interview with former students are contrasted against the existing literature. The study found that successful e‐learners were typically female, non‐HE qualified, self employed and aged between 31 and 50. Eight prime causes of withdrawal were identified including technical problems, pressure of work and lack of time, which where categorised as extrinsic or intrinsic. Intrinsic factors were identified as internal course related barriers, which could be influenced by the course team. Extrinsic factors are barriers to e‐learning, which are external to the University such as employment issues and personal problems. This study contributes to knowledge in providing a conceptual framework for managing withdrawals and retentions illustrating key bodies and their interactions and identifying key strategies to overcome their negative influence. This paper will assist e‐learning providers in identifying and differentiating between causes of student withdrawal and creating strategies and systems to monitor and improve student retention. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education + Training Emerald Publishing

E‐learning and retention: key factors influencing student withdrawal

Download PDF
8 pages

Loading next page...
 
/lp/emerald-publishing/e-learning-and-retention-key-factors-influencing-student-withdrawal-4TyrE18K4C
Publisher
Emerald Publishing
Copyright
Copyright © 2004 Emerald Group Publishing Limited. All rights reserved.
ISSN
0040-0912
DOI
10.1108/00400910410555240
Publisher site
See Article on Publisher Site

Abstract

This study examines the causes for student withdrawals experienced in the E‐College Wales BA Enterprise programme. These key causes, identified by interview with former students are contrasted against the existing literature. The study found that successful e‐learners were typically female, non‐HE qualified, self employed and aged between 31 and 50. Eight prime causes of withdrawal were identified including technical problems, pressure of work and lack of time, which where categorised as extrinsic or intrinsic. Intrinsic factors were identified as internal course related barriers, which could be influenced by the course team. Extrinsic factors are barriers to e‐learning, which are external to the University such as employment issues and personal problems. This study contributes to knowledge in providing a conceptual framework for managing withdrawals and retentions illustrating key bodies and their interactions and identifying key strategies to overcome their negative influence. This paper will assist e‐learning providers in identifying and differentiating between causes of student withdrawal and creating strategies and systems to monitor and improve student retention.

Journal

Education + Training – Emerald Publishing

Published: Aug 1, 2004

Keywords: Higher education; Computer based learning; Motivation (psychology); Retention

References

  • Conducting a withdrawal survey
    Aldridge, S.; Rowley, J.
  • E‐learning developments and experiences
    Alexander, S.
  • Learning from the Web: are students ready or not?
    Arif, A.
  • Student retention – problems and solutions
    Association of University Teachers (AUT)
  • A conceptual model of non‐traditional undergraduate student attrition
    Bean, J.; Metzner, B.
  • Determinants of undergraduate student drop out rates in a university business studies department
    Bennett, R.
  • Online teaching in an online World
    Bonk, C.J.
  • Online drop rates revisited
    Diaz, D.P.
  • Why people can't use e‐learning. What the e‐learning sector needs to learn about usability
    Frontend.com
  • Read all about it: online learning facing 80 percent attrition rates
    Flood, J.
  • Retention and Wastage in FE and HE
    Hall, J.C.
  • Students' distress with a Web based Distance Education Course: an Ethnographic study of Participants Experiences
    Hara, N.; Kling, R.