You are here:

Toward a Learner-Oriented Community College Online Course Dropout Framework Article

, , , , George Washington University, United States

International Journal on E-Learning Volume 6, Number 4, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Community colleges serve diverse segments of society through a flexible and open access. By their very nature, community colleges provide a good fit with online learning. Unfortunately, online course dropout rates are high. The costs of course dropout are borne by students, community colleges, and the society. There is, therefore, a vital need to better understand factors influencing community college online course dropout. A review of studies on conventional and online learning dropout models and a survey of 30 community colleges on online self-assessment practices conclude that there is no single indicator that can effectively predict online course dropout. On the other hand, there are several learner controllable indicators that, taken collectively, are potential predictors of online course dropout. Among them, psychological, technological, and social factors have emerged as common and widely-used predictive concepts. This article proposes a framework along these three dimensions to describe, organize, and explain learner-oriented factors influencing community college online course dropout. This proposed framework, when applied as part of a comprehensive retention strategy, has the potential for contributing to the reduction of the dropout rate in community college online learning programs.

Citation

Liu, S., Gomez, J., Khan, B. & Yen, C.J. (2007). Toward a Learner-Oriented Community College Online Course Dropout Framework. International Journal on E-Learning, 6(4), 519-542. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 13, 2018 from .

Keywords

View References & Citations Map

Cited By

  1. Drop-out, Retention, Satisfaction and Attainment of Online Learners of Dutch in Adult education

    Liesbeth De Paepe, Chang Zhu & Koen DePryck, Vrije Universiteit Brussel (VUB), Belgium

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 635–647

  2. Effects of Course Interactivity on Learner Persistence, Motivation and Student Achievement in Online Courses

    Anna Martin, Kent State University, United States

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1094–1100

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.