A survey on student dropout rates and dropout causes concerning the students in the Course of Informatics of the Hellenic Open University
Computers & Education Volume 39, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd
This paper focuses on university-level education offered by methods of distance learning in the field of computers and aims at the investigation of the main causes for student dropouts. The presented study is based on the students of the Course of “Informatics”, Faculty of Science and Technology of the Hellenic Open University and investigates the particularities of education provided through the use of computers and technology in general. This paper presents information about the students' profile, the use of computer technology, the percentage of dropouts, as well as a classification of the reasons for dropouts based on interviews with the students. The study shows that dropouts are correlated with the use of technological means and, based on this fact, the Hellenic Open University implemented interventions in the use of such means. It also proves that a correlation exists between dropouts and students' age, but not gender, although female students are more reluctant to start following a course. However, it is also shown that female students' commitment to a course is stronger and thus, they do not drop out as easily as male students do. Furthermore, the results of this study strongly correlate dropouts to the existence of previous education in the field of Informatics or to working with computers, but not to the degree of specialisation in computers. Finally, the paper presents the reasons provided by the students for drooping out, with the main reasons being the inability to estimate the time required for university-level studies and the perceived difficulty of the computers course.
Xenos, M., Pierrakeas, C. & Pintelas, P. (2002). A survey on student dropout rates and dropout causes concerning the students in the Course of Informatics of the Hellenic Open University. Computers & Education, 39(4), 361-377. Elsevier Ltd.
Cited ByView References & Citations Map
Sawsen Lakhal & Nolan Bazinet, Université de Sherbrooke, Canada
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1806–1811
Katie Goeman & Nick Deschacht, KU Leuven, Belgium
EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 459–479
Christos Pierrakeas, Michalis Xeno, Christos Panagiotakopoulos & Dimitris Vergidis
The International Review of Research in Open and Distributed Learning Vol. 5, No. 2 (Aug 01, 2004)
Contributions of Metacognitive Self-regulation and Academic Locus of Control to Online Learning Persistence
Youngju Lee, Soongsil University, Korea (South); Jaeho Choi, University of Virginia, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 2010–2019
Tammy Scot, Carolyn Callahan & Christie Reed, University of Virginia, United States
EdMedia + Innovate Learning 2008 (Jun 30, 2008) pp. 3048–3053
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.