Open Education Faculty and Distance Education Students' Dropout Reasons: the Case of a Turkish State University.

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Autor/Urheber	Gündüz, Münevver; Karaman, Selçuk
Institution	ICDE
Titel	Open Education Faculty and Distance Education Students' Dropout Reasons: the Case of a Turkish State University.
Quelle	In: doi:10.5944/openpraxis.12.1.970; Open Praxis; Vol 12, No 1 (2020); 7-25 ; 2304-070X(2020) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.5944/openpraxis.12.1.970
Schlagwörter	Education; Computer and Instructional Technologies; Open Education; Distance Education; dropout; open education faculty; higher education
Abstract	This study aimed to investigate open education faculty and distance education students' dropout reasons. By implementing the use of a case study as a qualitative research method, this study investigated why students dropped out for their distance education programs. The study group was composed of 25 students who had dropped out of distance education and open education faculty programmes. The study group was formed by using a stratified random sampling method. The research included a data collection tool based on a semi-structured interview form that was generated on the basis of interviews with experts and an evaluation of theories, models, and studies concerning dropout. The data from the interviews were analyzed through content analysis and involved distinguishing between codes, categories, and themes. This study found the following main factors as responsible for students dropping out of these programmes: students' difficulty in paying the tuition fees, their maladjustment to the form of education offered on the Internet, their need for printed books, and technical problems encountered in examinations. Students' lack of personal career objectives and their worries about failure were also among the most important factors that increased the possibility of dropping out. Additional reasons for dropping out included issues related to environmental circumstances and conditions as well as individual responsibilities. In conclusion, it was found that programmes and other environmental factors were influential in instances of dropout.
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