Determining Factors in Student Retention in Online Courses

Autor/inn/en	Friðriksdóttir, Kolbrún; Arnbjörnsdóttir, Birna
Titel	Determining Factors in Student Retention in Online Courses
Quelle	(2017), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Online Courses; Academic Persistence; Large Group Instruction; Indo European Languages; Second Language Instruction; Educational Technology; Technology Uses in Education; Mixed Methods Research; Delivery Systems; Dropouts; Foreign Countries; Distance Education; Surveys; Iceland + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Indoeuropäisch; Fremdsprachenunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Auslieferung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ausland; Distance study; Distance learning; Fernunterricht; Survey; Umfrage; Befragung; Island
Abstract	The rapid growth of online education courses, especially Massive Open Online Courses (MOOCs), has called attention to the issue of student retention and low overall completion rates (Gaebel, 2013). The impact of different modes of delivery on retention has also received attention with a blended learning mode being deemed most effective in retaining students (Harker & Koutsantoni, 2005). Fischer (2007) underscores the need for computer-based tracking data to expose students' progress online. The study presented here is part of a larger study on student retention in online language learning courses and draws on tracking data from over 43,000 learners on "Icelandic Online" (IOL), an open online course in Icelandic as a second language. Previous findings reveal that completion rates on IOL are low and vary by mode of delivery, revealing regular attrition patterns across all modes of delivery. This paper demonstrates the importance of re-examining parameters for measuring retention and to correlate student retention to views on course content and platform. Further surveys based on the tracking data will elicit more in-depth knowledge about student engagements. [For the complete volume, see ED578177.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01