1. bookVolume 20 (2017): Issue 1 (June 2017)
Journal Details
License
Format
Journal
eISSN
1027-5207
First Published
11 Dec 2014
Publication timeframe
2 times per year
Languages
English
access type Open Access

Dropout in an Online Training for Trainee Teachers

Published Online: 23 Jan 2018
Volume & Issue: Volume 20 (2017) - Issue 1 (June 2017)
Page range: 80 - 95
Journal Details
License
Format
Journal
eISSN
1027-5207
First Published
11 Dec 2014
Publication timeframe
2 times per year
Languages
English
Abstract

High dropout rates are still a problem with online training. It is strongly suggested that learner characteristics influence the decision to persist in an online course or to drop out. The study explored the differences in domain-specific prior knowledge, motivation, computer attitude, computer anxiety, and learning skills between dropouts and active learners who enrolled in a vocational online training about media pedagogy for teachers. The data were collected from 575 trainee teachers from which three groups were formed: (a) students who only registered (n = 72) and (b) students who started learning but failed to complete any of the course modules (n = 124) and (c) active students who completed at least one module (n = 379). A dropout rate of 34.1% was observed. In general, only small effects were found. Students dropping out were older, had less prior knowledge, and lower skills in arranging an adequate learning environment.

Keywords

1. Allen, I. E., & Seaman, J. (2016). Online report card: Tracking online education in the United States. Babson Park, MA: Babson Research Group.Search in Google Scholar

2. Amadieu, F., Tricot, A., & Mariné, C. (2009). Exploratory study of relations between prior knowledge, comprehension, disorientation and on-line processes in hypertext. The Ergonomics Open Journal, 2, 49-57.10.2174/1875934300902010049Search in Google Scholar

3. Bernard, R. M., Abrami, P.C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P.A., Fiset, M., & Euan, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74, 379-439.10.3102/00346543074003379Search in Google Scholar

4. Castles, J. (2004). Persistence and the adult learner: Factors affecting persistence in Open University students. Active Learning in Higher Education, 5, 166-179.10.1177/1469787404043813Search in Google Scholar

5. Chyung, S. Y. (2001). Systematic and systemic approaches to reducing attrition rates in online higher education. American Journal of Distance Education, 15(3), 36-49.10.1080/08923640109527092Search in Google Scholar

6. Federal Ministry of Education and Research (2016). Education and Research in Figures 2016. Retrieved from https://www.bmbf.de/pub/Education_and_Research_in_Figures_2016.pdfSearch in Google Scholar

7. Friedrich, H. F., & Mandl, H. (1992). Lern- und Denkstrategien - ein Problemaufriß. In H. Mandl & H. F. Friedrich (Eds.), Lern- und Denkstrategien. Analyse und Intervention (pp. 3-54). Göttingen: Hogrefe.Search in Google Scholar

8. Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design. Belmont, CA: Wadsworth/Thomson Learning.Search in Google Scholar

9. Gazza, E. A., & Hunker, D. F. (2014). Facilitating student retention in online graduate nursing education programs: A review of the literature. Nurse Education Today, 34, 1125-1129.10.1016/j.nedt.2014.01.010Open DOISearch in Google Scholar

10. Grau-Valldosera, J., & Minguillón, J. (2014). Rethinking dropout in online higher education: The case of the Universitat Oberta de Catalunya. The International Review of Research in Open and Distributed Learning, 15(1), 290-308.10.19173/irrodl.v15i1.1628Search in Google Scholar

11. Griese, B., Lehmann, M., & Roesken-Winter, B. (2015). Refining questionnaire-based assessment of STEM students’ learning strategies. International Journal of STEM Education, 2(12), 1-12.10.1186/s40594-015-0025-9Search in Google Scholar

12. Hart, C. (2012). Factors associated with student persistence in an online program of study: A review of the literature. Journal of Interactive Online Learning, 11, 19-42.Search in Google Scholar

13. Hartnett, M., St. George, A., & Dron, J. (2011). Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent. The International Review of Research in Open and Distance Learning, 12(6), 20-38.10.19173/irrodl.v12i6.1030Search in Google Scholar

14. Hauser, R., Paul, R., & Bradley, J. (2012). Computer self-efficacy, anxiety, and learning in online versus face to face medium. Journal of Information Technology Education: Research, 11, 141-154.10.28945/1633Search in Google Scholar

15. Holder, B. (2007). An investigation of hope, academics, environment, and motivation as predictors of persistence in higher education online programs. The Internet and Higher Education, 10, 245-260.10.1016/j.iheduc.2007.08.002Search in Google Scholar

16. Ivankova, N. V., & Stick, S. L. (2007). Students’ persistence in a distributed doctoral program in educational leadership in higher education: A mixed methods study. Research in Higher Education, 48, 93-135.10.1007/s11162-006-9025-4Search in Google Scholar

17. Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38, 23-31.10.1207/S15326985EP3801_4Open DOISearch in Google Scholar

18. Kalyuga, S. (2014). The expertise reversal principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 576-597). New York, NY: Cambridge University Press.Search in Google Scholar

19. Keller, J. M., & Kopp, T. W. (1987). An application of the ARCS model of motivational design. In C. M. Reigeluth (Eds.), Instructional theories in action: Lessons illustrating selected theories and models (pp. 289-320). Hillsdale: Erlbaum.Search in Google Scholar

20. Kember, D. (1989). A longitudinal-process model of drop-out from distance education. Journal of Higher Education, 60, 278-301.10.1080/00221546.1989.11775036Open DOISearch in Google Scholar

21. Kranzow, J. (2013). Faculty leadership in online education: Structuring courses to impact student satisfaction and persistence. Journal of Online Learning and Teaching, 9, 131-139.Search in Google Scholar

22. Lee, Y., & Choi, J. (2011). A review of online course dropout research: Implications for practice and future research. Educational Technology Research and Development, 59, 593-618.10.1007/s11423-010-9177-ySearch in Google Scholar

23. Lee, Y., Choi, J., & Kim, T. (2013). Discriminating factors between completers of and dropouts from online learning courses. British Journal of Educational Technology, 44, 328-337.10.1111/j.1467-8535.2012.01306.xOpen DOISearch in Google Scholar

24. Long, L., Dubois, C., & Faley, R. (2009). A case study analysis of factors that influence attrition rates in voluntary online training programs. International Journal on E-Learning, 8, 347-359.Search in Google Scholar

25. McDonald, S., & Stevenson, R. J. (1998). Effects of text structure and prior knowledge of the learner on navigation in hypertext. Human Factors, 40, 18-27.10.1518/001872098779480541Open DOISearch in Google Scholar

26. Osborn, V. (2001). Identifying at-risk students in videoconferencing and web-based distance education. American Journal of Distance Education, 15(1), 41-54.10.1080/08923640109527073Search in Google Scholar

27. Park, J.-H., & Choi, H. J. (2009). Factors influencing adult learners' decision to drop out or persist in online learning. Educational Technology & Society, 12(4), 207-217.Search in Google Scholar

28. Parker, A. (2003). Identifying predictors of academic persistence in distance education. United States Distance Learning Association Journal, 17(1), 55-61.Search in Google Scholar

29. Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459-470.10.1016/S0883-0355(99)00015-4Open DOISearch in Google Scholar

30. Reinmann, G., & Mandl, H. (2006). Unterrichten und Lernumgebungen gestalten. In A. Krapp & B. Weidenmann (Eds.), Pädagogische Psychologie. Ein Lehrbuch (pp. 613-658). Weinheim: Beltz.Search in Google Scholar

31. Richter, T., Naumann, J., & Groeben, N. (2000). Attitudes toward the computer: Construct validation of an instrument with scales differentiated by content. Computers in Human Behavior, 16, 473-491.10.1016/S0747-5632(00)00025-XOpen DOISearch in Google Scholar

32. Richter, T., Naumann, J. & Horz, H. (2010). Eine revidierte Fassung des Inventars zur Computerbildung (INCOBI-R). Zeitschrift für Pädagogische Psychologie, 24, 23-37.10.1024/1010-0652/a000002Search in Google Scholar

33. Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43, 450-461.10.1037/0022-3514.43.3.450Open DOISearch in Google Scholar

34. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.10.1006/ceps.1999.1020Search in Google Scholar

35. Saadé, R. G., & Kira, D. (2009). Computer anxiety in e-learning: The effect of computer selfefficacy. Journal of Information Technology Education: Research, 8, 177-191.10.28945/166Search in Google Scholar

36. Sam, H. K., Othman, A. E. A., & Nordin, Z. S. (2005). Computer self-efficacy, computer anxiety, and attitudes toward the internet: A study among undergraduates in Unimas. Educational Technology & Society, 8(4), 205-219.Search in Google Scholar

37. Shin, N., & Kim, J. (1999). An exploration of learner progress and drop-out in Korea National Open University. Distance Education, 20, 81-95.10.1080/0158791990200107Search in Google Scholar

38. Stiller, K. (2003). Lernstrategien und Lernerfolg beim computerbasierten Wissenserwerb. Psychologie in Erziehung und Unterricht, 50, 258-269.Search in Google Scholar

39. Stiller, K. D. (2009). Mono- und bimodale Textpräsentationen zu Bildern in Hypermedia- Systemen. Psychologie in Erziehung und Unterricht, 56, 49-63.Search in Google Scholar

40. Stiller, K. D. (2015a). Linear vs. pictorial access to on-screen text and computer attitude. In S. Carliner, C. Fulford, & N. Ostashewski (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2015 (pp. 158-167). Chesapeake, VA: AACE. Search in Google Scholar

41. Stiller, K. D. (2015b). Promoting computerized learning via pictorial access to on-screen text. In S. Carliner, C. Fulford, & N. Ostashewski (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2015 (pp. 59-68). Chesapeake, VA: AACE.Search in Google Scholar

42. Stiller, K. D., & Köster, A. (2016). Learner attrition in an advanced vocational online training: The role of e-learning experience, computer attitude, and computer anxiety. European Journal of Open, Distance and E-Learning, 19(2), 1-14.10.1515/eurodl-2016-0004Search in Google Scholar

43. Stiller, K. D., & Köster, A. (submitted). Cognitive loads and training success in a video-based online training course.Search in Google Scholar

44. Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22, 123-138.10.1007/s10648-010-9128-5Open DOISearch in Google Scholar

45. Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago: The University of Chicago Press.Search in Google Scholar

46. Tomei, L. A. (2007). A theoretical model for designing online education in support of lifelong learning. In Y. Inoue (Eds.), Online education for lifelong learning (pp. 122-145). Hershey: Information Science Publishing.Search in Google Scholar

47. Tyler-Smith, K. (2006). Early attrition among first time eLearners: A review of factors that contribute to drop-out, withdrawal and non-completion rates of adult learners undertaking eLearning programmes. Journal of Online Learning and Teaching, 2, 73-85.Search in Google Scholar

48. Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching: Third edition (pp. 315-327). New York, NY: Macmillan.Search in Google Scholar

49. Wild, K.-P., & Schiefele, U. (1994). Lernstrategien im Studium: Ergebnisse zur Faktorenstruktur und Reliabilität eines neuen Fragebogens. Zeitschrift für Differentielle und Diagnostische Psychologie, 15, 185-200.Search in Google Scholar

50. 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, 361-377.10.1016/S0360-1315(02)00072-6Search in Google Scholar

51. Yukselturk, E., & Bulut, S. (2007). Predictors for student success in an online course. Educational Technology & Society, 10(2), 71-83.Search in Google Scholar

Recommended articles from Trend MD

Plan your remote conference with Sciendo