Dropout, stopout, and time challenges in open online higher education: A qualitative study of the first-year student experience

Xavier, Marlon; Meneses, Julio; Fiuza, Patricia Jantsch

doi:10.1080/02680513.2022.2160236

Cited by 8 publications

(7 citation statements)

References 24 publications

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“…Regardless, these patterns seem to suggest that students enrolled in asynchronous online courses take advantage of time flexibility that may not be available to them in a residential face-to-face course, synchronous online course, or hybrid course where some aspect of the course happens at a set time. These findings comport with previous research on time poverty in higher education (see Wladis et al, 2018Wladis et al, , 2022Conway et al, 2021;Xavier et al, 2022).…”

Section: Discussionsupporting

confidence: 89%

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Time and day: trends in student access to online asynchronous courses in communication demonstrate time poverty in action

LeBlanc

2023

Front. Educ.

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ObjectiveAs changes to higher education following the rapid transition to online learning resulting from the COVID-19 pandemic impacted students and their perceptions of what is possible in scheduling their daily lives around school, this study investigates trends in student access to online asynchronous courses.MethodsThis study utilized course reports of student access from the learning management system for thirty-one sections of eleven different online asynchronous communication courses taught by ten different faculty members over the fall and spring semesters at a large research university in the southwestern United States. A total sample size of 1,201 students were involved in the study.ResultsProfile Analyses indicate clear curvilinear trends for time of day and day of the week in student course access. Repeated Measures ANOVA results indicate those trends vary significantly from a no effect condition, suggesting that students: (a) schedule their course activities around personal schedules, and (b) that time bound synchronous course may not work for them.ConclusionRecommendations for class management by instructors relating to student time poverty need regardless of teaching modality, and future directions for research on time poverty in higher education, are provided.

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Section: Discussionsupporting

confidence: 89%

“…In a recent study, Xavier et al (2022) interviewed students who decided to withdraw from online programs and discovered that time poverty and time-related conflicts were the major contributors to their decision. In many cases, time-related conflicts were due to unrealistic time-management expectations.…”

Section: Time Poverty and Educationmentioning

confidence: 99%

Time and day: trends in student access to online asynchronous courses in communication demonstrate time poverty in action

LeBlanc

2023

Front. Educ.

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“…Studies of university populations show that the frequency of occurrence of procrastination fluctuates between 23 and 95% [ 21 , 39 , 40 , 41 ]; however, more than 70% of university students consider themselves to be procrastinators [ 42 ] and 50% procrastinate consistently and problematically [ 43 ]. In this area, procrastination is related to student drop-out [ 44 ], poor performance [ 45 , 46 , 47 , 48 , 49 ], high stress levels [ 49 , 50 ], lower life satisfaction [ 51 ], a deterioration in health and well-being [ 36 ], high levels of anxiety [ 52 , 53 ], and depression [ 54 , 55 ].…”

Section: Introductionmentioning

confidence: 99%

Dimensional Structure of MAPS-15: Validation of the Multidimensional Academic Procrastination Scale

Brignardello

Paniagua

2023

IJERPH

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Academic procrastination is a complex behavior that hampers the cyclical process of self-regulation in learning, impeding the flow of actions necessary to achieve the goals and sub-goals that students have set out to attain. It has a high frequency of occurrence and has been linked to lessened student performance and a decrease in psychological and physical well-being. The objective of this study is to analyze the psychometric characteristics of a new academic procrastination scale MAPS-15 (Multidimensional Academic Procrastination Scale) applicable in self-regulated learning environments through a cross-validation study (exploratory factor analysis and confirmatory factor analysis). The sample consisted of 1289 students from a distance/online university, with a wide age range and sociocultural variability. The students completed self-reported online questionnaires on two dates: during the university access and adaptation phase and before the first period of compulsory exams. One-, two- and three-factor structures were tested as well as a second-order structure. The results support a three-dimensional structure of MAPS-15: core procrastination, a pure dimension of procrastinating behavior and difficulty in carrying out the action; poor time management, a dimension related to time organization and perceived control over time; and work disconnection, a dimension conceptually related to lack of persistence, and work interruptions.

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“…Furthermore, lack of consolidation of knowledge and problem‐solving skills is another problem affecting students' learning of programming. Savage and Piwek [122] decried the deteriorating state of programming learning due to these problems. Studies have also shown that many students lack the metacognitive skills needed for learning programming [22, 23, 62, 113].…”

Section: Introductionmentioning

confidence: 99%

“…Consequently, their level of abstraction declines due to the complex nature of the course. Although this problem tends to be idiosyncratic to individual students, a high level of abstraction is associated with inappropriate selection of relevant programming language [12, 122]. The resultant effect of this association is impaired learning and increasing difficulty of the subject.…”

Section: Introductionmentioning

confidence: 99%

Research trends on learning computer programming with program animation: A systematic mapping study

Yusuf

Noor

2023

Comp Applic In Engineering

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Over the last few decades, computer programming has become an important field of endeavor due to rapid development in the information sector. Despite the importance of programming, there is a growing concern that it is relatively difficult. In the process, researchers have started employing media tools to reduce programming difficulties and motivate learners to approach programming problems. One of the common tools widely used is program animation—an instructional medium that incorporates animated characters. However, little is known about the research trends in this field of study. This article, therefore, employed a systematic mapping method to review this trend to find patterns and gaps left in the literature. The study extracted 48 articles published between 2000 and 2022 from four scientific databases (Web of Science, Scopus, ScienceDirect, and ERIC) and three digital libraries (ACM Digital Library, IEEE Xplore Digital Library, and Wiley Online Library). The review discovered important trends. First, there is a paucity of research evidence evaluating program animation in the context of secondary and elementary levels; the majority of the extracted studies focused on participants from tertiary institutions. A similar paucity of research evidence employing mixed methods and qualitative approaches was also noted. Scratch programs were used in recent research more often than other program animations. There is also too little evaluation of psychomotor variables. Finally, there exist inconsistent findings on the effect of program animation although plenty of studies revealed positive results in favor of these media tools. The study therefore recommends that future research should be conducted to fill these identified gaps.

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Dropout, stopout, and time challenges in open online higher education: A qualitative study of the first-year student experience

Cited by 8 publications

References 24 publications

Time and day: trends in student access to online asynchronous courses in communication demonstrate time poverty in action

Time and day: trends in student access to online asynchronous courses in communication demonstrate time poverty in action

Dimensional Structure of MAPS-15: Validation of the Multidimensional Academic Procrastination Scale

Research trends on learning computer programming with program animation: A systematic mapping study

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