Learner characteristics attributable to completion and duration of completion in engineering and science degree programmes of OUSL

Abstract

PurposeThe purpose of this study is to identify the learner characteristics attributable to the likelihood and the duration of programme completion in the Bachelor of Science (BSc) and Bachelor of Technology Honours in Engineering (BTech) degree programmes of the Open University of Sri Lanka (OUSL).Design/methodology/approachData were gathered from the re-registrants for the degree programmes in the academic year 2020/2021, using a questionnaire developed as a Google form. The sample consisted of 301 and 516 re-registrants from the BTech and BSc programmes respectively. Influential factors were identified using Kruskal Wallis test (for duration of completion), binary logistic regression (for likelihood of completion) and Chi-squared test (associations between presage and process factors).FindingsEntry qualification, age and time management skills at entry had significant effects on duration of completion. Attendance at academic activities, organizing time for self-studies and the competency in English at enrolment had significant effects on the likelihood of completion. Prior open and distance learning (ODL) experience had no significant effect on any of the product factors considered.Research limitations/implicationsInaccessibility of dropouts and using only the responses from the first administration of the questionnaire are limitations. Active learners are more likely to respond, in the first administration and may bias the results.Practical implicationsFindings are useful for designing future studies to identify at-risk students and thereby enhance the programme completion and reduce prolonged time for completion.Social implicationsEffective strategies to control the identified factors will uplift programme completion and reduce drop-out rates.Originality/valueDecision making using inferential techniques makes the study distinct among studies undertaken on the same population. The study enriches the limited current research on factors affecting programme completion in ODL mode.

Self-directed learning skills and motivation during distance learning in the COVID-19 pandemic (case study: The university of Jordan)

“…The results revealed that distance learning had a significant effect on increasing students' sense of value (self-esteem) by increasing their confidence and feelings of independence with the educational process. This was reflected in an increased feeling of satisfaction with their academic activities and increased happiness with their academic achievements [ 55 ]. The results also showed that distance learning had a positive impact on students' social relationships, and they became more involved and present because the content of the material felt fun, exciting, and adapted to the individual student's preferred learning style [ 2 , 56 ].…”