New Media Tools Impact on Online, Health Science Students’ Academic Persistence and Support: Lessons Learned from Two Pilot Studies

Armstrong, Shelley; Early, Jody; Burcin, Michelle M; Bolin, Kim; Holland, Nicole; No, Sun

doi:10.1007/s11528-018-0261-1

Cited by 14 publications

(13 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Finally, studies relating to institutional variables have focused on the characteristics of HEIs, such as their size, as represented by the number of students, the quality of training programmes and administrative processes [50,62]. Thus, it was found that flexible admissions policies and the lack of student support through university welfare plans are related to higher drop-out rates [46].…”

Section: Literature Reviewmentioning

confidence: 99%

Rurality and Dropout in Virtual Higher Education Programmes in Colombia

2021

View full text Add to dashboard Cite

As part of the 2030 Agenda, higher education has been conceptualised as one of the ways to overcome the social disparities experienced in rural areas in Colombia. Thus, in concordance with the benefits of this level of education, the state has been designing public policies during the last few years, in order to facilitate access to undergraduate programmes to these populations, focusing mainly on the implementation of the virtual modality. In this context, it is recognised that access itself is not enough, but that continuance and timely graduation are required to materialise the benefits obtained along with a higher education degree; hence, dropout is a subject of interest for study, especially due to the high rates existing in the rural student population. Therefore, the event of dropout becomes an obstacle to social change and transformation in rural areas. Thus, this article aimed to identify which individual, institutional, academic and socio-economic characteristics influence rural student dropout in virtual undergraduate programmes in Colombia. For this purpose, an exploratory, quantitative and cross-sectional study was proposed, with a sample of 291 students to whom a student characterisation instrument and a classroom evaluation instrument were applied. With these data, it was proceeded to establish which of them had deserted, constituting the extraction of the sample of the study, which were 168. With the information, an exploratory factor analysis, hierarchical cluster analysis and descriptive statistics were used to establish which explanatory variables are involved in the dropout of this type of student. The results showed that the academic variables analysed do not have an impact on the event, while marital status (associated with family obligations), age, social stratum, work obligations, parents’ level of education and type of work, income and type of employment relationship of the student, and, finally, the number of people who depend on the family’s income do.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Rurality and Dropout in Virtual Higher Education Programmes in Colombia

2021

View full text Add to dashboard Cite

show abstract

“…Faced with the multi-causality of dropout, efforts have been made to establish the variables that explain current dropout rates and the causes that lead students not to complete their higher education studies, which has resulted in various perspectives and the development of tools that allow decision-makers to have a holistic view of dropout prevention and mitigation (Kehm et al, 2019). That said, research has focused on analysing the influence of specific variables on the materialisation of dropout based on individual student conditions such as age, gender, marital status, family environment, intrinsic motivations and academic selfregulation (e.g., Ghignoni, 2017;Arias-Velandia et al, 2018;Behr et al, 2020); the student's socioeconomic background exemplified by the socioeconomic stratum of the dwelling he or she lives in, family income, economic dependency and the macro-economic environment of the country (e.g., Contreras, 2017;Behr et al, 2020;Palacio et al, 2020;Schmitt et al, 2020); the academic factors represented in the development of competencies prior to entry into higher education, secondary school graduation tests, levels of satisfaction in the training programme and the number of courses concurrently taken (e.g., Guzmán, et al, 2020a;Heidrich, 2018); and finally, institutional circumstances in relation to HEI policies, the technological and pedagogical resources provided by the educational institution, the level of interaction with teachers and students and the pedagogical model (e.g., Armstrong et al, 2018;Choi and Kim, 2018).…”

Section: Introductionmentioning

confidence: 99%

Dropout in Rural Higher Education: A Systematic Review

2021

View full text Add to dashboard Cite

Student dropout in higher education has been of great interest to the academic community, state and social actors over the last three decades, due to the various effects that this event has on the student, the family, higher education institutions, and the state itself. It is recognised that dropout at this level of education is extremely complex due to its multi-causality which is expressed in the existing relationship in its explanatory variables associated with the students, their socioeconomic and academic conditions, as well as the characteristics of the educational institutions. Thus, the aim of this article was to identify the individual, socioeconomic, academic, and institutional explanatory variables involved in student dropout in rural populations, based on a synthesis of the evidence available in the SCOPUS database. In order to achieve it, a mixed systematic review was defined under the PRISMA 2020 method. The analysis was approached in two stages; the first concerned the identification of the documents and the conformation of the sample, where 21 documents were distinguished for effectively dealing with dropout in rural higher education; and the second corresponded to the procedures defined for the development of the bibliometric analysis and synthesis of the information found in the documents. The results showed the distribution of studies by country, years of publication, the categorisation of the documents in SCOPUS, their classification by type and the methodologies used in the development of the studies analysed, as well as the variables that have been addressed in previous research. In this way, it is concluded that the results of the studies are not generalisable, either because of the size of the sample or because of the marked social asymmetries that exist in some countries, which can make the findings lack significance; on the other hand, the interest in research on variables associated with individual and academic determinants to explain rural student dropout is highlighted. In addition, some future research lines which can be addressed as a complement to the current view of the dropout event in rural higher education were identified.

show abstract

“…En la educación virtual la importancia de una comunicación constante ha demostrado ser un factor que apoya la permanencia de los estudiantes, es así como el uso de herramientas y/o actividades que fomentan la interacción entre los estudiantes, así como entre estudiantes y tutores, aportan en su retención. En este sentido, la generación de un sentimiento de comunidad o pertenencia con la institución pasa a ser un factor determinante en la permanencia en estudios virtuales (Armstrong et al, 2018) No deja de ser importante constatar que, para mantener estudios en una modalidad virtual, es fundamental contar con un escenario personal o contexto familiar que permita dichos estudios y los apoye. Es así como varios estudios muestran que para los estudiantes adultos las limitaciones derivadas de problemas familiares, laborales y personales tienden a ser muy importantes al momento de tomar la decisión de abandonar sus estudios.…”

Section: Emociones Y El Aprendizaje Virtualunclassified

Modelo para la progresión académica de estudiantes online en Educación Superior

Alonso¹,

Vera²

2022

Cuad. Investig. Educ.

View full text Add to dashboard Cite

La oferta formativa de programas online ha aumentado, siendo una oportunidad para quienes requieren compatibilizar el estudio con otras actividades. Las tasas de retención en este tipo de formación son bajas. Múltiples factores explican la deserción de estudiantes adultos en programas online. El diseño es mixto, del tipo explicativo secuencial. La fase cuantitativa permitió identificar diferencias significativas entre grupos para las variables en estudio, a partir de una muestra de 9.405 estudiantes. La fase cualitativa contempló la aplicación de entrevistas. Se pudo constatar que el acompañamiento del tutor, la aprobación de los cursos de habilidades básicas, la participación de los estudiantes en actividades de inducción y contar con la atención de la unidad de apoyo socioafectivo, influyen directamente en la deserción de los estudiantes, en su participación en la plataforma online y en el promedio de calificaciones. Los estudiantes valoran la comunicación efectiva con docentes y tutores. Se debe generar una red de contención para apoyar el proceso de continuidad de estudios con diversas acciones, también, la influencia de cada programa es distinta en relación con las necesidades que presenta cada alumno, mostrando la importancia de que las instituciones desplieguen una diversidad de apoyos, los que serán utilizados por los estudiantes en la medida de sus necesidades.

show abstract

New Media Tools Impact on Online, Health Science Students’ Academic Persistence and Support: Lessons Learned from Two Pilot Studies

Cited by 14 publications

References 7 publications

Rurality and Dropout in Virtual Higher Education Programmes in Colombia

Rurality and Dropout in Virtual Higher Education Programmes in Colombia

Dropout in Rural Higher Education: A Systematic Review

Modelo para la progresión académica de estudiantes online en Educación Superior

Contact Info

Product

Resources

About