Sociodemographic Diversity and Distance Education: Who Drops Out from Academic Programs and Why?

Abstract

Current higher education is characterized by a proliferation of distance education programs and by an increasing inclusion of nontraditional students. In this study we investigated whether and to what extent nontraditional students are particularly at risk for attrition (vs. graduating) from distance education programs. We conducted a secondary analysis of cross-sectional institutional surveys deployed in the context of a public German distance teaching university among university graduates and dropouts (N = 4,599). Using binary-logistic multiple regression analyses, we predicted the likelihood of program attrition by students' membership in sociodemographic groups, their goal orientations, and the corresponding interactions. Results revealed higher risks to drop out from university for female, migrant, and fully-employed students, but lower risks for older and parent students. A higher importance of career development or personal development goals related to a lower risk for attrition. Moreover, data also provide evidence that among some student groups the likelihood to graduate (or to drop out) significantly depends on students' goal orientations. Results were robust across different academic faculties and were complemented by an analysis of dropout reasons. The practical implications of our findings are discussed with regard to designing equitable distance learning environments that value human diversity and quality of opportunity.

The Challenges of Online Learning: Supporting and Engaging the Isolated Learner

“…However, the preferences may be different for those with limited choice in delivery mode because of additional work or the family commitments that may restrict their ability to engage in alternative and perhaps preferred face-to-face or blended enrolment modes (Stoessel, Ihme, Barbarino, Fisseler, & Sturmer, 2015). Within the context of pre-service teacher education, the implementation of online assessment also serves to enhance their knowledge and understanding of ways to use new technologies in their future teaching practice (Blackley & Sheffield, 2015;Boyles, 2011).…”

“…Increasingly, students in all disciplines, including those in business, management, and education, are choosing to study while engaged in varying degrees of employment (Stoessel et al, 2015). These students have the flexibility of opting for part-time and/or external modes of study to provide increased options for interaction, participation, and ultimately completion of their degree programs (Broadbent & Poon, 2015).…”

“…This range of additional factors therefore serves to further isolate the multitasking external student as increasing numbers of barriers to success are put in place. It is therefore vital that focused consideration of these cohorts and ways to better facilitate their participation are discussed (Stoessel et al, 2015). Many of these students also bring with them varying levels of confidence and familiarity with using technology to engage in university units and despite communicated preferences for online submission modes, also exhibit apprehension and anxiety around completing group assessments online.…”

“…Instead, the focus should primarily be on how the interactions and group work tasks can be supported and facilitated, rather than the mode or means for doing so. To this end, the importance of facilitating and supporting social interaction and relationship development is important (Jaques & Salmon, 2007;Stoessel et al, 2015). The assumption that growing up around technology and having greater access to technology would make one more digitally capable is erroneous as individuals may still have a preference for non-technological mediums, and have varying levels of competence and capacity with digital platforms.…”

“…Personal factors can also impact on student access and participation in the online learning environment (Stoessel et al, 2015). Commitments such as caring for young children or being called into work can affect the attendance and participation of students in regularly scheduled tutorials/live sessions.…”