Student Dropout at the Hellenic Open University: Evaluation of the Graduate Program, "Studies in Education"

Vergidis, Dimitris; Panagiotakopoulos, Chris

doi:10.19173/irrodl.v3i2.101

Cited by 31 publications

(34 citation statements)

References 4 publications

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“…This confirms results of previous studies which have identified similar issues associated with time management. For example, in their study on student attrition, Vergidis and Panagiotakopoulos (2002) found that students' overall underestimation of the time and effort required for effective study and learning was the second most cited reason for discontinuing their studies. The most cited reason being unexpected or emergency situations.…”

Section: Resultsmentioning

confidence: 99%

Student preparedness for university e-learning environments

Parkes

Stein

Reading

2015

The Internet and Higher Education

248

184

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Section: Resultsmentioning

confidence: 99%

Student preparedness for university e-learning environments

Parkes

Stein

Reading

2015

The Internet and Higher Education

248

184

View full text Add to dashboard Cite

“…Allen et al, 2002). With regard to barriers to completing courses, the main problems appear to be family or work obligations, rather than from factors intrinsic to the course or its delivery (Vergidis and Panagiotakopoulos, 2002). Many studies (Carr et al, 1996;Kerka, 1986;Lazin and Neumann, 1991) indicate that demographic variables are less predictive of completing an educational programme than life circumstances, attitude and the degree of social support received.…”

Section: Resultsmentioning

confidence: 99%

“…In their study of drop-outs from a Hellenic Open University course in education studies, Vergidis and Panagiotakopoulos (2002) found that the main problems stemmed from family or work obligations, rather than from factors intrinsic to the course or its delivery. It has long been known that such external factors were extremely important.…”

Section: Accessibility/barriersmentioning

confidence: 99%

E‐learning: what the literature tells us about distance education

2005

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Purpose -The CIBER group at University College London are currently evaluating a distance education initiative funded by the Department of Health, providing in-service training to NHS staff via DiTV and satellite to PC systems. This paper aims to provide the context for the project by outlining a short history of distance education, describing the media used in providing remote education, and to review research literature on achievement, attitude, barriers to learning and learner characteristics. Design/methodology/approach -Literature review, with particular, although not exclusive, emphasis on health. Findings -The literature shows little difference in achievement between distance and traditional learners, although using a variety of media, both to deliver pedagogic material and to facilitate communication, does seem to enhance learning. Similarly, attitudinal studies appear to show that the greater number of channels offered, the more positive students are about their experiences. With regard to barriers to completing courses, the main problems appear to be family or work obligations. Research limitations/implications -The research work this review seeks to consider is examining "on-demand" showing of filmed lectures via a DiTV system. The literature on DiTV applications research, however, is dominated by studies of simultaneous viewing by on-site and remote students, rather than "on-demand". Practical implications -Current research being carried out by the authors should enhance the findings accrued by the literature, by exploring the impact of "on-demand" video material, delivered by DiTV -something no previous research appears to have examined. Originality/value -Discusses different electronic systems and their exploitation for distance education, and cross-references these with several aspects evaluated in the literature: achievement, attitude, barriers to take-up or success, to provide a holistic picture hitherto missing from the literature.

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“…For a more detailed study on this group's profile, please refer to Vergidis and Panagiotakopoulos (2002). Of the 349 students who dropped out of "Informatics," almost the entire dropout student population (97 percent) was interviewed.…”

Section: Methodsmentioning

confidence: 99%

IRRODL Volume 5, Number 2

Authors

2004

IRRODL

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This issue of IRRODL marks a significant evolution in the development of your open access, peer-reviewed, international, online learning journal. Changes include new enhancements to our delivery model and some changes in the Journal's editorial personnel. However, rest assured that IRRODL remains committed to providing our distance education research community readers with a high quality, open access e-journal.This issue marks the first change in editorship of IRRODL since its founding four years ago by Peter Cookson. Although I have taken over as Editor and Publisher, I am happy that Peter will continue supporting IRRODL as a member of our editorial board. I want to thank Peter for his considerable contribution in setting the vision and policy that has defined IRRODL, and for successfully leading the editorial and administrative activities that have created what is likely the mostly widely read, peer reviewed, distance education journal in the world.This issue also marks the first in our new "continuous batch" publication model. Beginning this issue, IRRODL will be published when we have enough quality, peer reviewed main and research note articles, book reviews, and technical notes to compile an issue. This publication model allows for more issues, of reasonable size, to be published than the twice a year publication practice of the past. In addition, the new model will reduce the delay between submission, editing, and publication. Continuous batch production also allows us to retain the coherency of a complete issue, and yet also reduces an overabundant email "alerts" typical of publications that publish single articles as they are accepted. We anticipate publishing between three to five issues per year, but the exact number will depend on the number of quality submissions and our peer reviewers' availability and production capacity.We are also striving to increase the numbers of special issues, specifically those that focus on geographic regions (we expect to have an Australian special issue early next year) or on topical issues related to significant happenings in open and distance learning. New guidelines related to process for editing a special issue are available from the IRRODL website.Finally, although we continue to support full and open access to IRRODL, we now have paid subscribers to IRRODL. The reason why we have opted to solicit 'paid subscribers' is because the Canadian Social Sciences and Humanities Research Council has a program designed to support scholarly journals published in Canada. To be eligible to apply for this funding, however, IRRODL needs at least 200 'paid subscribers' per year. Our current 7050 unpaid subscribers were deemed insufficient to demonstrate community demand! Thanks to the 280 distance educators who feel strongly enough about the value of Open Access and this journal, to donate a $10.00 subscription fee, we met this arbitrary criteria for this year and have submitted our grant 2 application -though we are not at all certain how successful that application will be. The ...

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Student Dropout at the Hellenic Open University: Evaluation of the Graduate Program, "Studies in Education"

Cited by 31 publications

References 4 publications

Student preparedness for university e-learning environments

Student preparedness for university e-learning environments

E‐learning: what the literature tells us about distance education

IRRODL Volume 5, Number 2

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