Student persistence in open and distance learning: success factors and challenges

Au, Oliver; Li, K.; Wong, T.M.

doi:10.1108/aaouj-12-2018-0030

Cited by 27 publications

(28 citation statements)

References 22 publications

(65 reference statements)

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“…Findings of research in Indonesia indicated that persistence and loyalty, followed by future careers contributed to academic excellence (Sembiring, 2017). Student persistence in open and distance learning depend on different success factors for different groups of students (Au et al, 2018). New technologies help foster persistence in adult learning, as a study in India indicated that persistence in learning could be supported with the use of new technologies for learning (Fozdar and Kumar, 2007).…”

Section: Policies and Strategies In Dropoutsmentioning

confidence: 99%

Empowering lifelong learning through open universities in Taiwan and Indonesia

Zuhairi

Hsueh

Chiang

2020

AAOUJ

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PurposeThis research attempts to reveal ways of addressing challenges in open universities related to empowering lifelong learning; establishing policies and strategies in dropouts, student portfolio and support services for students with special needs; and implementing online instructional design and strategies. Two institutions were investigated, namely National Open University (NOU) Taiwan and Universitas Terbuka (UT) Indonesia, both founded in the 1980s to serve lifelong learners with diverse backgrounds and needs. This study was aimed at understanding good practices and challenges for improvement for the two open universities in those areas being investigated.Design/methodology/approachThis research was qualitative using document analysis along with focus group discussions and interviews with administrators, academic staff, students and alumni to collect data for analysis.FindingsLifelong learning is the necessity of individual in societies for continuing professional development through enabling access to quality university education. Open universities have been tasked to cater for lifelong learners using non-traditional approaches, new technology and adapting to online learning and teaching in digital age. This research was exploratory, and the findings were expected to improve understanding of lifelong learning in open universities, particularly in NOU and UT.Practical implicationsFindings of this research are relevant to open universities to enhance its missions and define its possible new roles to serve lifelong learners.Originality/valueThis research reveals the roles of open universities in lifelong learning and enhances understanding of open universities that have a wide range of responsibilities in offering programs and courses to accommodate lifelong learners.

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Section: Policies and Strategies In Dropoutsmentioning

confidence: 99%

Empowering lifelong learning through open universities in Taiwan and Indonesia

Zuhairi

Hsueh

Chiang

2020

AAOUJ

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“…Student persistence has been widely studied in the past, and a broad range of related factors have been identified. For example, Au, Li, and Wong (2017) reviewed the literature on this issue, and categorised the related factors into student factors and institutional factors. The former address students' demographic information, such as age, personal expectations about studying in an open university (e.g., the amount time and effort required and work and family commitments), and motivational and psychological factors (e.g., a sense of accomplishment and the goals of study).…”

Section: Literature Reviewmentioning

confidence: 99%

“…For example, the work of Pittenger and Doering (2010) mentioned above addressed a specific student factor-motivationthrough an institutional factor, incorporating motivational design into online courses. Au et al (2017) presented another initiative which compared students who were successful in distance learning with those who were at risk of dropping out, regarding their attitudes to challenges in learning and ways to handle these. Their findings showed that the successful students also had diverse backgrounds and encountered challenges in relation to the environmental factors, but they had a more positive attitude than the at-risk students and found ways to actively manage their learning.…”

Section: Implications Of Student Persistence For Open Universitiesmentioning

confidence: 99%

Factors Related to Student Persistence in Open Universities

2019

IRRODL

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Student persistence has long been a major challenge for open universities. Despite the evolution of open education, an overall high student attrition rate remains. This paper examines the changes and trends in factors related to student persistence in open universities. It reviews the empirical studies from the 1970s to the 2010s which reported factors influencing student persistence. The relevant studies were searched from databases, including Scopus, Web of Science, and Google Scholar. Among the 108 studies collected, a total of 284 factors influencing student persistence were identified. The factors were categorised into student factors, institutional factors, and environmental factors. Their changes and trends over the years were examined. The results show that student factors were the most frequently studied over the years examined, with the major categories being students’ psychological attributes and outcomes. Institutional factors have been increasingly studied in recent decades, with the design and delivery of programmes and courses being the strongest category. Finally, environmental factors have been decreasingly examined, with factors related to students’ family and work being the two main categories. Based on the results, the implications for developing intervention and retention strategies for student persistence in open universities are discussed.

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“…The authors embellish the current details with information on the role of participants in the success of distance learning, change in the organizational structure required for the success of distance learning, and the pros and cons of it in long term perspectives. Along similar lines, Au et al (2018) discuss the success factors for students learning online such as time management, online examination conduction and flexibility. Jones et al (2014) discuss how the introduction of technology affects the temporal experience of the learner and states the importance of time flexibility which must be introduced in online learning.…”

Section: Covid-19 Pandemic's Effect On Educationmentioning

confidence: 99%

Systematic research of e-learning platforms for solving challenges faced by Indian engineering students

Thakker

Parab

Kaisare

2020

AAOUJ

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PurposeAs educational institutes began to address the challenges posed by COVID-19, e-learning came to the foreground as the best bet left. This study is in quest of revealing engineering student's perceptions of the available e-learning platforms, thus surfacing the underlying bottlenecks. Further, it aims at providing solutions that would help enhance the e-learning experience not only in pandemic times but also in the long run.Design/methodology/approachThis holistic research begins with a comprehensive comparative study about the available e-learning platforms, followed by a primary data analysis through an online survey of 364 engineering students from various colleges and branches. The collected data was analyzed to detect bottlenecks in online learning and suggestions are given for solving some challenges.FindingsOn a five-point Likert scale, the available e-learning platforms garnered ratings ranging from 2.81 to 3.46. Google meet was the most preferred platform. However, with a net promoter score (NPS) of 30.36, Microsoft Teams emerged as the most satisfying platform. Technical shortcomings clubbed with psychological and biological factors were found to be taking a toll on e-learning.Research limitations/implicationsThis innovative research is based on the perceptions of engineering students hailing majorly from Indian cities, and hence, it may be having educational stream bias and geographical bias. The research could be further extended to cover rural areas and global trends in e-learning.Originality/valueThe research offers a thorough analysis of e-learning platforms, as seen through the lens of engineering students. Furthermore, the analysis does not constrain itself to the technicalities and thus proves to be an all-encompassing one, potent enough to surface critical issues marring the e-learning experience.

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Student persistence in open and distance learning: success factors and challenges

Cited by 27 publications

References 22 publications

Empowering lifelong learning through open universities in Taiwan and Indonesia

Empowering lifelong learning through open universities in Taiwan and Indonesia

Factors Related to Student Persistence in Open Universities

Systematic research of e-learning platforms for solving challenges faced by Indian engineering students

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