The extent of and reasons for non re-enrolment: A case of Korea National Open University

Abstract

<p>Despite continuous efforts to increase retention, dropout rates are high in distance universities. The objectives of this study were: 1) to investigate the extent and causes of non re-enrollment at a mega university, Korea National Open University; and 2) to suggest actions to improve the retention of students, in general, and those with higher risks of dropout in particular. A survey designed to establish the student demographics and the students’ main reasons for non re-enrollment was carried out during spring, 2009 with 1,353 respondents. The results indicate that a lack of feedback from the instructors, heavy workload, and difficulties in studying at a distance were the main reasons for non re-enrollment. The learners’ perceptions of the value of the degrees and their ages, gender, and educational backgrounds were also found to be significant factors in decisions not to re-enroll. The suggested solutions for reducing non re-enrollment include: a decrease in the number of required credit hours’ study per semester; the provision of stronger social support; the introduction of a more flexible enrollment system; and better use of the available technology and infrastructure to help both students and instructors build stronger learning communities.</p>

Role of Student Support Services in Enhancing Student Persistence in the Open University Context: Lesson from Indonesia Open University

“…These results strengthened prior studies on student persistence in the Open University contexts that student support services played a pivotal role in increasing student's persistence and performance (Choi, Lee, Jung, & Latchem, 2013;Dzakaria, 2005;Bharat Inder Fozdar et al, 2006;Ibrahim, Rwegasira, & Taher, 2007;Tait, 2004). In the same way, Barnett (2011) insisted the significance of the faculty's role in student persistence decision.…”

“…In the Indonesia Open University, the students who are enrolled witihin four consecutive semesters are grouped into active students; otherwise those who do not enrol and do not register for any new course within four consecutive semesters will be classified into inactive students. A review of prior studies on student persistence in the Open University contexts revealed that student support has a pivotal contribution for increasing student persistence (Choi et al, 2013;Dzakaria, 2005;Fozdar et al, 2006;Ibrahim, Rwegasira, & Taher, 2007;Tait, 2004).…”

Exploring Factors, and Indicators for Measuring Students’ Sustainable Engagement in e-Learning

“…The populations in the study were college students at a four-year open university. This university was founded in 1972, which is the first lifelong educational institution in Korea and the first four-year national Open University in Korea [37]. It has one main campus that is located in Seoul and 13 local campuses.…”

El problema del abandono en estudios a distancia. Respuestas desde el Diálogo Didáctico Mediado

“…Otras causas que destacan los investigadores: problemas tecnológicos (Frankola, 2001;Dupin-Bryant, 2004); las rigideces curriculares, la elección errónea de la carrera o acceder con expectativas equivocadas (Grebennikov y Shah, 2012); motivos económicos y sociales y la dificultad de los estudios (Duque, Duque y Surinach, 2013); la baja autoestima del estudiante (Roso-Bas, Pades y García, 2016); los bajos niveles de supervisión y apoyo docente (Montalvo, 2012); la escasa motivación, inadecuados diseños pedagógicos de las asignaturas y la baja cualificación de los docentes (Frankola, 2001); la escasa calidad de los programas con contenido relevante poco estructurados (Ivankova y Stick, 2007;Perry, Boman, Care, Edwards y Park, 2008); la falta de retroalimentación docente, la gran carga de trabajo y las dificultades para estudiar lejos del campus (Choi, Lee, Jung y Latchem, 2013). Por su parte, Fozdar, Kumar y Kannan (2006) ordenan las causas de abandono de esta manera: lejanía del centro de estudios, insuficiente apoyo académico, problema del tiempo de estudio, dificultad de asistir a los laboratorios, ausencia de interacción entre pares, dificultades para estudiar ciencias a distancia, dificultad del examen presencial, escasa capacidad de respuesta del centro de estudios.…”