Dropout rates and learner satisfaction in adult online courses

Park, J., & Choi, H.J. (2009). Factors influencing adult learners' decision to drop out or persist in online learning. Journal of Educational Technology & Society, 12(4), 207-n/a. Retrieved from http://search.proquest.com/docview/1287038599?accountid=28844

To understand the relationship between dropout rates and adult online learning.

Participants

147 learners who had dropped out or finished online courses in a Midwestern University

This study used both qualitative and quantitative measures to explain its argument.

Dropouts and the persistent learners of online courses demonstrated differences in their individual characteristics and internal factors while participating in the course.

Procedure

Data was collected by a survey questionnaire of 147 students of online courses. The answers to the questions were then transformed using statistical and qualitative tools. The researcher sent an email to the 234 participants registered to introduce the purpose of this study and to solicit their participation. After sending the message three times, 161 learners showed interest in participating in this study. The researchers then sent an online survey to them. Finally 149 submitted responses, but only the data from

147 could be used for this study because two persons did not answer most of the questions.

Statistical Test

The researchers used descriptive statistics (mean mode, etc.), chi square, and multivariate analysis of variance (MANOVA).

Conclusions

The study demonstrated that online dropouts had significant difference in perceptions of learner satisfaction and relevance from persistent learners." In other words, learners are less likely to drop out when they are satisfied with the courses, and when the courses are relevant to their own lives."

Critique

This study is probably too narrow in scope to make any definite relationships between learning characteristics and dropouts.