The extent of and reasons for non re-enrolment: A case of Korea National Open University
Hyoseon Choi, Korea National Open University ; Yekyung Lee, Sogang University ; Insung Jung, International Christian University ; Colin Latchem, open and distance learning consultant
IRRODL Volume 14, Number 4, ISSN 1492-3831 Publisher: Athabasca University Press
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.
Choi, H., Lee, Y., Jung, I. & Latchem, C. (2013). The extent of and reasons for non re-enrolment: A case of Korea National Open University. The International Review of Research in Open and Distributed Learning, 14(4),. Athabasca University Press.
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Kyungmee Lee, Lancaster University, United Kingdom; Hyoseon Choi, Department of Medical Education, Korea (South); Young Hoan Cho, Department of Education, Korea (South)
Internet and Higher Education Vol. 41, No. 1 (April 2019) pp. 25–33
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