IRRODL Volume 7, Number 3, ISSN 1492-3831 Publisher: Athabasca University Press
A sample of dropout learners enrolled in the B.Sc. programme of School of Sciences, Indira Gandhi National Open University, India was surveyed to study the factors which influenced them to withdraw from the programme. The research indicates that the major reasons for dropout are the distance of study centre from the residence of learner, insufficient support from study centre and more time consuming courses of the programme. The results of this study are significant from the points of view of improving the present instructional and delivery strategies of B.Sc. Programme. This will also help in reducing the students' dropout rate for this programme by implementing timely interventions at the different stages of study. Keywords: Dropouts, Withdrawal, Open Distance learning, interventions, retention, support system
Fozdar, B., Kumar, L. & Kannan, S. (2006). Study of the Factors Responsible for the Dropouts from the BSc Programme of Indira Gandhi National Open University. The International Review of Research in Open and Distributed Learning, 7(3),. Athabasca University Press. Retrieved March 19, 2019 from https://www.learntechlib.org/p/49692/.
- Ashby, A. (2004). Monitoring Student Retention in the Open University: Detritions, measurement, interpretation and action. Open Learning, 19(1), 65-78.
- Astin, A.W. (1985). Achieving academic excellence. San Francisco: Jossey-Bass.
- Barefoot, B.O. (2004). Higher Education Revolving Door: Confronting the problem of student dropout in US colleges and University. Open Learning, 19(1), 9-18.
- Bean, J. (1980). Dropouts and Turnover: The synthesis and test of a casual model of student attrition. The Review Higher Education, 12,155-187.
- Bean, J. (1983). The application of a model of turnover in work organizations to the student attrition process. The Review Higher Education, 6,129-148.
- Bean, J., & Metzner, B.S. (1985). A conceptual model of nontraditional student attrition. Review of Educational Research, 55, 485-540.
- Bernard, R., & Amundsen, C. (1989). Antecedents to Dropout in Distance Education: Does one model fit all? Journal of Distance Education, 4(2), 25-46.
- Braxton, J.M. (Ed.) (2000). Reworking the student departure puzzle. Nashville, TN.: Vanderbilt University Press.
- Brown, K.M. (1996). The role of internal and external factors in the discontinuation of off campus students. Distance Education, 17(1), 44-71.
- Carnevale, D. (2000, January). Online instructor takes step to reduce dropout rate. The Chronicle of Higher Education, p A48. Retrieved on June 1, 2006 from: http://chronicle.com/infotech/ Castles, J. (2004). Persistence and the adult learner. Active Learning in Higher Education, 5(2), 166-179.
- Cookson, P. (1989). Research on Learners and Learning in Distance Education: A review. The American Journal of Distance Education, 3(2), 22-34.
- Davies, R., & Elias, P.C. (2003). Dropping Out: A study of early leavers from higher education. Research Report RR 386: London Department for Education and Skills.
- DEST (2005). Department of Education, Science and Training. Learning and Teaching Performance Fund 2006: Administrative information for providers. Retrieved June 1, 2006, from: http://www.dest.gov.au/NR/rdonlyres/018DB581375G-4BDF-ABD81F5E608A4382/7637/FINALAIP2August2005.pdf
- Dikshit, H.P. (2003). Growth of Open and Flexible Learning in India: Emerging challenges and prospects. Indian Journal of Open Learning, 12(1,2), 7-15.
- Garland, M. (1993). Ethnography penetrates the “I didn’t have time” rationale to elucidate higher order reason for distance education withdrawal. Research in Distance Education, 8(2), 181-198.
- Grayson, J.P. (1997). Institutional failure or student choice? The retention of adult students in Atkinson College. Canadian Journal for the Study of Adult Education, 11(2), 7-30.
- Hramiak, A. (2002). Widening participation and ethnic minority women. Learning and Skills Research, 5(2), P. 35.
- Johnes, J., & Taylor, J. (1989). Undergraduate Non-Completion Rates: Difference between UK universities. Higher Education, 18, 209-225.
- Kember, D. (1995). Open Learning Courses for Adults: A model of student progress. Englewood Cliffs, NJ.: Educational Technology Publications.
- Kennedy, D., & Powell, R. (1976). Student progress and withdrawal in the Open University. Teaching at a Distance, 7, 61-78.
- McCracken. H. (2004). Extending Virtual Access: Promoting engagement and retention through integrated support system. Online Journal of Distance Learning Administration, 7(1). Retrieved June 2, 2006 from: http://www.westga.edu/
- McGivney, V. (2004). Understanding persistence in adult learning. Open Learning, 19(1), 33-46.
- Ostman, R., & Wagner, G. (1987). New Zealand management student’s perceptions of communication technologies in correspondence education. Distance Education, 8(1), 4763.
- Peach, D. (2005). Ensuring Student Success: The role of support services in improving the quality of student learning experience. Studies in Learning Evaluation Innovation and Development, 2(3), 1-15.
- Pierrkeas, C., Xenos, M., Panagiiotakopoulos, C., & Vergidis, D. (2004). A comparative study of dropout rate and causes for two different distance education courses. International Review of Research in Open and Distance Learning, 5(2). Retrieved June 1, 2006, from: http://www.irrodl.org/index.php/irrodl/article/view/183/265
- Powell, R. (1991). Success and Persistence at Two Open Universities. Centre forDistance Education: Athabasca University. Fozdar, Kumar& Kannan ~
- Simpson O. (2004). The impact on retention of intervention to support distance-learning students. Open Learning, 19(1), 78-95.
- Simpson, O. (2005). The costs and benefits of students retention for students, institutions and governments. Studies in Learning, Evaluation Innovation and Development, 2(3), 34-43.
- Sweet, R. (1983). Student Dropout in Distance Education: An application of Tinto’s model. Distance Education, 7, 201-213.
- Tinto, V. (1975). Dropout from Higher Education: A theatrical synthesis of recent research. Review of Education Research, 45, 89-125.
- Tinto, V. (1993). Leaving College: Rethinking the cause and cure of student attrition. Chicago: University of Chicago Press.
- Tresman, S. (2002). Towards a Strategy for Improved Student Retention in Programme of Open, Distance Education: A case study from the Open University U.K. International Review of Research in Open and distance Learning, 3(1). Retrieved June 1, 2006 from: http://www.irrodl.org/index.php/irrodl/article/view/75/145
- Utley, A. (2002, September). Lonely student quit as hard-up hang on. Times Higher Education Supplement, 13.
- VC Report (2004). Indira Gandhi National Open University. IGNOU Press: New Delhi
- Wojciechowski, A., & Palmer, L.B. (2005). Individual student characteristics: Can any be predictors of success in online classes? Online Journal of Distance Learning Administration, 8(2). Retrieved June 1, 2006 from: http://www.westga.edu/~distance/ojdla/summer82/wojciechowski82.htm
- Woodley, A., Delange, P., & Tanewski, G. (2001). Student Progress in Distance Education: Kember’s model re-visited. Open Learning, 16(2). 113-131.
- Woodley A. (2004). Conceptualizing student dropout in part-time distance education: pathologizing the normal? Open Learning, 19(1), 47-64.
- Woodley, A., & Parlett, M. (1983). Student dropout. Teaching at Distance, 24(1), 2-23.
- Yorke, M. (1999). Leaving Early: Undergraduate non-completion in higher education. London: Falmer.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.
Hyoseon Choi, Korea National Open University; Yekyung Lee, Sogang University; Insung Jung, International Christian University; Colin Latchem, open and distance learning consultant
The International Review of Research in Open and Distributed Learning Vol. 14, No. 4 (Aug 28, 2013)
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.