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Technological factors explaining student dropout from online courses in higher education: a review
PROCEEDINGS

, , Université de Sherbrooke, Canada

EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Although the number of online courses is growing considerably in higher education, the persistence rates in these courses are very low, and even lower than the ones in face-to-face courses. Some published papers reviewed factors that could explain persistence in online courses. These factors include student factors, course and program factors, social presence factors and environmental factors. However, technological factors have seldom been taken into account. The aim of this paper is to contribute toward filling this knowledge gap by reviewing papers on technological factors that could explain academic student persistence in higher education. Reviewing these factors is an important issue, as it would provide administrators and higher education faculty members with guidance on how to implement online courses based on the following comprehensive review of empirical studies.

Citation

Lakhal, S. & Bazinet, N. (2015). Technological factors explaining student dropout from online courses in higher education: a review. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 1806-1811). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved April 19, 2019 from .

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