Drop-out, Retention, Satisfaction and Attainment of Online Learners of Dutch in Adult education
Liesbeth De Paepe, Chang Zhu, Koen DePryck, Vrije Universiteit Brussel (VUB), Belgium
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Understanding reasons for drop-out, factors contributing to student satisfaction and strategies for enhancing student retention is fundamental to the success of online (language) courses. This study examines drop-out rates, student satisfaction, retention rates and attainment in fully online elementary-level courses for Dutch as a second language (L2) in Flanders. Results show that drop-out rates are highly “front-loaded” and that success in the A1 level course is a good predictor for success in the subsequent level. Retention strongly increases after the first module. Student-tutor interaction is a key element in student satisfaction that deserves attention from instructional designers, policy makers and educators.
De Paepe, L., Zhu, C. & DePryck, K. (2016). Drop-out, Retention, Satisfaction and Attainment of Online Learners of Dutch in Adult education. In Proceedings of E-Learn: World Conference on E-Learning (pp. 635-647). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)
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