Reasons for Student Dropout in an Online Course in a Rural K-12 Setting
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| Title: | Reasons for Student Dropout in an Online Course in a Rural K-12 Setting |
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| Language: | English |
| Authors: | de la Varre, Claire, Irvin, Matthew J., Jordan, Adam W., Hannum, Wallace H., Farmer, Thomas W. |
| Source: | Distance Education. 2014 35(3):324-344. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2014 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A040056 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Online Courses, Dropouts, High School Students, Advanced Placement Programs, Rural Education, Distance Education, Facilitators (Individuals), Influences, Content Analysis, Scheduling, Difficulty Level, Student Motivation, Parent Influence, Problems |
| DOI: | 10.1080/01587919.2015.955259 |
| ISSN: | 0158-7919 |
| Abstract: | Rural schools in the USA use online courses to overcome problems such as attracting and retaining teachers, geographic isolation, low student enrollment, and financial constraints. This paper reports on the reasons that 39% of rural high school students who enrolled in an online Advanced Placement course subsequently dropped the course. Students who dropped the course were asked to provide an email statement detailing their reasons for doing so. On-site facilitators--local staff members situated in the small rural schools where students were enrolled--also provided reasons whenever one of their students dropped the course. Results indicate that the reasons given by students and on-site facilitators for dropping the course often agreed, and tended to fall within the following five categories: scheduling and time constraints, academic rigor and motivation, technology problems, problems with online medium and lack of teacher immediacy, and parental influences. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2014 |
| Accession Number: | EJ1044355 |
| Database: | ERIC |
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| Abstract: | Rural schools in the USA use online courses to overcome problems such as attracting and retaining teachers, geographic isolation, low student enrollment, and financial constraints. This paper reports on the reasons that 39% of rural high school students who enrolled in an online Advanced Placement course subsequently dropped the course. Students who dropped the course were asked to provide an email statement detailing their reasons for doing so. On-site facilitators--local staff members situated in the small rural schools where students were enrolled--also provided reasons whenever one of their students dropped the course. Results indicate that the reasons given by students and on-site facilitators for dropping the course often agreed, and tended to fall within the following five categories: scheduling and time constraints, academic rigor and motivation, technology problems, problems with online medium and lack of teacher immediacy, and parental influences. |
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| ISSN: | 0158-7919 |
| DOI: | 10.1080/01587919.2015.955259 |
