WWH-dropout scale: when, why and how to measure propensity to drop out of undergraduate courses

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jeovani Schmitt ◽  
Maria Inês Fini ◽  
Cyntia Bailer ◽  
Rosangela Fritsch ◽  
Dalton Francisco de Andrade
Keyword(s):  
Higher Education ◽  
Latent Trait ◽  
Drop Out ◽  
Integration Theory ◽  
Content Type ◽  
Face To Face ◽  
Student Integration ◽  
Four Levels ◽  
Undergraduate Programs ◽  
Item Scale

PurposeThis study aims at developing an instrument to measure the latent trait propensity to drop out in face-to-face higher education.Design/methodology/approachBased on Tinto's student integration theory, a 27-item scale was created to measure student propensity to drop out of undergraduate programs. Item response theory was used to evaluate the psychometric analysis of the items. Furthermore, different methodologies were used to evaluate and provide evidence for content validity, response process validity, internal structure validity and criterion-related validity.FindingsWith the support of specialists in the construct, the interpretation of the scores for the use of the scale was defined in four levels of propensity: high, moderate, low and very low.Research limitations/implicationsThe latent trait propensity to drop out in face-to-face higher education allows the inclusion of new items and aspects in the instrument. Thus, it can be adapted to distance education.Practical implicationsThe students' propensity to drop out score can be useful for researchers and administration units in colleges and universities in the planning of permanent institutional actions and programs to take preventive measures.Social implicationsMinimize dropout in order to raise the educational level of the population and make better use of the resources invested in education.Originality/valueThis study points out when, why and how propensity to drop out can be measured and how scores can be interpreted in the context of the problem.

scholarly journals Analysis of Tinto’s student integration theory in first-year undergraduate computing students of a UK higher education institution

2017 ◽  
Vol 19 (2/3) ◽  
pp. 97-121 ◽  
Author(s):  
Alexandros Chrysikos ◽  
Ejaz Ahmed ◽  
Rupert Ward
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Education Institution ◽  
Integration Theory ◽  
First Year ◽  
Higher Education Institution ◽  
Content Type ◽  
Student Integration ◽  
Study Results ◽  
Uk Higher Education

Purpose Retention is one of the key performance indicators in university quality assurance processes. The purpose of this paper is to identify the causes leading to low retention rates for first-year undergraduate computing students in a UK higher education institution (HEI). Design/methodology/approach The study applies Tinto’s student integration theory, and connects it with the behavioural patterns of students. Data were collected from 901 students using Pascarella and Terenzini’s questionnaire (integration scales). This data were combined with student enrolment information and analysed using the structural equation modelling technique. Findings The study results indicate that Tinto’s student integration theory is useful in analysing student retention, but this accounts for only a modest amount of variance in retention. Nevertheless, important relationships amongst student’s initial and later academic goals and commitments have been identified through this new approach to analysing retention. The largest direct effect on retention was accounted for by initial goals and institutional commitments, followed by later goals and institutional commitments. In addition, the results show that academic and social integration constructs can have an influence on the student retention processes. When all, or some, of these relationships are operating towards students’ benefits, appropriate services or programmes, such as student support systems, can have their maximum benefits. Originality/value The authors mapped behavioural-related retention factors using a learning community lens. The study explored students’ social and learning experiences within the context of a UK HEI by employing Tinto’s model. This is the first time the model has been tested in this context.

Attrition in the Digital Age

2013 ◽  
pp. 279-293
Author(s):  
Kate Reed ◽  
Nathan Wise ◽  
Belinda Tynan ◽  
Carina Bossu
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Information Exchange ◽  
Digital Age ◽  
Drop Out ◽  
Attrition Rates ◽  
Learning And Teaching ◽  
Face To Face ◽  
Distance Learner ◽  
Holistic Understanding

Distance education (learning and teaching by distance modes of information exchange) is often characterised by having higher attrition rates (often labelled as “drop-out” or “withdrawal”) compared to traditional face-to-face (or “on-campus”) education. It has been claimed that no area of research in distance education has received more attention; such is the concern surrounding attrition. This chapter suggests that a holistic understanding of the numerous, complex, and interlinked factors that may contribute to a learner choosing to discontinue their studies continues to elude researchers. Furthermore, attrition may not always be a negative outcome; for example, a learner may have achieved the desired skill set from their studies. In the current higher education climate it is imperative for universities to maintain student enrolments. Attrition directly impacts upon wasted expenditure and loss of revenue for an institution. Additionally, withdrawing from tertiary studies can have consequences for the distance learner. This chapter explores underlying concerns and identify key questions and gaps regarding attrition in distance education for the digital age.

From E-Learning to Games-Based E-Learning

2011 ◽  
pp. 1763-1773 ◽  
Author(s):  
Thomas Connolly ◽  
Mark Stansfield
Keyword(s):  
Higher Education ◽  
Mobile Phones ◽  
Drop Out ◽  
The Internet ◽  
New Approach ◽  
Approach To Learning ◽  
Face To Face ◽  
Internet Gaming ◽  
E Learning ◽  
New Form

The emergence of the Internet has had a significant impact on higher education where we have seen elearning evolve from a marginal form of education to a commonly accepted and increasingly popular alternative to traditional face-to-face education. While e-learning has many advantages, there have been problems identified, such as lack of contact leading to feelings of isolation; the need for a motivated, self-disciplined, and mature learner; the monotonous nature of some e-learning materials; and increased drop out rates. If e-learning has developed a reputation for being ‘boring and mindless,’ games have developed the reputation for being engaging and challenging. In recent years, a new form of learning has been developing, namely games-based e-learning, which builds on the successes of e-learning while providing a more stimulating and relevant learning environment for younger people who have been brought up in an environment of powerful home PCs, graphic-rich multiplayer Internet gaming, and mobile phones with ever-increasing functionality. This article will explore the concept of games-based e-learning, discuss some of its pedagogic underpinnings, and examine barriers that may limit the uptake and development of this relatively new approach to learning.

Does working to pay for higher education really harm French academic results?

2019 ◽  
Vol 40 (4) ◽  
pp. 591-615 ◽  
Author(s):  
Liliane Bonnal ◽  
Pascal Favard ◽  
Kady Marie-Danielle Sorho-Body
Keyword(s):  
Higher Education ◽  
Negative Impact ◽  
Working Hours ◽  
Drop Out ◽  
First Year ◽  
Content Type ◽  
Explanatory Variables ◽  
Student Profiles ◽  
The Impact ◽  
Academic Results

Purpose This paper is the first of its kind to look at first-year undergraduates in France. The purpose of this paper is to measure the impact of holding down a job on the probability of students dropping out of higher education or passing their first year. Design/methodology/approach Given the existence of relevant unobserved explanatory variables, probit models with two simultaneous equations have been estimated. The first equation will enable us to explain paid employment or working hours, and the second academic outcomes that allow for dropout. Findings The results show that being employed means students are more likely to drop out during their first year and less likely to pass. The latter finding is comparable with results for subsequent academic years although the impact is greater for first-year undergraduates. The more intensive the work, the greater the adverse effects of employment. Originality/value By refining the research, this negative impact of employment is not verified for all the student profiles. For some of them, e.g., those with honours at the secondary bachelor, employment does not harm their academic results.

Brazil's private higher education will face shake-up

2016 ◽  
Keyword(s):  
Higher Education ◽  
Private Education ◽  
Poor Quality ◽  
Drop Out ◽  
Private Higher Education ◽  
State Universities ◽  
Education Students ◽  
Content Type ◽  
The Poor

Subject The outlook for higher education. Significance In the context of the worst recession since the 1930s, Brazilian higher education students are reconsidering their financial priorities. This has brought instability to the previously expanding market for private higher education, one of the most promising sectors during the years of economic expansion between the mid-2000s and early 2010s. Impacts A 50% cut in government-subsidised loans to students will further reduce Brazil's potential to improve its human capital. Shares in large private higher education conglomerates are recovering but are below their peak valuations reached in the early 2010s. The poor quality of much private education will gradually force improvements or loss of students to state universities. In turn, poor secondary education and high drop-out rates will remain obstacles to better-quality higher education.

Factors affecting students’ engagement with online content in blended learning

Kybernetes ◽  
2019 ◽  
Vol 48 (7) ◽  
pp. 1500-1515 ◽  
Author(s):  
Alka Dwivedi ◽  
Prasoom Dwivedi ◽  
Samo Bobek ◽  
Simona Sternad Zabukovšek
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Holistic Approach ◽  
Strategic Decision ◽  
Online Content ◽  
Content Type ◽  
Factors Affecting ◽  
Approach To Learning ◽  
Face To Face ◽  
E Learning

PurposeIncreasing use of information and communication technology (ICT) in education has, along with other consequences, shifted the context from teacher-centric to student-centric. These changes pose fresh challenges to the prevalent education systems all over the world, which already have fallen short of the expectations. The purpose of this study is to show that e-learning is not only about ICT following a holistic approach to learning which embeds systemic approach and learning loops but also about students and teacher’s actions in ICT-enabled learning environment. This study investigates the importance of engagement of students and teachers in blended learning with a focus on factors which affect this engagement.Design/methodology/approachBased on systems theory and socio-technological approach to e-learning, the paper documents an experiment which was carried out in a higher education institution. Postgraduate students of one course were divided into two groups. Instructor of the first group was not required to engage with the online content and had to deliver his course in a traditional face-to-face format. Instructor of the second group continuously spent time on the learning management system (LMS), developing more content, participating in online discussions and responding to students. LMS tracked the online activity of both the instructors, and semi-structured interviews of students were conducted.FindingsBased on behaviour of 152 students of a postgraduate programme, students’ time spent online is directly proportional to the instructor’s online time, promptness of instructor’s response to online activities queries of students increased student engagement, the students’ engagement increases if the online content is related to the syllabus but engagement is not the same as the face-to-face lectures in the class.Research limitations/implicationsThe research was conducted in India and is based on the behaviour of instructors and students in India. It was focussed on engagement issues of blended learning, while other issues of blended learning have not been in the focus of the research.Practical implicationsThe research is important for the practice of higher education, and the result of the study can be taken into consideration while developing online courses for students enrolled in higher education.Social implicationsIf higher education institutions take a strategic decision to use ICT in e-learning, engagements of participants and factors affecting engagement are crucial for the better quality of education. In such a way, blended learning fulfils requirements of a holistic approach to learning.Originality/valueDespite the fact that e-learning as a way to deliver academic content has been extensively researched, there are not many studies focussed on engagement issues in blended learning, and even fewer studies have been conducted in an experimental way which allow in-depth research.

The feasibility and impact of online peer support on the well-being of higher education students

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Maureen T.B. Drysdale ◽  
Margaret L. McBeath ◽  
Sarah A. Callaghan
Keyword(s):  
Higher Education ◽  
Peer Support ◽  
Support Group ◽  
Well Being ◽  
Control Group ◽  
Education Students ◽  
Content Type ◽  
Face To Face ◽  
Peer Support Group ◽  
And Control

Purpose Peer support has been identified as an important protective factor for mental health and overall well-being. The purpose of this study is to examine the feasibility of implementing an online peer support group and its impact on measures of well-being. Design/methodology/approach A mixed-methods randomized controlled trial design was used to examine the feasibility and impact of online peer support. Comparisons in well-being were made between the online peer support group and an in-person peer support group and control group. Participants were randomly assigned to a control group or either a six-week in-person or online peer support group. All participants completed an online survey measuring constructs of well-being pre- and post-condition. Additionally, qualitative data regarding the benefits of peer support and in particular the efficacy of the online format were collected from participants. Analysis of variance and post hoc tests determined significant differences within and between the groups. Findings Both the online and face-to-face peer support groups scored significantly higher on post-test measures of well-being than pre-test scores and control group scores. Qualitative narratives and significant quantitative findings supported the feasibility of peer support offered online. Post-condition outcomes showed that online peer support is as effective as in-person peer support for improving well-being. Originality/value To the best of the authors’ knowledge, this study is the first of its kind to compare online and in-person peer support programs for students in higher education. The results have direct implications for higher education students and practitioners, especially at times when face-to-face support is not feasible.

scholarly journals Learning analytics in higher education: an analysis of case studies

2017 ◽  
Vol 12 (1) ◽  
pp. 21-40 ◽  
Author(s):  
Billy Tak Ming Wong
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Learning Analytics ◽  
Research Work ◽  
Emotional States ◽  
Students At Risk ◽  
Content Type ◽  
Face To Face ◽  
Expected Benefits ◽  
Learning Behaviours

Purpose The purpose of this paper is to present a systematic review of the mounting research work on learning analytics. Design/methodology/approach This study collects and summarizes information on the use of learning analytics. It identifies how learning analytics has been used in the higher education sector, and the expected benefits for higher education institutions. Empirical research and case studies on learning analytics were collected, and the details of the studies were categorized, including their objectives, approaches, and major outcomes. Findings The results show the benefits of learning analytics, which help institutions to utilize available data effectively in decision making. Learning analytics can facilitate evaluation of the effectiveness of pedagogies and instructional designs for improvement, and help to monitor closely students’ learning and persistence, predict students’ performance, detect undesirable learning behaviours and emotional states, and identify students at risk, for taking prompt follow-up action and providing proper assistance to students. It can also provide students with insightful data about their learning characteristics and patterns, which can make their learning experiences more personal and engaging, and promote their reflection and improvement. Originality/value Despite being increasingly adopted in higher education, the existing literature on learning analytics has focussed mainly on conventional face-to-face institutions, and has yet to adequately address the context of open and distance education. The findings of this study enable educational organizations and academics, especially those in open and distance institutions, to keep abreast of this emerging field and have a foundation for further exploration of this area.

The future of student life: connecting

2017 ◽  
Vol 25 (3) ◽  
pp. 173-176
Author(s):  
James Breaux
Keyword(s):  
Higher Education ◽  
Learning Experience ◽  
Student Life ◽  
Student Needs ◽  
Content Type ◽  
Face To Face ◽  
The Future ◽  
Brick And Mortar ◽  
And Gender ◽  
The University

Purpose A research project exploring emerging student needs explored six aspects of student life: living, learning, working, playing, connecting and participating. Connecting is explored in this paper. Students will be more connected in the future. They will expect more bandwidth and tools. Driven by the impacts of social expectations in a world of changing sexual and gender mores, they may participate in a wider range of communities. This paper aims to summarize two scenarios about the Connecting domain from the Student Needs 2025+ project, and highlight implications for the future of higher education. Design/methodology/approach A modified version of the University of Houston’s “Framework Foresight” method was used to explore the future of six aspects of future student life. Findings Students will become more connected; connected to their extended families, to communities and to artificial intelligence. The technological interfaces facilitating these connections and many others will become less dispensable and more essential to happy daily life; don't leave home without your “phone”. To address the stressors arising from increasing information and social connectivity, students will need more counseling and tools to adjust and flourish. The formation of character, which is so central an outcome of the student learning experience, will no longer rely so heavily on face-to-face interactions at brick and mortar locations, but will be the result of a kaleidoscope of machine and personal interactions conducted remotely, asynchronously, and virtually as well. Research limitations/implications In terms of research limitations, this paper is focused on the needs of students and does not purport to be an exhaustive analysis of all of the issues influencing higher education. It views the future of higher education through the lens of students and their emerging needs. Practical implications The paper is intended for educators, researchers and administrators to provide insight on how the needs of students, their key customers, are evolving. Originality/value This piece explores student life in its totality as a way to more accurately identify student needs in the future.

From E-Learning to Games-Based E-Learning

2009 ◽  
pp. 268-275 ◽  
Author(s):  
Thomas M. Connolly ◽  
Mark Stansfield
Keyword(s):  
Higher Education ◽  
Mobile Phones ◽  
Drop Out ◽  
The Internet ◽  
New Approach ◽  
Approach To Learning ◽  
Face To Face ◽  
Internet Gaming ◽  
E Learning ◽  
New Form

The emergence of the Internet has had a significant impact on higher education where we have seen elearning evolve from a marginal form of education to a commonly accepted and increasingly popular alternative to traditional face-to-face education. While e-learning has many advantages, there have been problems identified, such as lack of contact leading to feelings of isolation; the need for a motivated, self-disciplined, and mature learner; the monotonous nature of some e-learning materials; and increased drop out rates. If e-learning has developed a reputation for being ‘boring and mindless,’ games have developed the reputation for being engaging and challenging. In recent years, a new form of learning has been developing, namely games-based e-learning, which builds on the successes of e-learning while providing a more stimulating and relevant learning environment for younger people who have been brought up in an environment of powerful home PCs, graphic-rich multiplayer Internet gaming, and mobile phones with ever-increasing functionality. This article will explore the concept of games-based e-learning, discuss some of its pedagogic underpinnings, and examine barriers that may limit the uptake and development of this relatively new approach to learning.

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