scholarly journals Dropout in an Online Training for Trainee Teachers

2017 ◽  
Vol 20 (1) ◽  
pp. 80-95 ◽  
Author(s):  
Klaus D. Stiller ◽  
Regine Bachmaier
Keyword(s):  
Prior Knowledge ◽  
Computer Anxiety ◽  
Online Training ◽  
Dropout Rate ◽  
Drop Out ◽  
Online Course ◽  
Dropping Out ◽  
Media Pedagogy ◽  
Trainee Teachers ◽  
Domain Specific

AbstractHigh dropout rates are still a problem with online training. It is strongly suggested that learner characteristics influence the decision to persist in an online course or to drop out. The study explored the differences in domain-specific prior knowledge, motivation, computer attitude, computer anxiety, and learning skills between dropouts and active learners who enrolled in a vocational online training about media pedagogy for teachers. The data were collected from 575 trainee teachers from which three groups were formed: (a) students who only registered (n = 72) and (b) students who started learning but failed to complete any of the course modules (n = 124) and (c) active students who completed at least one module (n = 379). A dropout rate of 34.1% was observed. In general, only small effects were found. Students dropping out were older, had less prior knowledge, and lower skills in arranging an adequate learning environment.

scholarly journals Factors Related to Students’ Drop Out of a Distance Language Learning Programme

2018 ◽  
Vol 7 (2) ◽  
pp. 12
Author(s):  
Rahmat Budiman
Keyword(s):  
Language Learning ◽  
Longitudinal Research ◽  
Dropout Rate ◽  
Drop Out ◽  
Dropping Out ◽  
Structured Interviews ◽  
Unmet Expectations ◽  
Work Family ◽  
The University ◽  
Purposive Sample

This paper presents a study that examined the reasons for dropping out of a distance language learning programmeoffered by an open university in Indonesia. A purposive sample of students who registered for online English writingcourses at the university was used. To gain a better understanding of the issues, the study also sought informationfrom online tutors. A longitudinal research design employing qualitative research method was used over four stagesof data collection. Open-ended question surveys were adopted to gain an understanding of underlying reasons forpersisting or discontinuing their studies. Semi-structured interviews were conducted at each stage to obtain deeperinformation from the students and the online tutors. The data was analysed with NVivo version 10. The findings ofthe open-ended question surveys and the interviews indicated that the major reasons that led the students to drop outwere lack of basic skills in English, unmet expectations, feelings of isolation, and the inability to balance work,family, and study responsibilities. The study offers a theoretical framework to describe the factors related to studentdropout from a distance language learning programme. This study also offers models of interaction, teaching andlearning in distance language learning to minimise the dropout rate.

Clients' Reasons for Dropping Out of Rehabilitation Centers

1982 ◽  
Vol 51 (3_suppl) ◽  
pp. 1307-1316 ◽  
Author(s):  
Doris Buhrmaster ◽  
Julia Hartman ◽  
Patricia Menefee ◽  
E. M. Shores ◽  
Ronald W. Rogers
Keyword(s):  
Family Support ◽  
Psychological Treatment ◽  
Dropout Rate ◽  
Drop Out ◽  
Treatment Programs ◽  
Dropping Out ◽  
Control Group ◽  
High Expectations ◽  
Rehabilitation Centers ◽  
Final Interview

A high proportion of clients unilaterally drop out of rehabilitation and psychological treatment programs. The purpose of the present study, conducted at a comprehensive rehabilitation center, was (a) to devise an intake interview that would differentiate those clients who would drop out from those who would remain in the program and (b) to interview the dropouts after termination to understand their reasons for leaving their treatment program. Dropouts' responses on these interviews were compared to those of a control group of successful clients who had been matched on demographic variables. The results of the initial interview indicated four factors that successfully identified potential dropouts: (a) unrealistically high expectations, (b) low levels of family support for the client's going to work, (c) parents not working outside the home, and (d) a history of few work responsibilities at home. The final interview suggested four major ways a center should try to reduce the dropout rate; (a) prepare the client for the center by establishing realistic expectations, (b) develop a sense of personal efficacy, (c) obtain family support, and (d) improve social interactions among clients at the center.

scholarly journals EKSTERNALISASI REMAJA PUTUS SEKOLAH REMAJA PUTUS SEKOLAH

2020 ◽  
Vol 1 (2) ◽  
pp. 206-220
Author(s):  
Muhammad Arwan Rosyadi ◽  
Syarifuddin Syarifuddin ◽  
Anisa Puspa Rani ◽  
Taufiq Ramdani
Keyword(s):  
Phenomenological Approach ◽  
Dropout Rate ◽  
Drop Out ◽  
Dropping Out ◽  
Subjective Knowledge ◽  
Personal Initiative ◽  
Family Economy ◽  
High Dropout Rate ◽  
Subjective Meanings ◽  
Out Of School

The high dropout rate in West Nusa Tenggara is a worrying fact behind the incessanteducation programs such as Law No. 20 of 2013 which requires 20 percent of the statebudget for education. In 2017, as many as 80 school-aged children in Guntur Macanvillage, Gunung Sari sub-district, West Lombok Regency were not in school. Besides theexternal factors (family economy) which are considered as the dominant factors causingdropout students, there is a personal initiative factor that encourages adolescents to takeaction to drop out of school. This research aims to understand: (1) the internal motives ofindividuals who encourage teenagers to drop out of school, (2) subjective knowledge aboutdropouts in teenagers dropping out of school, and (3) the form of externalizing the meaningin daily life - specifically in education and economics. This study used a qualitative researchmethod with a phenomenological approach. Then, the subjects of the study are teenagerswho dropped out of school in Guntur Macan Village. The focus and unit of analysis in thisstudy are the motives, subjective meanings, and externalization of individual actors(informants). This study finds out various motives and subjective meanings of studentdropout school. After dropping out of school, externalization in the field of education, themajority took the form of "other externalization", and the minority attended courses at theVocational Training Center. While in the economic field, the majority of teenagers droppingout of school are construction workers (peladen), and the minority are mechanics. Based onthe identification of motives, subjective meaning, and externalization of teenagers whodropped out of school in Guntur Macan Village, three categories of dropping out of schoolactions were obtained; conventional, conditional, and constructional.

Why aren't rural children completing compulsory education? A survey-based study in China, 2003 to 2011

2020 ◽  
Vol 12 (2) ◽  
pp. 241-255
Author(s):  
Xiaoyun Liu ◽  
Scott Rozelle
Keyword(s):  
Junior High School ◽  
Compulsory Education ◽  
Dropout Rate ◽  
Ordinary Least Squares ◽  
Drop Out ◽  
Dropping Out ◽  
Data Set ◽  
Content Type ◽  
Nationally Representative ◽  
Years Of Schooling

PurposeAlthough China has instituted compulsory education through Grade 9, it is still unclear whether students are, in fact, staying in school. In this paper, the authors use a multi-year (2003–2011) longitudinal survey data set on rural households in 102–130 villages across 30 provinces in China to examine the extent to which students still drop out of school prior to finishing compulsory education.Design/methodology/approachTo examine the correlates of dropping out, the study uses ordinary least squares and multivariate probit models.FindingsDropout rate from junior high school was still high (14%) in 2011, even though it fell across the study period. There was heterogeneity in the measured dropout rate. There was great variation among different regions, and especially among different villages. In all, 10% of the sample villages showed extremely high rates during the study period and actually rose over time. Household characteristics associated with poverty and the opportunity cost of staying in school were significantly and negatively correlated with the completion of nine years of schooling.Research limitations/implicationsThe findings of this study suggest that China needs to take additional steps to overcome the barriers keeping children from completing nine years of schooling if they hope to either achieve their goal of having all children complete nine years of school or extend compulsory schooling to the end of twelfth grade.Originality/valueThe authors seek to measure the prevalence of both compulsory education rates of dropouts and rates of completion in China. The study examines the correlates of dropping out at the lower secondary schooling level as a way of understanding what types of students (from what types of villages) are not complying with national schooling regulations. To overcome the methodological shortcomings of previous research on dropout in China, the study uses a nationally representative, longitudinal data set based on household surveys collected between 2003 and 2011.

scholarly journals The Connection between Extracurricular, Leisure Time Activities, Religiosity and the Reasons for Drop-out

2019 ◽  
Vol 1 (1) ◽  
pp. 55-67
Author(s):  
Judit Váradi ◽  
Zsuzsanna Demeter-Karászi ◽  
Klára Kovács
Keyword(s):  
Education Research ◽  
Extracurricular Activities ◽  
Leisure Time ◽  
Tertiary Education ◽  
Dropout Rate ◽  
Further Education ◽  
Drop Out ◽  
Dropping Out ◽  
Educational Sociology ◽  
Student Dropout

The interruption of tertiary education and the reduction in the dropout rate have been a central issue in educational sociology and education research. Exploring the possible reasons for dropping out can significantly contribute to reducing the trend. Our aim is to map the links between students dropping out and individual factors. Consequently, we investigate the connection between extracurricular and leisure-time activities, health behaviour and religiosity in relation to dropout. This is explained by the fact that one of the axioms of the literature on dropout is that belonging to civil networks usually strengthens the commitment to the successful completion of studies. In our analysis, we used the database created during the research carried out in 2018 by the Center for Higher Education Research and Development (CHERD-H) in the framework of project No. 123847 of the National Research, Development and Innovation Fund of Hungary, entitled The Role of Social and Organisational Factors in Student Dropout (DEPART 2018, N=605). Our results show that the neglect of study obligations among those who are disappointed in the course and further education is closely related to the shift in value preferences and an increase in the time spent with entertainment activities and partying. It can also be stated that students take part indifferent types of extracurricular activities only to a limited extent, and the different forms of participation in activities and religiosity are not related to the causes of dropout.

Dropout Prevention

2012 ◽  
pp. 468-478
Author(s):  
Tonya Balch
Keyword(s):  
High School ◽  
Positive Impact ◽  
High School Dropouts ◽  
Dropout Rate ◽  
Drop Out ◽  
Mentoring Programs ◽  
Dropping Out ◽  
School Dropouts ◽  
College And Career ◽  
Key Indicators

The high incidence and prevalence of high school dropouts is not a new problem and may be viewed as an issue that has been researched time and time again with no clear next-step solutions. Indeed there does not seem to be a single key to solve the problem of students dropping out but, there are ways to help mitigate the factors that lead students to drop out of school. This chapter will provide research based indicators for identifying students at-risk for dropping out and present a myriad of approaches to reduce the dropout rate. While no one approach will likely yield large improvements, multiple approaches thought of in systemic terms can have a positive impact. Mentoring has been proven as an effective tool if implemented appropriately. Key indicators from highly effective mentoring programs are closeness of the mentor-mentee relationship, mentor characteristics, consistency of interaction, duration of mentoring, and contextual variables relative to the mentee’s social world. The ultimate goal is to improve the high school graduation rate and ensure students are college and career ready.

scholarly journals Learner Attrition in an Advanced Vocational Online Training: The Role of Computer Attitude, Computer Anxiety, and Online Learning Experience

2016 ◽  
Vol 19 (2) ◽  
pp. 1-14 ◽  
Author(s):  
Klaus D. Stiller ◽  
Annamaria Köster
Keyword(s):  
Online Learning ◽  
Computer Anxiety ◽  
Learning Experience ◽  
Online Training ◽  
Dropping Out ◽  
Computer Attitude ◽  
Negative Attitudes ◽  
Learning Tasks ◽  
Active Learner

Abstract Online learning has gained importance in education over the last 20 years, but the well-known problem of high dropout rates still persists. According to the multi-dimensional learning tasks model, the cognitive (over)load of learners is essential to attrition when dealing with five challenges (e.g. technology, user interface) of an online training (Tyler-Smith, 2006). The experienced load might depend on learner characteristics. The study explored the extent that learners dropping out from a vocational video-based online training about media design for employees of micro, small and medium-sized enterprises differ from working learners’ online learning experience, computer attitude, and computer anxiety. The data were collected from 72 of 128 registered employees who completed a questionnaire before starting the course to analyze differences between the dropout group (submitted no solutions to online training tasks; n = 19) and the active learner group (submitted at least one of 13 task solutions; n = 53). No differences were found in online learning experience, but the dropout group reported more negative attitudes towards computers and a higher level of computer anxiety than the active learner group.

The Black Dropout Rate and the Black Youth Unemployment Rate: A Granger-Causal Analysis

1987 ◽  
Vol 15 (3) ◽  
pp. 56-67
Author(s):  
Michael Magura ◽  
Edward Shapiro
Keyword(s):  
Unemployment Rate ◽  
Black Youth ◽  
Youth Unemployment ◽  
Dropout Rate ◽  
Drop Out ◽  
Dropping Out ◽  
High Unemployment ◽  
High Unemployment Rate ◽  
High Dropout Rate ◽  
Definition Of

The high unemployment rate of black high school graduates can create the perception that a diploma is of little value and encourage dropping-out of school. Black youth who do drop out are less employable and further push up the black youth unemployment rate. This raises a question: Is the high dropout rate of black youth due to their high unemployment rate or is their high unemployment rate due to their high dropout rate? A study of this question using the definition of Granger-causality finds that it is the high unemployment rate which causes the high dropout rate rather than the opposite.

Dropout from an internet-delivered CBT Intervention for Adults with Depression and Anxiety: A Qualitative Study (Preprint)

2020 ◽  
Author(s):  
Kate Lawler ◽  
Caroline Earley ◽  
Ladislav Timulak ◽  
Angel Enrique ◽  
Derek Richards
Keyword(s):  
Online Communication ◽  
Structured Interview ◽  
Routine Care ◽  
Drop Out ◽  
Group Differences ◽  
Dropping Out ◽  
Completion Rates ◽  
Depression And Anxiety ◽  
Lower Treatment ◽  
Perceived Change

BACKGROUND Treatment dropout continues to be reported from iCBT interventions and lower completion rates are generally associated with lower treatment effect sizes. However, evidence is emerging to suggest that completion of a pre-defined number of modules is not always necessary for clinical benefit nor considerate of the needs of each individual patient. OBJECTIVE The study aimed to carry out a qualitative analysis of patients’ experiences of an iCBT intervention in a routine care setting in order to achieve a deeper insight into the phenomenon of dropout. METHODS Fifteen purposively sampled participants (8 female) from a larger parent RCT were interviewed via telephone using a semi-structured interview schedule that was developed from the existing literature and research on dropout in iCBT. Data was analysed using the descriptive-interpretive approach. RESULTS The experience of treatment leading to dropout can be understood in terms of ten domains: Relationship to Technology, Motivation to Start, Background Knowledge and Attitudes towards iCBT, Perceived Change in Motivation, Usage of the Programme, Changes due to the Intervention, Engagement with Content, Experience Interacting with the Supporter, Experience of Online Communication and Termination of the Supported Period. CONCLUSIONS Patients who drop out of treatment can be distinguished in terms of their change in motivation: those who felt ready to leave treatment early and those who had negative reasons for dropping out. These two groups of participants have different treatment experiences, revealing potential attributes and non-attributes of dropout. The reported between group differences should be examined further to consider those attributes that are strongly descriptive of the experience and regarded with less importance those that have become loosely affiliated.

scholarly journals Implementation of Remote Interventions in Older Adults: Lessons Learned During COVID-19 Isolation

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 950-950
Author(s):  
Jamie Rincker ◽  
Jessica Wallis ◽  
Angela Fruik ◽  
Alyssa King ◽  
Kenlyn Young ◽  
...  
Keyword(s):  
Older Adults ◽  
Weight Loss ◽  
Nutrition Education ◽  
Underserved Populations ◽  
Smart Phone ◽  
Dropout Rate ◽  
Lessons Learned ◽  
Drop Out ◽  
Electronic Submission ◽  
Weight Loss Interventions

Abstract Recommendations for older adults to socially isolate during the COVID-19 pandemic will have lasting impacts on body weight and physical activity. Due to the pandemic, two in-person RCT weight-loss interventions in obese older adults with prediabetes, Veterans Achieving Weight Loss and Optimizing Resilience-Using Protein (VALOR-UP, n=12) and the Egg-Supplemented Pre-Diabetes Intervention Trial (EGGSPDITE, n=7), were converted to remote formats and weekly nutrition (EGGSPDITE and VALOR-UP) and exercise (VALOR-UP only) classes were delivered using synchronous videoconference technology (Webex); classes were accessed via tablet/desktop/laptop or smart phone. Steps taken to transition participants to remote formats included technology training, implementation of staff tech-support, and delivery of nutrition education, tablets, scales, and exercise bands. The time to successfully transition participants was 1 week for early adopters (n=10) and up to 4 weeks for those with significant technology barriers (n=9); their difficulties included internet access, camera and microphone access and use, and electronic submission of weight and food records. Even with these challenges, in the first 3 months of remote delivery, participant dropout rate was low (10.5%, n=2), attendance was high (87.6% nutrition class (n=19); 76.4% exercise class (VALOR-UP, n=12)), and weight loss was successful (>2.5% loss (n=13); >5% loss (n=8)), showing that lifestyle interventions can be successfully adapted for remote delivery. Remote interventions also have potential for use in non-pandemic times to reach underserved populations who often have high drop-out rates due to caretaker roles, transportation limitations, and work schedules. These barriers were significantly reduced using a virtual intervention platform.

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