Student perceptions of support services and the influence of targeted interventions on retention in distance education

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Older, online and first: Recommendations for retention and success (2019, background): “International examples include the MILLS Framework at the Open University UK (Slade & Prinsloo, 2015) and New Zealand research by Nichols (2010) showing that when ad hoc academic support was replaced with a more formalised academic support process in which “a series of strategic interventions” (p.…”
Self-regulation in online learning (2013, background): “In their review of research on dropouts, Lee and Choi (2011) found that online students’ lack of ability to self-regulate learning is a significant reason for high dropout rates, but other variables, such as personal reasons, explain a significant portion of dropout rate (Nichols, 2010).”
Factors Influencing a Learner's Decision to Drop-Out or Persist in Higher Education Distance Learning (2010, background): “Nichols found that the main contributors to persistence after the intervention was in place were: contact with course tutor, course set-up or design encouraged continuation, and factors of the self, including selfdetermination (Nichols, 2010).”