Early Attrition among First Time eLearners: A Review of Factors that Contribute to Drop-out, Withdrawal and Non-completion Rates of Adult Learners undertaking eLearning Programmes

By Keith Tyler-Smith. 2006

426 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/69cbbd78fd52a0644f1aceec6132af8868c07880

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Citations in the corpus

• Older, online and first: Recommendations for retention and success (2019, background): “Certainly, the higher proportions of older learners means that many within the online cohort are time-poor, juggling multiple responsibilities in their lives, such as family and work commitments, along with their studies (Greenland & Moore, 2014; Müller, 2008; Park & Choi, 2009; Tyler-Smith, 2006).”
• Math Anxiety, Math Self-Concept, and Math Self-Efficacy in Adult Learners Compared to Traditional Undergraduate Students (2014, background): “…and consistently finds that adult learners with higher levels of self-efficacy and self-concept are more satisfied with their postsecondary experience, more persistent when faced with educational roadblocks, and more likely to enroll in future courses (Kemp, 2002; Lim, 2001; Tyler-Smith, 2006).”
• Artificial intelligence in online higher education: A systematic review of empirical research from 2011 to 2020 (2022, background): “Evidence has been reported that students enrolled in online courses have higher dropout rates than those in the traditional classroom settings (Breslow et al., 2013; Tyler-Smith, 2006).”
• Pilot Testing for Feasibility in a Study of Student Retention and Attrition in Online Undergraduate Programs. (2018, background): “First, it has been tested elsewhere, and found to be a useful model in the context of distance education (Tyler-Smith, 2006).”
• Issues and Challenges for Teaching Successful Online Courses in Higher Education (2017, background): “Furthermore, because of continued reports of high dropout rates and achievement problems in online courses (Luyt, 2013; Morris, Xu, & Finnegan, 2005; Tyler-Smith, 2006), conducting such an investigation and providing the results increasingly become critical in order to inform educators about…”
• The engagement of mature distance students (2013, background): “The cognitive overload caused by the need to learn course content as well as technology skills may be one of the key reasons for the high attrition of first-year distance students (Tyler-Smith, 2006).”
• The Online STEM Classroom—Who Succeeds? An Exploration of the Impact of Ethnicity, Gender, and Non-traditional Student Characteristics in the Community College Context (2015, background): “Rather, research suggests that online attrition rates are significantly greater than those found in face-to-face courses, with a documented gap of 7 to 20 percentage points (Boston & Ice, 2011; Hachey et al., 2013; Morris & Finnegan, 2008-2009; Patterson & McFadden, 2009; Tyler-Smith, 2006).”
• Stories from Students in Their First Semester of Distance Learning (2015, background): “According to Kember (cited in Tyler-Smith, 2006) family circumstances, including the number and age of dependents, housing conditions, and the pressures of responsibilities such as earning an income to support the family, can all have a significant impact on a distance learner’s decision to…”