Monitoring student retention in the Open University: definition, measurement, interpretation and action

172 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

MOOCs and the funnel of participation (2013, background): “What constitutes drop-out and completion can be a complex problem, particularly for online and distance institutions, such as the UK Open University [6] and UOC [27]: rates are highly sensitive to their precise definition, and vary widely between courses.”
Student perceptions of support services and the influence of targeted interventions on retention in distance education (2010, background): “Yorke’s study (2003, cited in Ashby, 2004) identified ‘demands of employment, needs of dependants, workload, financial problems and organizational issues’ (p. 71) as common reasons for student withdrawal.”
Changing “Course” (2014, background): “Attendance measures are proxies for opportunity to learn, exposure to content, and time on task, even as attendance expectations and patterns in both residential and online classes are increasingly flexible (Adelman, 2004; Ashby, 2004; Hearn, 1988).”