A review of online course dropout research: implications for practice and future research

By Youngjun Lee, Jaeho Choi. 2011

716 citations recorded by the source corpus.

Subfields: Computer Science Applications, Education

View Paper: https://www.semanticscholar.org/paper/e2d82c7778054476bc96df3fb6b3e3b6d7b1dd14

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In Computer Science Applications

In Education

Citations in the corpus

Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction (2013, background): “Some researchers have asserted that the drop-out rate is related in part to lack of self-efficacy (Lee & Choi, 2011).”
Dropout Prediction in MOOCs using Learner Activity Features (2014, background): “As Lee and Choi (2011) noted, these factors can be roughly divided into internal motivational factors (influencing a student’s desire to persist) and external factors like outside life commitments (Rovai (2003)).”
Understanding the massive open online course (MOOC) student experience: An examination of attitudes, motivations, and barriers (2017, neutral): “…of models and frameworks (Arbaugh et al., 2009; Bernard et al., 2004; Childs, Blenkinsopp, Hall, & Walton, 2005; Gikandi, Morrow, & Davis, 2011; Leacock & Nesbit, 2007; Lee & Choi, 2011; Roca, Chiu, & Martínez, 2006; U.S. Department of Education, 2010; Zawacki-Richter, Bäcker, & Vogt, 2009).”
Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course (2015, background): “Providing an orientation prior to the beginning of the course could help students acclimatize to the course requirements, general resources, and software resources (Cho, 2012; Lee & Choi, 2011).”
How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? (2020, background): “This is especially important in distance learning (Gorsky & Blau, 2009), since one of the main reasons for dropping out from distance learning courses is a sense of loneliness (Lee & Choi, 2011).”
The Case for Teachers’ Classroom English Proficiency (2017, background): “, 2014), and other forms of on-line training (Lee and Choi, 2011), simply ‘putting training on line’, while it does create access to learning opportunities, is not in itself an equitable approach.”
The MOOC dropout phenomenon and retention strategies (2020, methodology): “Both this current study and the study of Lee and Choi (2011) found that there is no clear definition of dropout in online education.”
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).”