Distance learning courses have been shown to be as effective as face-to-face classes for student learning. However, these courses suffer higher withdrawal rates than courses taught in a traditional classroom setting. The New Jersey Institute of Technology surveyed students that had withdrawn from one or more distance learning courses to identify factors that lead to withdrawal as a first step in formulating strategies to reduce overall withdrawal rates. Factors surveyed covered preparedness for the course, communication with the instructor, teaching, course materials, technology, course expectations, participation, and the learning environment. Primary factors have been identified, including the level of interaction between the instructor and the class, and the perceived difficulty of the distance learning class as compared to the face-to-face version of the same course. This paper presents the results of this study and recommends strategies to reduce the withdrawal rate of students in distance learning courses.
|Original language||English (US)|
|Number of pages||15|
|Journal||ASEE Annual Conference Proceedings|
|State||Published - Oct 25 2004|
|Event||ASEE 2004 Annual Conference and Exposition, "Engineering Researchs New Heights" - Salt Lake City, UT, United States|
Duration: Jun 20 2004 → Jun 23 2004
All Science Journal Classification (ASJC) codes