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Attrition in the Digital Age: Reminders from the Literature

Reed, K.; Wise, N.; Tynan, B. and Bossu, Carina (2013). Attrition in the Digital Age: Reminders from the Literature. In: Tynan, B.; Willems, J. and James, R. eds. Outlooks and Opportunities in Blended and Distance Learning. USA: IGI Global, pp. 279–293.

DOI (Digital Object Identifier) Link: https://doi.org/10.4018/978-1-4666-4205-8.ch020
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Abstract

Distance education (learning and teaching by distance modes of information exchange) is often characterised by having higher attrition rates (often labelled as "drop-out" or "withdrawal") compared to traditional face-to-face (or "on-campus") education. It has been claimed that no area of research in distance education has received more attention; such is the concern surrounding attrition. This chapter suggests that a holistic understanding of the numerous, complex, and interlinked factors that may contribute to a learner choosing to discontinue their studies continues to elude researchers. Furthermore, attrition may not always be a negative outcome; for example, a learner may have achieved the desired skill set from their studies. In the current higher education climate it is imperative for universities to maintain student enrolments. Attrition directly impacts upon wasted expenditure and loss of revenue for an institution. Additionally, withdrawing from tertiary studies can have consequences for the distance learner. This chapter explores underlying concerns and identify key questions and gaps regarding attrition in distance education for the digital age.

Item Type: Book Section
Copyright Holders: 2013 IGI Global
ISBN: 1-4666-4205-X, 978-1-4666-4205-8
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Item ID: 57206
Depositing User: Carina Bossu
Date Deposited: 23 Oct 2018 11:43
Last Modified: 07 Dec 2018 11:13
URI: http://oro.open.ac.uk/id/eprint/57206
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