Persistence and Dropout in Higher Online Education: Review and Categorization of Factors

Abstract

Online learning is becoming more popular with the maturity of social and educational technologies. In the COVID-19 era, it has become one of the most utilized ways to continue academic pursuits. Despite the ease and benefits offered by online classes, their completion rates are surprisingly low. Although several past studies focused on online dropout rates, institutions and course providers are still searching for a solution to this alarming problem. It is mainly because the previous studies have used divergent frameworks and approaches. Based on empirical research since 2001, this study presents a comprehensive review of factors by synthesizing them into a logically cohesive and integrative framework. Using different combinations of terms related to persistence and dropout, the authors explored various databases to form a pool of past research on the subject. This collection was also enhanced using the snowball approach. The authors only selected empirical, peer-reviewed, and contextually relevant studies, shortlisting them by reading through the abstracts. The Constant Comparative Method (CCM) seems ideal for this research. The authors employed axial coding to explore the relationships among factors, and selective coding helped identify the core categories. The categorical arrangement of factors will give researchers valuable insights into the combined effects of factors that impact persistence and dropout decisions. It will also direct future research to critically examine the relationships among factors and suggest improvements by validating them empirically. We anticipate that this research will enable future researchers to apply the results in different scenarios and contexts related to online learning.