But why in fact do many online learners-albeit a minority-persist even when confronted with internal and external challenges that may arise within a particular course or context? A major reason is “self-regulation.” What Is Self-Regulation?īroadly, self-regulation is the ability to organize one’s emotions and behavior and thoughts in pursuit of attaining a long-term goal. Research on online learning often focuses on the many reasons and motivations that drive attrition (time, life factors, and the nature of online learning). Indeed, it “undermines the very rationale for online learning and calls into question whether it is even worth the investment” (Burns, 2011, p. This high rate of attrition undermines the quality, effectiveness, validity, and cost-effectiveness of online education. In Massively Open Online Courses (MOOCs), which are typically self-paced, attrition rates can (and often do) exceed 90% (Burns, 2016).
Indeed, some research suggests that attrition rates in online courses hover around 40-60% (Burns, 2013).
Though exact figures are unknown, attrition rates in online learning can be twice as high as traditional face-to-face learning formats (Levy, 2007). Tuning In And Dropping OutĪttrition-or dropping out and failing to complete a course of study or class-takes a sledgehammer to each of these justifications for online learning. Online learning is convenient, offering learners the opportunity to burnish their knowledge and skills any time, any place, and at any pace. Once the system is in place, online learning is cost-effective, adding students at low-to-no marginal cost. When designed and taught well, online learning offers opportunities for quality learning. There are many reasons to participate in an online course or program.
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