Factors Related to Student Persistence in Open Universities: Changes over the Years

Autor/inn/en	Li, Kam Cheong; Wong, Billy Tak-Ming
Titel	Factors Related to Student Persistence in Open Universities: Changes over the Years
Quelle	In: International Review of Research in Open and Distributed Learning, 20 (2019) 4, S.132-151 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Academic Persistence; Open Universities; Student Attrition; Educational Trends; Student Characteristics; Institutional Characteristics; Environmental Influences; Psychological Characteristics; College Students; Family Influence; Distance Education; School Holding Power; Journal Articles; Foreign Countries; Prior Learning; Educational Experience; Planning; Employment; Academic Achievement; North America + Suchen Sie Ihr Suchwort? Offene Universität; Schülerbeurlaubung; Bildungsentwicklung; Environmental influence; Umwelteinfluss; Collegestudent; Distance study; Distance learning; Fernunterricht; Journal article; Zeitschriftenaufsatz; Ausland; Vorkenntnisse; Bildungserfahrung; Ablaufplanung; Planungsprozess; Dienstverhältnis; Schulleistung; Nordamerika
Abstract	Student persistence has long been a major challenge for open universities. Despite the evolution of open education, an overall high student attrition rate remains. This paper examines the changes and trends in factors related to student persistence in open universities. It reviews the empirical studies from the 1970s to the 2010s which reported factors influencing student persistence. The relevant studies were searched from databases, including Scopus, Web of Science, and Google Scholar. Among the 108 studies collected, a total of 284 factors influencing student persistence were identified. The factors were categorised into student factors, institutional factors, and environmental factors. Their changes and trends over the years were examined. The results show that student factors were the most frequently studied over the years examined, with the major categories being students' psychological attributes and outcomes. Institutional factors have been increasingly studied in recent decades, with the design and delivery of programmes and courses being the strongest category. Finally, environmental factors have been decreasingly examined, with factors related to students' family and work being the two main categories. Based on the results, the implications for developing intervention and retention strategies for student persistence in open universities are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01