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Dropout in online HE: the case of UOC

Dropout in online HE: the case of UOC. Doctorand : Josep Grau Valldosera Tutor: Julià Minguillón Alfonso. Espai de paginació 2 / 25. Objectives. Why to investigate about Time Factor?

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Dropout in online HE: the case of UOC

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  1. Dropout in online HE: the case of UOC Doctorand: Josep Grau Valldosera Tutor: JuliàMinguillón Alfonso Espai de paginació 2 / 25

  2. Objectives • Whytoinvestigateabout Time Factor? “The quantitative method dominant in the social and learning sciences—variable centered variance theory—is of limited value for studying change on longer time scales“ (Reimman, 2009) As long as we define dropoutbasedon a “long-term” perspectiveof studentsenrolmentbehaviourthroughalltheir “academicjourney”, itseemsthatweshouldconsider Time Factor in ourmethodology

  3. Objectives (II) Whichwereyourobjective/s? • A) Dropoutdefinition • takesintoaccount along-termperspective, based in the (non) enrolmentpattern of thestudentsduringconsecutiveperiods • B) Dropoutdescription (causal analysis?)  can a “dropoutprocess” bedefined?

  4. New student Break Active Dropout-definition Dropout first semester Grade Drop out

  5. Methodology • Approach: empirical (huge amount of data available) • Procedure: from general data (quantitative) to more specific (probably some interviews will be made) • Data collection •  definition objective: enrolment data extracted from academic records (~ 110.000 students)) •  description / cause analysis: possibly a collection of variables / events based on qualitative analysis? • Units of analysis: semester

  6. Reflectionson Time Factor Methodology

  7. Resultsorexpectedresults Application of anempirical and objectiveanalysis dropoutdefinition Characterisation of dropout (1st semester/ phase of “erosion” / random) Consideration of a time factor perspectiveto describe dropout and its causes

  8. Results summary by degree and total of degrees

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