Two-stage cluster analysis in distance learning: A way to reduce gaps in the scientific literature on open and distance education
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.31211/rpics.2021.7.2.230 |
Resumo: | Background: Dropout rates are often very high in distance education. A plethora of research has been conducted to identify the contributing factors; however, the majority of the findings are inconclusive and point to the fact that it is difficult to isolate a single explanatory factor. While frequently examined factors are personal and environmental, there is less research on the relationship between course design and retention or dropout. Method: This paper presents a study involving two-stage cluster analysis of 623 variables from 19 university courses at one open and distance education (ODE) institution. To this end, the current study grouped the courses into five types based on 22 variables. Results: The results indicate that certain sociodemographic variables become a risk factor for course dropout depending on their distribution in the standard courses. Conclusions: This result highlights the importance of instructional design in the ODE retention and dropout equation and helps explain, in part, why previous studies have not reached a consensus on which variables should be considered to explain dropout rates. |
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Two-stage cluster analysis in distance learning: A way to reduce gaps in the scientific literature on open and distance educationAnálise de agrupamento (Clusters Analysis) em duas etapas no ensino à distância: Uma forma de reduzir as lacunas na literatura científica no ensino à distânciaCurso onlineEnsino à distânciaEnsino superiorPerseverançaAnálise clusteronline coursedistance educationhigher educationperseverancecluster analysisBackground: Dropout rates are often very high in distance education. A plethora of research has been conducted to identify the contributing factors; however, the majority of the findings are inconclusive and point to the fact that it is difficult to isolate a single explanatory factor. While frequently examined factors are personal and environmental, there is less research on the relationship between course design and retention or dropout. Method: This paper presents a study involving two-stage cluster analysis of 623 variables from 19 university courses at one open and distance education (ODE) institution. To this end, the current study grouped the courses into five types based on 22 variables. Results: The results indicate that certain sociodemographic variables become a risk factor for course dropout depending on their distribution in the standard courses. Conclusions: This result highlights the importance of instructional design in the ODE retention and dropout equation and helps explain, in part, why previous studies have not reached a consensus on which variables should be considered to explain dropout rates.Contexto: Embora as taxas de abandono escolar sejam frequentemente muito elevadas no ensino à distância, tem sido realizada muita investigação para identificar os fatores que influenciam o abandono escolar ou a persistência neste modo de aprendizagem. As conclusões destes estudos nem sempre convergem e salientam que é difícil isolar um único fator explicativo. Embora a maioria dos fatores sejam pessoais e ambientais, há menos investigação sobre a relação entre a conceção e a retenção ou desistência do curso. Método: Este estudo apresenta uma metodologia que envolve uma análise em duas fases de 623 variáveis de 19 cursos universitários de uma instituição de ensino à distância (EAD). Este estudo agrupou os cursos em cinco tipos de cursos com base em 22 variáveis. Resultados: Os resultados indicaram que certas variáveis sociodemográficas se tornam um fator de risco de desistência dos cursos, dependendo da sua distribuição nos cursos padrão. Conclusão: Esta metodologia sublinha a importância da conceção instrucional na equação de retenção e desistência da EAD e ajuda a explicar, em parte, porque é que estudos anteriores não chegaram a um consenso sobre quais as variáveis que devem ser utilizadas para explicar a desistência.Departamento de Investigação & Desenvolvimento do Instituto Superior Miguel Torga2021-11-30info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdftext/htmltext/xmlhttps://doi.org/10.31211/rpics.2021.7.2.230https://doi.org/10.31211/rpics.2021.7.2.230Portuguese Journal of Behavioral and Social Research; Vol. 7 No. 2 (2021): November; 77–88Revista Portuguesa de Investigação Comportamental e Social; Vol. 7 N.º 2 (2021): Novembro; 77–882183-4938reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPengporhttps://rpics.ismt.pt/index.php/ISMT/article/view/230https://rpics.ismt.pt/index.php/ISMT/article/view/230/472https://rpics.ismt.pt/index.php/ISMT/article/view/230/473https://rpics.ismt.pt/index.php/ISMT/article/view/230/480Direitos de Autor (c) 2021 Guillaume Desjardins, Cathia Papi, Serge Gérin-Lajoie, Louise Sauvéhttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessDesjardins, GuillaumePapi, CathiaGérin-Lajoie, SergeSauvé, Louise2023-05-25T22:00:58Zoai:ojs.rpics.ismt.pt:article/230Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:39:48.371129Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Two-stage cluster analysis in distance learning: A way to reduce gaps in the scientific literature on open and distance education Análise de agrupamento (Clusters Analysis) em duas etapas no ensino à distância: Uma forma de reduzir as lacunas na literatura científica no ensino à distância |
title |
Two-stage cluster analysis in distance learning: A way to reduce gaps in the scientific literature on open and distance education |
spellingShingle |
Two-stage cluster analysis in distance learning: A way to reduce gaps in the scientific literature on open and distance education Desjardins, Guillaume Curso online Ensino à distância Ensino superior Perseverança Análise cluster online course distance education higher education perseverance cluster analysis |
title_short |
Two-stage cluster analysis in distance learning: A way to reduce gaps in the scientific literature on open and distance education |
title_full |
Two-stage cluster analysis in distance learning: A way to reduce gaps in the scientific literature on open and distance education |
title_fullStr |
Two-stage cluster analysis in distance learning: A way to reduce gaps in the scientific literature on open and distance education |
title_full_unstemmed |
Two-stage cluster analysis in distance learning: A way to reduce gaps in the scientific literature on open and distance education |
title_sort |
Two-stage cluster analysis in distance learning: A way to reduce gaps in the scientific literature on open and distance education |
author |
Desjardins, Guillaume |
author_facet |
Desjardins, Guillaume Papi, Cathia Gérin-Lajoie, Serge Sauvé, Louise |
author_role |
author |
author2 |
Papi, Cathia Gérin-Lajoie, Serge Sauvé, Louise |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Desjardins, Guillaume Papi, Cathia Gérin-Lajoie, Serge Sauvé, Louise |
dc.subject.por.fl_str_mv |
Curso online Ensino à distância Ensino superior Perseverança Análise cluster online course distance education higher education perseverance cluster analysis |
topic |
Curso online Ensino à distância Ensino superior Perseverança Análise cluster online course distance education higher education perseverance cluster analysis |
description |
Background: Dropout rates are often very high in distance education. A plethora of research has been conducted to identify the contributing factors; however, the majority of the findings are inconclusive and point to the fact that it is difficult to isolate a single explanatory factor. While frequently examined factors are personal and environmental, there is less research on the relationship between course design and retention or dropout. Method: This paper presents a study involving two-stage cluster analysis of 623 variables from 19 university courses at one open and distance education (ODE) institution. To this end, the current study grouped the courses into five types based on 22 variables. Results: The results indicate that certain sociodemographic variables become a risk factor for course dropout depending on their distribution in the standard courses. Conclusions: This result highlights the importance of instructional design in the ODE retention and dropout equation and helps explain, in part, why previous studies have not reached a consensus on which variables should be considered to explain dropout rates. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-11-30 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.31211/rpics.2021.7.2.230 https://doi.org/10.31211/rpics.2021.7.2.230 |
url |
https://doi.org/10.31211/rpics.2021.7.2.230 |
dc.language.iso.fl_str_mv |
eng por |
language |
eng por |
dc.relation.none.fl_str_mv |
https://rpics.ismt.pt/index.php/ISMT/article/view/230 https://rpics.ismt.pt/index.php/ISMT/article/view/230/472 https://rpics.ismt.pt/index.php/ISMT/article/view/230/473 https://rpics.ismt.pt/index.php/ISMT/article/view/230/480 |
dc.rights.driver.fl_str_mv |
Direitos de Autor (c) 2021 Guillaume Desjardins, Cathia Papi, Serge Gérin-Lajoie, Louise Sauvé http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos de Autor (c) 2021 Guillaume Desjardins, Cathia Papi, Serge Gérin-Lajoie, Louise Sauvé http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html text/xml |
dc.publisher.none.fl_str_mv |
Departamento de Investigação & Desenvolvimento do Instituto Superior Miguel Torga |
publisher.none.fl_str_mv |
Departamento de Investigação & Desenvolvimento do Instituto Superior Miguel Torga |
dc.source.none.fl_str_mv |
Portuguese Journal of Behavioral and Social Research; Vol. 7 No. 2 (2021): November; 77–88 Revista Portuguesa de Investigação Comportamental e Social; Vol. 7 N.º 2 (2021): Novembro; 77–88 2183-4938 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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