University of OxfordDepartment for Continuing Education

Diploma in Computing Retention Study

Nic Hollinworth and Raymond Flood

Background

Two year diploma in computingDistance learning via the InternetSix study units per year, each with an

assignment at the end of itEach year includes a one week summer

school held in OxfordExam is held during summer school

Background

Students work mainly from web pages, but also supplement study with text book

Course material online in the form of web pages and audio-visual material

Students are allocated tutor groups, and each has about 20 students or less

Support is via email and bulletin board

Our concern was …

Some student dropout is expected, particularly around the first course units

Reasons for withdrawal were collected by course administrator over last 5 years

Circumstances change, and it appears that some dropout cannot be prevented

Tracking has been very difficult!

Our concern was …

Students also withdrawing later in the course, after significant investment

This seemed to be a change of priority, with the course ranking lower

Were we doing everything possible to prevent unnecessary dropout?

How could we find out more?

Objectives of the study

We wanted to know:The times during the course when

students leave, or are most likely to leaveThe reasons given by students for leaving

the course The significance of the given reasons for

leavingThe reasons given for continuing

Objectives of study

We asked students who stayed, rather than those who withdrew

The rationale:Data provided by students who withdrew

was patchyStudents remaining on the course may be

more objective about reasons for leaving

Methodology

Obtained data through a questionnaireNot the first choice, but the only way given

the circumstancesThe questionnaire was given to students

during one of the summer school lecturesSo we had a captive audience!

Dropping out

2/5 of students on the course had considered dropping out (both years)

Main reasons:Insufficient time for study and

assignments

Key times:

Around units 3 and 4 (module 1 students)

Around units 5 and 6 (module 2 students)Programming

!

Motivational Factors

For students who’d considered dropping outSatisfaction of completing the courseNot wanting quit once started on

somethingInvestment of time and/or money

But not:Help from tutor or tutor group membersCourse notes reading materials

Demotivational Factors

Year 1:Cannot keep up with course materialsHigh flyers on web board make me feel

stupid

Year 2:Insufficient feedback on tutor boardInsufficient feedback on assignments

What kept you going?

All students:Sense of achievementI do not easily give upSelf developmentIncentive to do well

Least important:Help or support from family and friendsHelp or support from tutor

Joint 1st both years

Both years

Why do others drop out?

1. Family commitments, external factors

2. Not enough time for studying and working

3. Difficulties organising time

3. Unaware of commitment required

Not significant: The course is too long Too many assignments

Encouraging students to stay

1. Provide real-time chat for specific topics

2. Show value of diploma and how it compares to other courses

3. Make personal contact by telephone

4. Spend more time at beginning bonding as a group

5. Show relevance of course to careers

What can we do about it?

Try to provide ‘better quality’ support but how can we improve?what needs to change?will it make any difference?

Place more emphasis on study skillsTutors more pro-active in identifying

problems early onShow options available after the course

Conclusions

The study provided some useful dataThis was used to help identify weak areasPrior to the current run of the course,

changes have been madeThese were discussed with tutors during

staff development day in DecemberDropout from current cohort has improved