Rurality and Dropout in Virtual Higher Education Programmes in Colombia
Abstract
:1. Introduction
2. Literature Review and Theoretical Framework
2.1. Literature Review
2.2. Dropout and Theoretical Framework
3. Methodology
3.1. Sample
3.2. Instruments
3.3. Data Analysis
4. Results
4.1. EFA
4.2. Hierarchical Cluster Analysis
4.3. Cluster Characteristics
4.3.1. Cluster One
4.3.2. Cluster Two
5. Discussion
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
Code | Item | Response Option |
---|---|---|
A1 | Do you know the syllabus of the degree course you are going to start? | 1: yes, I do, 2: I have looked at it, but I do not understand it, 3: I have seen it, but I have not studied it in depth, 4: I only know the subjects of the first semester, 5: I know it moderately and 6: I do not know it. |
A2 | After graduating, you: | 1: you studied and completed a university degree, 2: you studied and did not complete a university degree, 3: you have not studied and 4: you are a recent graduate. |
A3 | From the time you graduated from high school, how much time elapsed before you enrolled in a Higher Education Institution? | 1: less than three months, 2: between three and six months, 3: more than six months and up to one year. 4: more than one year and 5: do not remember. |
A4 | If you have studied and did not finish your studies, why did you not complete these studies? | 1: was not of my interest, 2: did not meet my expectations, 3: due to poor academic performance, 4: family pressure, 5: work obligations, 6: difficulties with the educational institution, 7: financial difficulties, 8: personal commitments, 9: I did not like the mode of study and 10: not applicable. |
A5 | Of the following factors, which do you consider to have been the most important in your career choice? | 1: skills and abilities, 2: your vocation, 3: family, 4: school orientation, 5: income of professionals in this career, 6: low cost of tuition, 7: friends, 8: none in particular and the way it was offered. |
A6 | Was the institution where you completed your high school education bilingual? | 1: yes and 2: no. |
A7 | What was the main reason you chose to study online? | 1: I don’t have time to do it in any other way, 2: I consider myself a self-taught person, 3: I consider it the best option for my current way of life, 4: I find it the best way to learn and 5: I have no other option. |
A8 | Starting your professional training in the virtual modality generates: | 1: fear because I think I lack time organisation, 2: fear because I don’t know how the modality works, 3: fear because I don’t handle ICTs well, 4: happy because I want to evolve professionally, 5: anxious but convinced that it was an excellent decision and 6: calm because I know that I will do very well. |
A9 | Have you ever taken virtual courses? | 1: yes and 2: no. |
I1 | Gender | 1: feminine y 2: masculine. |
I2 | Are you a single parent? | 1: yes and 2: no. |
I3 | What is your marital status? | 1: single, 2: married, 3: free union, 4: divorced, 5: widowed, 6: other. |
I4 | Your age is between: | 1: 16 or less, 2: 17 and 18, 3: 19 to 25, 4: 26 to 30, 5: 31 to 35, 6: 35 to 40, 7: 41 to 45, 8: 46 to 50 and 9: 51 or more. |
I6 | How would you rate your IT skills? | 1: poor, 2: bad, 3: fair, 4: good and 5: excellent. |
I7 | Do any of the following situations currently exist in your family? | 1: poor family relationships, 2: death of a relative, 3: domestic violence, 4: sexual abuse or violence, 5: chronic illness of a relative, 6: separation of parents, 7: alcoholism or substance addiction, 8: forced displacement, 9: economic difficulties of the family and 10: none of the above. |
I8 | How many siblings have a higher education degree? | 1: I have no siblings, 2: 1, 3: 2, 4: 3 and 5: 4 or more |
I9 | Please indicate if you belong to any of the following communities: | 1: displaced persons, 2: ethnic communities, 3: victims of armed conflict, 4: terminally ill, 5: disability (sensory, motor or cognitive) and 6: none of the above. |
I10 | Which of the following situations have you encountered that have been affecting your living conditions? | 1: alcohol consumption, 2: psychoactive substance use, 3: eating disorders, 4: promiscuity, 5: gambling or video games, 6: sexually abusive situation and 7: none of the above. |
I11 | Which of the following supports have you needed during your life, even if you have not received attention for them? | 1: help to improve behaviour and school coexistence, 2: learning supports, 3: mental health support or counselling, 4: occupational therapy, 5: movement therapy or physiotherapy, 6: speech, hearing or speech therapy, and 7: none of the above. |
I13 | Do you suffer from any chronic or permanent illness for which you need specialised care? | 1: yes and 2: no. |
I14 | Would you like to receive support to learn how to manage your time better, acquire habits or improve your study skills? | 1: yes and 2: no. |
I15 | Do you have any disability? | 1: yes and 2: no. |
I16 | What is your mother’s level of schooling? | 1: primary or lower, 2: high school, 3: technician or technologist, 4: professional, 5: postgraduate and 6: not applicable. |
I17 | What is your father’s level of schooling? | 1: primary or lower, 2: high school, 3: technician or technologist, 4: professional, 5: postgraduate and 6: not applicable. |
S1 | What socio-economic stratum does your household belong to? | 1, 2, 3, 4, 5 or 6. |
S2 | Type of affiliation to the General Social Security Health System: | 1: contributory scheme, 2: subsidised scheme, and 3: no scheme |
S3 | Are you currently working? | 1: yes and 2: no. |
S4 | Are you looking for a job offer? | 1: yes and 2: no. |
S5 | What is your salary range? | 1: less than the minimum, 2: the minimum ($820,857), 3: between $820,858 and $1,000,000, 4: between $1,000,001 and $2,000,000, 5: between $2,000,001 and $4,000,000, 6: more than $4,000,001 and 7: not working. |
S6 | How long have you been working? | 1: no work, 2: 0–6 months, 3: 6–12 months, 4: 1–2 years, 5: 2–4 years and 6 more than 4 years |
S7 | El ingreso económico aproximado de su grupo familiar es: | 1: less than the minimum, 2: the minimum ($820,857), 3: between $820,858 and $1,000,000, 4: between $1,000,001 and $2,000,000, 5: between $2,000,001 and $4,000,000, 6: more than $4,000,001 and 7: not working. |
S8 | How many people depend on this household income? | 1: between 1 and 2, 2: between 3 and 4, 3: between 5 and 6 and 4: more than 7. |
S9 | Who pays for most of your studies? | 1: spouse, 2: parents, 3: other relatives or third parties, 4: scholarship, 5: credit and 6: own salary. |
S10 | Your home is: | 1: own or family fully paid, 2: own or family in debt, 3: rented and 4: loan or encroachment. |
S11 | What is your mother’s main occupation? | 1: studying, 2: studying and working, 3: working occasionally, 4: working permanently, 5: pensioner, 6: working at home, 7: unemployed and 8: not known or deceased. |
S12 | What is your father’s main occupation? | 1: studying, 2: studying and working, 3: working occasionally, 4: working permanently, 5: pensioner, 6: working at home, 7: unemployed and 8: not known or deceased. |
Appendix B
Code | Item 1 |
---|---|
IES1 | To what extent does the academic programme meet your training expectations? |
IES2 | To what extent were the contents, materials and resources provided useful and sufficient for your learning process? |
IES3 | To what extent does the forum facilitate interaction with the tutor and other colleagues? |
IES4 | To what extent have the recorded synchronous classes helped you to clarify key concepts of the subject and to face the assessments with greater confidence? |
IES5 | To what extent does the tutor respond in a timely manner to academic concerns related to the subject? |
IES6 | What is your assessment of the tutor’s technical knowledge and clarity of answers? |
IES7 | To what extent does the virtual platform facilitate access and navigation to the contents and resources provided for your learning? |
IES8 | To what extent does the academic mentor respond in a timely and clear manner to the concerns and situations presented during the development of the subject? |
References
- De Ochoa, G.A. Cobertura e Inequidad. Educación Superior En Colombia. Educ. Educ. 2002, 5, 9–20. [Google Scholar]
- United Nations Development Programme. ODS en Colombia: Los Retos Para 2030; UNDP: New York, NY, USA, 2015. [Google Scholar]
- Ministry of National Education. Plan Especial de Educación Rural: Hacia el Desarrollo Rural y la Construcción de Paz; Ministry of National Education: Bogotá, Colombia, 2017. [Google Scholar]
- Ministry of National Education. Plan Rural de Educación Superior: Estrategias de Fortalecimiento de Capacidades Para el Desarrollo Territorial; Ministry of National Education: Bogotá, Colombia, 2018. [Google Scholar]
- Rural Population. World Bank: Washington, DC, USA, 2019. Available online: https://data.worldbank.org/indicator/SP.RUR.TOTL.ZS?locations=CO (accessed on 15 January 2021).
- Necesidades Básicas Insatisfechas (NBI)—Censo Nacional de Población y Vivienda (CNPV) 2018; National Department of Statistics: Bogotá, Colombia, 2018.
- National Council of Higher Education. Acuerdo por lo Superior 2034: Propuesta de Política Pública Para la Excelencia de la Educación Superior en Colombia en el Escenario de la Paz; Ministry of National Education: Bogotá, Colombia, 2014. [Google Scholar]
- Cristia, J.; Pulido, J. Education in Latin America and the Caribbean: Segregated and unequal. In The Inequality Crisis: Latin America and the Caribbean at the Crossroad; Busso, M., Messuna, J., Eds.; Inter-American Development Bank: Washington, DC, USA, 2020; pp. 159–184. [Google Scholar]
- Montenegro, C.E.; Patrinos, H.A. Comparable Estimates of Returns to Schooling around the World; Banco Mundial: Washington, DC, USA, 2014. [Google Scholar]
- Atchoarena, D.; Holmes, K.; Atchoarena, D.; Holmes, K. The Role of Agricultural Colleges and Universities in Rural Development and Lifelong Learning in Asia. Asian J. Agric. Dev. 2005, 2, 15–24. [Google Scholar] [CrossRef]
- McMahon, W.W. The External Benefits of Education. In International Encyclopedia of Education; Peterson, P., Baker, E., McGaw, B., Eds.; Elsevier: Amsterdam, The Netherlands, 2010; pp. 260–271. [Google Scholar]
- Chalfin, A.; Deza, M. The Intergenerational Effects of Education on Delinquency. J. Econ. Behav. Organ. 2019, 159, 553–571. [Google Scholar] [CrossRef]
- Callender, C.; Dougherty, K.J. Student Choice in Higher Education—Reducing or Reproducing Social Inequalities? Soc. Sci. 2018, 7, 189. [Google Scholar] [CrossRef] [Green Version]
- Lance, L. Nonproduction Benefits of Education: Crime, Health, and Good Citizenship. In Handbook of the Economics of Education; Hanushek, E.A., Welch, F., Eds.; Elsevier B.V.: Amsterdam, UK, 2006; Volume 14, pp. 183–282. [Google Scholar]
- Smith-Greenaway, E. Does Parents’ Union Instability Disrupt Intergenerational Advantage? An Analysis of Sub-Saharan Africa. Demography 2020, 57, 445–473. [Google Scholar] [CrossRef] [PubMed]
- Currie, J.; Moretti, E. Mother’s Education and the Intergenerational Transmission of Human Capital: Evidence from College Openings. Q. J. Econ. 2003, 118, 1495–1532. [Google Scholar] [CrossRef]
- Allmendinger, J.; Kleinert, C.; Pollak, R.; Vicari, B.; Wölfel, O.; Althaber, A.; Antoni, M.; Christoph, B.; Drasch, K.; Janik, F.; et al. Adult Education and Lifelong Learning. In Education as a Lifelong Process; Blossfeld, H.-P., Roßbach, H.-G., Eds.; Springer Fachmedien Wiesbaden: Wiesbaden, Germany, 2019; Volumn 3, pp. 325–346. [Google Scholar] [CrossRef]
- Kim, D.; Kim, S. Sustainable Education: Analyzing the Determinants of University Student Dropout by Nonlinear Panel Data Models. Sustainability 2018, 10, 954. [Google Scholar] [CrossRef] [Green Version]
- Moreno, W.; Segovia, N.G.; Grillo, M.C.; Dworaczek, H.O.; Coy, H.V. Naturaleza del endeudamiento como base de la propuesta de política pública para la educación superior en Colombia desde 2013. In Innovación Docente e Investigación en Ciencias Sociales, 1st ed.; Belmonte, L.J., Vázquez, J.J., Simón, M.M., Soriano, N.F., Oropesa, A., Barragán, A.B., Eds.; Dykinson, S.L.: Madrid, Spain, 2019; pp. 25–36. [Google Scholar]
- Colombian Institute of Educational Credit and Technical Studies Abroad. Crédito Educativo más Colombiano que Nunca. Available online: https://portal.icetex.gov.co/mascolombianoquenunca/index.html (accessed on 1 February 2021).
- Colombia Learns. Generación E. Available online: https://especiales.colombiaaprende.edu.co/generacione/ (accessed on 1 February 2021).
- Ministry of National Education. Plan Estratégico Institucional y Plan de Acción Institucional; Ministry of National Education: Bogotá, Colombia, 2019. [Google Scholar]
- Ministry of National Education. Guía Para la Implementación del Modelo de Gestión de Permanencia y Graduación Estudiantil en Instituciones de Educación Superior; Ministry of National Education: Bogotá, Colombia, 2015. [Google Scholar]
- Guzmán, A.; Rodriguez-Canovas, B. Identificación de Estudiantes Rurales Con Intención de Desertar En Programas de Pregrado En Modalidad Virtual: Análisis de Clústeres Caso Colombia. In Innovación Docente e Investigación en Educación: Avanzando en el Proceso de Enseñanza-Aprendizaje; Dykinson: Madrid, Spain, 2020; pp. 519–532. [Google Scholar]
- Bilige, S.; Gan, Y. Hidden School Dropout among Adolescents in Rural China: Individual, Parental, Peer, and School Correlates. Asia-Pac. Educ. Res. 2020, 29, 213–225. [Google Scholar] [CrossRef]
- Mughal, A.W. Secondary School Students Who Drop out of School in Rural Pakistan: The Perspectives of Fathers. Educ. Res. 2020, 62, 199–215. [Google Scholar] [CrossRef]
- Ibarrola, M. Los Centros de Bachillerato Tecnológico Agropecuario y la producción agrícola escolar en la formación para el trabajo. Rev. Mex. Investig. Educ. 2020, 25, 91–119. [Google Scholar]
- Lewine, R.; Manley, K.; Bailey, G.; Warnecke, A.; Davis, D.; Sommers, A. College Success Among Students From Disadvantaged Backgrounds: “Poor” and “Rural” Do Not Spell Failure. J. Coll. Stud. Retent. Res. Theory Pract. 2019, 1–13. [Google Scholar] [CrossRef]
- Bungău, C.; Pop, A.P.; Borza, A. Dropout of First Year Undergraduate Students: A Case Study of Engineering Students. Balk. Reg. Conf. Eng. Bus. Educ. 2017, 2, 349–356. [Google Scholar] [CrossRef]
- Byun, S.; Irvin, M.J.; Meece, J.L. Predictors of Bachelor’s Degree Completion among Rural Students at Four-Year Institutions. Rev. High. Educ. 2012, 35, 463–484. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Yunhua, Q. Research and Application of Diversified Model in Yardstick of Higher Education Tuition. In 2009 International Conference on Test and Measurement; IEEE: New York, NY, USA, 2009; Volume 2, pp. 319–322. [Google Scholar] [CrossRef]
- Snyder, T.D.; Dillow, S.A. Digest of Education Statistics, 2009. NCES 2010-013; National Center for Education Statistics: Washington, DC, USA, 2010. [Google Scholar]
- UNESCO. Education Post-COVID-19: Extraordinary Session of the Global Education Meeting (2020 GEM); UNESCO: New York, NY, USA, 2020. [Google Scholar]
- Gibbs, R.M. College Completion and Return Migration among Rural Youth. In Rural Education and Training in the New Economy: The Myth of the Rural Skills Gap; Swaim, P.L., Teixeira, T.R., Eds.; Iowa State University Press: Ames, IA, USA, 1998; pp. 61–80. [Google Scholar]
- Georg, W. Individual and Institutional Factors in the Tendency to Drop out of Higher Education: A Multilevel Analysis Using Data from the Konstanz Student Survey. Stud. High. Educ. 2009, 34, 647–661. [Google Scholar] [CrossRef]
- Ghignoni, E. Family Background and University Dropouts during the Crisis: The Case of Italy. High. Educ. 2017, 73, 127–151. [Google Scholar] [CrossRef] [Green Version]
- Cochran, J.D.; Campbell, S.M.; Baker, H.M.; Leeds, E.M. The Role of Student Characteristics in Predicting Retention in Online Courses. Res. High. Educ. 2014, 55, 27–48. [Google Scholar] [CrossRef]
- Van Bragt, C.A.C.; Bakx, A.W.E.A.; Teune, P.J.; Bergen, T.C.M.; Croon, M.A. Why Students Withdraw or Continue Their Educational Careers: A Closer Look at Differences in Study Approaches and Personal Reasons. J. Vocat. Educ. Train. 2011, 63, 217–233. [Google Scholar] [CrossRef] [Green Version]
- Arias-Velandia, N.; Rincón-Báez, W.U.; Cruz-Pulido, J.M. Desempeño de Mujeres y Hombres En Educación Superior Presencial, Virtual y a Distancia En Colombia. PANORAMA 2018, 12, 57–69. [Google Scholar] [CrossRef] [Green Version]
- Beck, H.P.; Milligan, M. Factors Influencing the Institutional Commitment of Online Students. Int. High. Educ. 2014, 20, 51–56. [Google Scholar] [CrossRef]
- Stoessel, K.; Ihme, T.A.; Barbarino, M.-L.; Fisseler, B.; Stürmer, S. Sociodemographic Diversity and Distance Education: Who Drops Out from Academic Programs and Why? Res. High. Educ. 2015, 56, 228–246. [Google Scholar] [CrossRef]
- Yasmin, D. Application of the Classification Tree Model in Predicting Learner Dropout Behaviour in Open and Distance Learning. Distance Educ. 2013, 34, 218–231. [Google Scholar] [CrossRef]
- Packham, G.; Jones, P.; Miller, C.; Thomas, B. E-learning and Retention: Key Factors Influencing Student Withdrawal. Educ. Train. 2004, 46, 335–342. [Google Scholar] [CrossRef]
- Rice, J.; Rojjanasrirat, W.; Trachsel, P. Attrition of On-Line Graduate Nursing Students Before and After Program Structural Changes. J. Prof. Nurs. 2013, 29, 181–186. [Google Scholar] [CrossRef] [PubMed]
- Li, I.W.; Carroll, D.R. Factors Influencing Dropout and Academic Performance: An Australian Higher Education Equity Perspective. J. High. Educ. Policy Manag. 2020, 42, 14–30. [Google Scholar] [CrossRef]
- Park, J.-H.; Choi, H.J. Factors Influencing Adult Learners’ Decision to Drop Out or Persist in Online Learning. Educ. Technol. Soc. 2009, 12, 207–217. [Google Scholar]
- Giovagnoli, P.I. Determinantes de la Deserción y Graduación Universitaria: Una Aplicación Utilizando Modelos de Duración; Universidad Nacional de la Plata: La Plata, Argentina, 2002. [Google Scholar]
- Vera Cala, L.M.; Niño García, J.A.; Porras Saldarriaga, A.M.; Durán Sandoval, J.N.; Delgado Chávez, P.A.; Caballero Badillo, M.C.; Rueda Pablo, J.N. Salud mental y deserción en una población universitaria con bajo rendimiento académico. Rev. Virtual Univ. Catol. Norte 2020, 60, 137–158. [Google Scholar] [CrossRef]
- Orellana, D.; Segovia, N.; Cánovas, B.R. El abandono estudiantil en programas de educación superior virtual: Revisión de literatura. Rev. Educ. Super. 2020, 49, 45–62. [Google Scholar]
- Choi, H.J.; Kim, B.U. Factors Affecting Adult Student Dropout Rates in the Korean Cyber-University Degree Programs. J. Contin. High. Educ. 2018, 66, 1–12. [Google Scholar] [CrossRef]
- Schmitt, J.; Fini, M.I.; Bailer, C.; Fritsch, R.; de Andrade, D.F. WWH-Dropout Scale: When, Why and How to Measure Propensity to Drop out of Undergraduate Courses. J. Appl. Res. High. Educ. 2020. ahead-of-print. [Google Scholar] [CrossRef]
- Contreras, C. Rendimiento académico de los alumnos de último año de Licenciaturas presenciales e Ingeniería de la Facultad Multidisciplinaria de Ilobasco durante el ciclo I-2017. Anu. Investig. 2018, 7, 125–139. [Google Scholar]
- Palacio, L.E.; Vargas, J.D.; Monroy Toro, S.L. Análisis bibliométrico de estudios sobre factores socioeconómicos en estudiantes universitarios. Educ. Educ. 2020, 23, 355–375. [Google Scholar] [CrossRef]
- Adrogue, C.; García de Fanelli, A.M. Gaps in Persistence under Open-Access and Tuition-Free Public Higher Education Policies. Education Policy Analysis Archives 2018, 26, 126. [Google Scholar] [CrossRef] [Green Version]
- Soons, J.P.M.; Liefbroer, A.C.; Kalmijn, M. The Long-Term Consequences of Relationship Formation for Subjective Well-Being. J. Marriage Fam. 2009, 71, 1254–1270. [Google Scholar] [CrossRef]
- Erdogan, B.; Bauer, T.N.; Truxillo, D.M.; Mansfield, L.R. Whistle While You Work: A Review of the Life Satisfaction Literature. J. Manag. 2012, 38, 1038–1083. [Google Scholar] [CrossRef]
- Heidrich, L.; Victória Barbosa, J.L.; Cambruzzi, W.; Rigo, S.J.; Martins, M.G.; dos Santos, R.B.S. Diagnosis of Learner Dropout Based on Learning Styles for Online Distance Learning. Telemat. Inform. 2018, 35, 1593–1606. [Google Scholar] [CrossRef]
- Stewart, S.; Lim, D.H.; Kim, J. Factors Influencing College Persistence for First-Time Students. J. Dev. Educ. 2015, 38, 12. [Google Scholar]
- Cerezo, R.; Bernardo, A.; Esteban, M.; Tuero, E. Programas para la promoción de la autorregulación en educación superior: Un estudio de la satisfacción diferencial entre metodología presencial y virtual. Eur. J. Educ. Psychol. 2015, 8, 30–36. [Google Scholar] [CrossRef] [Green Version]
- Choi, H.J.; Park, J.-H. Testing a Path-Analytic Model of Adult Dropout in Online Degree Programs. Comput. Educ. 2018, 116, 130–138. [Google Scholar] [CrossRef]
- Guzmán, A.; Quecano, L.I.; Segovia-García, N.; Rodríguez-Cánovas, B. Abandono estudiantil en Educación Superior y su relación con la comunicación en programas de modalidad virtual: Colombia. In La Comunicación Especializada Del Siglo XXI; McGraw-Hill Interamericana de España: Madrid, Spain, 2020; pp. 939–957. [Google Scholar]
- Armstrong, S.N.; Early, J.O.; Burcin, M.M.; Bolin, K.; Holland, N.; No, S. New Media Tools Impact on Online, Health Science Students’ Academic Persistence and Support: Lessons Learned from Two Pilot Studies. TechTrends 2018, 62, 266–275. [Google Scholar] [CrossRef]
- Webber, D.A.; Ehrenberg, R. Do Expenditures Other than Instructional Expenditures Affect Graduation and Persistence Rates in American Higher Education? Econ. Educ. Rev. 2009, 29, 947–958. [Google Scholar] [CrossRef] [Green Version]
- Kehm, B.M.; Larsen, M.R.; Sommersel, H.B. Student Dropout from Universities in Europe: A Review of Empirical Literature. Hung. Educ. Res. J. 2019, 9, 147–164. [Google Scholar] [CrossRef]
- Lehan, T.J.; Hussey, H.D.; Shriner, M. The Influence of Academic Coaching on Persistence in Online Graduate Students. Mentor. Tutoring Partnersh. Learn. 2018, 26, 289–304. [Google Scholar] [CrossRef]
- Xavier, M.; Meneses, J. A Literature Review on the Definitions of Dropout in Online Higher Education. JECP 2020, 1, 73–80. [Google Scholar] [CrossRef]
- Zuñiga, M.G. Desercion Estudiantil en el Nivel Superior, 1st ed.; Trillas: Mexico City, Mexico, 2006. [Google Scholar]
- Project Alfa Guide. Estudio Sobre Políticas Nacionales Sobre el Abandono en la Educación Superior en los Países Que Participan en el Proyecto ALFA-GUIA; European Union: Brussels, Belgium, 2013. [Google Scholar]
- Ministry of National Education. Deserción Estudiantil en la Educación Superior Colombiana: Metodología de Seguimiento, Diagnóstico y Elementos Para su Prevención, 1st ed.; Ministry of National Education: Bogotá, Colombia, 2009. [Google Scholar]
- Tinton, V.; Cullen, J. Dropout in Higher Education: A Review and Theoretical Synthesis of Recent Research; Office of Education (DHEW): Washington, DC, USA, 1973. [Google Scholar]
- Tinto, V. Dropout from Higher Education: A Theoretical Synthesis of Recent Research. Rev. Educ. Res. 1975, 45, 89–125. [Google Scholar] [CrossRef]
- Tinto, V. Leaving College: Rethinking the Causes and Cures of Student Attrition, 1st ed.; University of Chicago Press: Chicago, IL, USA, 1987. [Google Scholar]
- Barragán, S.P.; González, L. Acercamiento a la deserción estudiantil desde la integración social y académica. Rev. Educ. Super. 2017, 46, 63–86. [Google Scholar] [CrossRef]
- Himmel, E. Modelo de Análisis de La Deserción Estudiantil En La Educación Superior. Calid. Educ. 2002, 17, 91. [Google Scholar] [CrossRef] [Green Version]
- Kemper, L.; Vorhoff, G.; Wigger, B.U. Predicting Student Dropout: A Machine Learning Approach. Eur. J. High. Educ. 2020, 10, 28–47. [Google Scholar] [CrossRef]
- Klein, D. Das Zusammenspiel zwischen akademischer und sozialer Integration bei der Erklärung von Studienabbruchintentionen. Eine empirische Anwendung von Tintos Integrationsmodell im deutschen Kontext. Z. Erzieh. 2019, 22, 301–323. [Google Scholar] [CrossRef]
- Radovan, M. Should I Stay, or Should I Go? Revisiting Student Retention Models in Distance Education. Turk. Online J. Distance Educ. 2019, 20, 29–40. [Google Scholar] [CrossRef] [Green Version]
- Yepes, F.L.; Beltrán, M.; Martínez, E.Y. Academic dropout among undergraduate students from Universidad de Antioquia school of dentistry, 2004–2014. Revista Facultad de Odontología Universidad de Antioquia 2017, 29, 76–95. [Google Scholar] [CrossRef]
- Heublein, U.; Spangenberg, K.; Sommer, D. Ursachen Des. Studienabbruchs. Analyse 2002, 1st ed.; HIS GmbH: Berlin, Germany, 2002. [Google Scholar]
- Heublein, U.; Hutzsch, C.; Schreiber, J.; Sommer, D.; Besuch, G. Ursachen Des. Studienabbruchs in Bachelor-Und Herkömmlichen Studiengängen: Ergebnisse Einer Bundesweiten Befragung von Exmatrikulierten Des. Studienjahres 2007/2008 [Causes for Dropout in Bachelor and Traditional Study Programmes. Results of a National Survey of Exmatriculated Students of the Academic Year 2007/2008], 1st ed.; HIS GmbH: Berlin, Germany, 2010. [Google Scholar]
- Patton, M.Q. Qualitative Research & Evaluation Methods: Integrating Theory and Practice, 4th ed.; SAGE Publications, Inc.: Thousand Oaks, CA, USA, 2015. [Google Scholar]
- Oasi, O.; Maggio, S.; Pacella, S.; Molgora, S. Dropout and Narcissism: An Exploratory Research about Situational Factors and Personality Variables of the Psychotherapist. Res. Psychother. 2019, 22, 369. [Google Scholar] [CrossRef]
- Godfrey, D.; Seleznyov, S.; Anders, J.; Wollaston, N.; Barrera-Pedemonte, F. A Developmental Evaluation Approach to Lesson Study: Exploring the Impact of Lesson Study in London Schools. Prof. Dev. Educ. 2019, 45, 325–340. [Google Scholar] [CrossRef]
- Cronbach, L.J. Coefficient alpha and the internal structure of tests. Psychometrika 1951, 16, 297–334. [Google Scholar] [CrossRef] [Green Version]
- Comrey, A.L.; Lee, H. A First Cours in Factor Analysis; Lawrence Erlbaum Associates, Inc.: Hillsdale, NJ, USA, 1992. [Google Scholar]
- Tan, P.-N.; Steinbach, M.; Karpatne, A.; Kumar, V. Introduction to Data Mining, 2nd ed.; Pearson: New York, NY, USA, 2019. [Google Scholar]
Determinant | Concept | Associated Explanatory Variables |
---|---|---|
Individual | These are the characteristics associated with the student and their personal environment that directly influence the decision to leave the learning process unfinished. | Age, gender, marital status, position in the number of siblings, health problems at the time of entering HEI, family environment, fulfilled expectations, family and personal obligations, conscientiousness, intrinsic motivation, etc. |
Socio-economic | They refer to the influence of the social and economic context in which the student is involved and which may lead them to not complete their higher education process. | Social status, employment situation, household and student income, economic dependency, the macroeconomic environment of the country, etc. |
Academic | They are the achievement of learning outcomes, competence development, student performance and other factors that influence the teaching and learning process at all levels of education. | Previous academic performance, courses taken prior to higher education, secondary school leaving exams, results of entrance exams to higher education, teaching qualifications, levels of satisfaction with the academic programme, etc. |
Institutional | These are the characteristics of HEIs which allow the proper development of the educational process. | Institutional policies, funding facilities, pedagogical resources, level of interaction between teachers and students, academic support, political support, etc. |
Characteristics | Results |
---|---|
Gender | Feminine: 54.2% Masculine: 45.8% |
Age | 17–18: 4.2% 19–25: 35.7% 26–30: 20.8% 31–35: 16.1% 36–40: 10.7% 41–45: 4.8% 46–50: 4.2% 51–more: 3.6% |
Single father or mother | Yes: 31.5% No: 68.5% |
Currently working | Yes: 79.2% No: 20.8% |
Marital Status | Single: 53% Married: 16.7% Free Union: 25% Divorced: 3% Other: 2.4% |
Social Stratum | 1: 41.1% 2: 35.7% 3: 19.6% 4: 3.0% 5: 0.6% |
Code | Factor 1 | Factor 2 | Factor 3 | Factor 4 |
---|---|---|---|---|
IES6 | 0.98 | |||
IES1 | 0.98 | |||
IES2 | 0.97 | |||
IES4 | 0.97 | |||
IES7 | 0.97 | |||
IES8 | 0.97 | |||
IES5 | 0.95 | |||
IES3 | 0.95 | |||
I4 | 0.69 | |||
S1 | 0.55 | |||
S2 | 0.10 | |||
I9 | 0.41 | |||
S12 | 0.38 | |||
I3 | 0.37 | |||
S4 | 0.36 | |||
S3 | 0.72 | |||
S6 | 0.66 | |||
S5 | 0.64 | |||
S9 | 0.14 | |||
S8 | 0.27 | |||
I1 | 0.15 | |||
I16 | 0.62 | |||
I17 | 0.44 | |||
I6 | 0.40 | |||
S11 | 0.25 | |||
A2 | 0.16 | |||
A8 | 0.18 |
Code | Values of α Factor 1 | Values of α Factor 2 | Values of α Factor 3 | Values of α Factor 4 |
---|---|---|---|---|
IES6 | 0.99 | |||
IES1 | 0.99 | |||
IES2 | 0.99 | |||
IES4 | 0.99 | |||
IES7 | 0.99 | |||
IES8 | 0.99 | |||
IES5 | 0.99 | |||
IES3 | 0.99 | |||
I4 | 0.39 | |||
S1 | 0.49 | |||
S2 | 0.56 | |||
I9 | 0.53 | |||
S12 | 0.49 | |||
I3 | 0.51 | |||
S4 | 0.52 | |||
S3 | 0.48 | |||
S6 | 0.35 | |||
S5 | 0.36 | |||
S9 | 0.55 | |||
S8 | 0.49 | |||
I1 | 0.54 | |||
I16 | 0.19 | |||
I17 | 0.22 | |||
I6 | 0.34 | |||
S11 | 0.52 | |||
A2 | 0.55 | |||
A8 | 0.53 |
Code | Mann-Whitney U | p-Value | Code | Mann-Whitney U | p-Value |
---|---|---|---|---|---|
IES6 | 1.50 | 0.00 | I3 | 3237.00 | 0.39 |
IES1 | 2.50 | 0.00 | S4 | 3001.00 | 0.078 |
IES2 | 5.00 | 0.00 | I1 | 3471.00 | 0.97 |
IES4 | 35.00 | 0.00 | S11 | 3214.50 | 0.37 |
IES7 | 1.50 | 0.00 | S3 | 3261.00 | 0.32 |
IES8 | 44.00 | 0.00 | S6 | 3299.00 | 0.55 |
IES5 | 52.50 | 0.00 | S5 | 3086.00 | 0.19 |
IES3 | 81.00 | 0.00 | S8 | 3369.00 | 0.70 |
I4 | 3470.00 | 0.97 | I16 | 3233.00 | 0.39 |
S1 | 3179.00 | 0.30 | I17 | 3395.50 | 0.77 |
I9 | 3273.00 | 0.39 | I6 | 3299.00 | 0.51 |
S12 | 3388.50 | 0.766 |
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
Guzmán Rincón, A.; Barragán, S.; Cala Vitery, F. Rurality and Dropout in Virtual Higher Education Programmes in Colombia. Sustainability 2021, 13, 4953. https://doi.org/10.3390/su13094953
Guzmán Rincón A, Barragán S, Cala Vitery F. Rurality and Dropout in Virtual Higher Education Programmes in Colombia. Sustainability. 2021; 13(9):4953. https://doi.org/10.3390/su13094953
Chicago/Turabian StyleGuzmán Rincón, Alfredo, Sandra Barragán, and Favio Cala Vitery. 2021. "Rurality and Dropout in Virtual Higher Education Programmes in Colombia" Sustainability 13, no. 9: 4953. https://doi.org/10.3390/su13094953