Marie Varner's Article Summary - Attrition in Online Programs

Article Summary
Marie Varner
September 24, 2009

Article: Attrition in Online and Campus Degree Programs
Authors: Belinda Patterson and Cheryl McFadden

This study examined the differences with regard to GPA, GMAT scores, age, gender and ethnicity and the amount of attrition in online versus campus programs. While online instruction enrollment grows at a greater rate than regular enrollment (12.9% versus 1.2%), the online programs have a higher rate of dropouts. In this particular study, the dropout rate for MBA students was 6 times higher in the online program than in the campus program and black students demonstrated a 7.3 times higher likelihood of dropping out than other students combined.

Age and delivery format (online vs. campus) showed a significant effect on student dropout regardless of whether student was in MBA program or Master’s in Communication Sciences and Disorders (CSDI). Age and delivery method were the only significant factors related to dropout in the MBA program. While age and GPA were significant factors related to dropout in the CSDI program, with no significant effect for delivery method. Therefore, age was the only significant factor related to dropout in both programs.

The researchers indicate that the online program delivery method while effective, is more likely to yield higher attrition rates. They reflected that the online MBA program had a higher dropout rate when compared to the CSDI, which may be due to the CSDI program being a cohort program rather than a non-cohort experience. They also posited that with regard to the significance of age on attrition, older people are more likely to drop out due to personal obligations, such as family and current job positions. They also indicate that even though students drop out they may not leave unsuccessful, they may have accomplished enough to consider dropping out an advantage.

Due to the lack of findings and the many factors that could influence attrition in an online versus campus program, the researchers indicate that further research would be necessary to assess the reasons for the dropout rates between the two delivery methods.

While I find it easy to believe that there would be some differences between delivery methods with regard to attrition, I also agree that there are many factors involved in one’s determination to dropout. With regard to the age factor, I am sure that many older adults return to a degree program hoping to better their current job position or to receive a promotion. If they find that this is unnecessary, while enrolled in the program, due to receiving the desired promotion or changing job positions, then they will be more likely to quit their education. It would be interesting to compare success in an online program between recent high school graduates and older adults with regard to an online program. I would think it is more difficult for a younger individual to be able to maintain self-motivation in an online program over that of an older adult. In addition, an older adult would be more appreciative of the idea of being able to do the work on their own time and manner, which requires greater self-discipline.