Predicting and resolving non-completion in higher (online) education – A literature review

Resource type
Journal Article
Authors/contributors
Title
Predicting and resolving non-completion in higher (online) education – A literature review
Abstract
Non-completion in higher education is a persistent problem and even worse of a problem in higher online education. Although there is a lot of research on predictors of non-completion, less is known about what interventions resolve the non-completion problem and to what extent these interventions focus on relevant predictors of non-completion. To close that gap, the literature was systematically reviewed with a twofold aim: 1. Identify modifiable predictors of non-completion in higher (online) education 2. Investigate characteristics of effective interventions to reduce non-completion in higher (online) education. Results showed that study- or learning strategies, academic self-efficacy, (academic) goals and intentions, institutional or college adjustment, employment, supportive network, and faculty-student interaction are modifiable consistent predictors of non-completion. Coaching, remedial teaching, and peer mentoring are promising interventions to resolve the problem of non-completion in higher education. Interventions aimed at increasing completion rates are limited in targeting relevant modifiable predictors of non-completion.
Publication
Educational Research Review
Volume
29
Pages
100313
Date
2020-02-01
Journal Abbr
Educational Research Review
Language
en
ISSN
1747-938X
Accessed
05/04/2022, 20:37
Library Catalog
ScienceDirect
Citation
Delnoij, L. E. C., Dirkx, K. J. H., Janssen, J. P. W., & Martens, R. L. (2020). Predicting and resolving non-completion in higher (online) education – A literature review. Educational Research Review, 29, 100313. https://doi.org/10.1016/j.edurev.2020.100313