TY - JOUR TI - Predicting and resolving non-completion in higher (online) education – A literature review AU - Delnoij, Laurie E. C. AU - Dirkx, Kim J. H. AU - Janssen, José P. W. AU - Martens, Rob L. T2 - Educational Research Review AB - 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. DA - 2020/02/01/ PY - 2020 DO - 10.1016/j.edurev.2020.100313 DP - ScienceDirect VL - 29 SP - 100313 J2 - Educational Research Review LA - en SN - 1747-938X UR - https://www.sciencedirect.com/science/article/pii/S1747938X1930171X Y2 - 2022/04/05/20:37:31 KW - Higher education KW - Intervention KW - Non-completion KW - Predictors KW - Review ER -