Abstract
In recent years, e-learning has been the fastest growing educational form in students' numbers, and this industry's market revenue (Lee, Choi, &Kim, 2013). 
 
 Despite this growth, concern about the significantly higher student dropout rate of students in online courses as compared with conventional learning environments has increased. Brazil has also registered a significant increase in the number of students interested in this type of education, but the dropout rate is a considerable concern to institutions. 
 
 This study’s objective was to identify the relevant variables behind online students’ dropout decision in Brazil. After a literature review that determined the ten most recurrent and relevant variables, we heard professional e-learning experts. They indicated, from their standpoint, what the most pertinent variables influencing dropout would be. Based on this, we conducted a quantitative survey with e-learning students, considering the factors indicated in the literature on this subject and educational professionals’ indications. 
 
 This study's contribution was to verify that the quality support is extraordinarily relevant and has a high correlation with students' perception of Usefulness, the quality of Course Content, and ease of System Use.
Highlights
In the literature review, we found six recurring variables influencing dropout: Perceived Usefulness, Learning Style, Academic Goal Commitment, System Failure, Information Failure, and Support Quality
Brazil has registered a significant increase in the number of students interested in this type of education, but the dropout rate is a considerable concern to institutions
The analysis proposes an e-learning model based on the literature review and a discussion with e-learning monitors, executives, and experts, who indicated the dropout rate's primary influencers
Summary
We found six recurring variables influencing dropout: Perceived Usefulness, Learning Style, Academic Goal Commitment, System Failure, Information Failure, and Support Quality. The variables identified as the main reasons for the dropout decision were: Usefulness, Learning Style, Academic Goal Commitment (emphasis on self-discipline), Information Failure, System Failure, and Support Quality. These discussions led to the construction and testing of a revised framework based on the Aparicio, Bacao and Oliveira (2017) model, which already considered the variables of Academic Goal Commitment, Information Failure, System Failure, and Support Quality. The experts emphasized the importance of tutors supporting students with system problems and professors’ role supporting students in the online environment and bringing their professional experience to the classes, emphasizing the Usefulness of the content
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