Abstract
Despite more focused attention in the wake of the COVID-19 pandemic, high online attrition remains both a concern and a mystery; gaps in our knowledge exist as to why students so often do not complete online courses. Pre-pandemic, and using a sample of 780 students who dropped out of fully online courses (or the same course face-to-face) from a large university system in the Northeast U.S., students were explicitly asked about their specific reasons for course withdrawal. All students enrolled in a fully online course (or a face-to-face section of the same course) at the City University of New York (CUNY) in fall 2015 were invited to take the online survey from which this study data was taken. Results indicate that there were distinct differences in the patterns of reasons given by online and face-to-face students: although the perceived quality of the instructor/instruction was deemed important to student persistence in both modalities, it seemed to be of greater importance face-to-face than online. Furthermore, issues related to time were found to be more prominent reasons for dropping for online learners than face-to-face learners. Findings from this study shed new light on the impetus for online attrition, with implications for online policy and course design in a post-pandemic era.
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