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

L.E.C. Delnoij*, K.J.H. Dirkx, J.P.W. Janssen, R.L. Martens

*Corresponding author for this work

Research output: Contribution to journalReview articleAcademicpeer-review

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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.

Original languageEnglish
Article number100313
Number of pages17
JournalEducational Research Review
Volume29
DOIs
Publication statusPublished - Feb 2020

Keywords

  • Higher education
  • Intervention
  • Non-completion
  • Predictors
  • Review
  • SUCCESS
  • DISTANCE EDUCATION
  • DROPOUT
  • COURSES
  • STUDENT RETENTION

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