Supporting student retention in distance learning by designing motivating course completion methods

Abstract

An important challenges for higher education distance learning is to support course completion. In a previous study, we mapped the significance of known course completion risk factors in different (non)completion stages: 1. not initiated, 2. abandoned, 3. submitted but failed, and 4. successfully completed. Our findings indicated that not initiating was explained by available time, low motivation, and inappropriate completion methods. Task abandonment was predicted by life situation as well as inappropriate completion methods. Failed submissions were associated with task difficulty level and poor availability of the learning material. As studying gets abandoned at each completion stage for different reasons, countermeasures need to be well targeted. The data from our previous study suggests that, at the initial stages, supporting study motivation by designing suitable course completion methods seems like the most effective measure to counteract noncompletion risk. At the later stages, academic skills increased their significance for course completion. We discuss how course completion design and study motivation can be improved in combination using the psychological self-determination theory of motivation. According to the theory, intrinsic study motivation and engagement require experiencing competence, autonomy, and communality. We present our tested completion method designs supporting students’ experience of these basic human needs. In conclusion, we suggest that course completion may be best supported by flexible distance learning and completion methods that provide constructive feedback and encourage a sense of communality among students.