Claims

The programme experienced high dropout, with 144 of the 2010 cohort's trainees dropping out between 2010 and 2013

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2017: local conditions change quickly

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Institutional records show 152 new trainees registered by 2013 but 144 dropped out between 2010 and 2013; tutors linked dropout to inability to pay fees and cope with demands. → Banegas 2014

Evidence

Banegas 2014

Banegas, D.L., & Manzur Busleimán, G. (2014). Motivating factors in online language teacher education in southern Argentina. Computers & Education, 76, 131–142. http://dx.doi.org/10.1016/j.compedu.2014.03.014

q2 · i? · associational · r1

Institutional records from the LV programme. The authors report "between 2010 and 2013, 144 dropped out" and link dropout to inability to pay fees and cope with course demands alongside teaching posts.

"According to the institution‟s records, the new 2010 cohort and programme started with 77 trainees and by 2013, there were 152 new trainees registered; however, between 2010 and 2013, 144 dropped out."

Discussion

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