Online attrition during Orientation Week is twice that of onground classes' first week¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2012: baselines and conditions change
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? During the online Orientation Week, before instruction began, the attrition rate was twice that of onground classes, marking this period as the locus of the modality difference. → Jia Frydenberg 2007

Evidence¶

Jia Frydenberg 2007¶

Jia Frydenberg. (2007). Persistence in University Continuing Education Online Classes. International Review of Research in Open and Distance Learning, 8(3). https://portal.issn.org/resource/ISSN/1492-3831

q2 · i? · associational · r2

Analysis of drop timing across the two-year data set (Table 5): 8 percent of online students dropped during Orientation Week, boosting pre-instruction dropout to 13 percent, while only 5 percent dropped before experiencing any aspect of the course. The author states the attrition rate in that period "is twice that of onground classes."

"Fourth, something is going on during the ‘Orien tation Week’ of the online classes. The attrition rate during that time period is twice that of onground classes."

Discussion¶

Related Claims¶

• For college students who can choose between online and in-person sections, taking a course online lowers grades both in that course and in future courses — the general claim this finding bears on, with the studies behind it

• A review of music education asserts that MOOC completion is typically under 10% and that embodied musical learning resists short video lectures and self-graded quizzes — the general claim this finding bears on, with the studies behind it

• Expressed dissatisfaction with online technology, instruction, or content is not the primary reason for dropping — related
• After instruction has begun, drop rates are essentially the same in online and onground continuing education classes — related
• Online continuing education courses show lower persistence than comparable onground courses (79% vs 84%) over eight quarters — related
• Self-reported withdrawal reasons are largely similar online and onground, led by no/other reason, transfer, and schedule conflict — related
• Course modality moderated student experience: instructor responsiveness was more prevalent in face-to-face classes and online students reported more frustration — related
• Differential attrition may explain the reported reduction in achievement gaps under daily online testing — related