A single Tipping Point explains dropout patterns in only about a quarter of online courses, so lesson-level dropout behavior is more complex than one critical lesson¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Only 50 of 196 courses (25.5%) had a Tipping Point, leading the authors to abandon the single-Tipping-Point hypothesis in favor of a multi-shape account. → Steven S. Christensen & Jonathan S. Spackman 2016

Evidence¶

Steven S. Christensen & Jonathan S. Spackman 2016¶

Steven S. Christensen & Jonathan S. Spackman. (2016). Dropout Rates, Student Momentum, and Course Walls: A New Tool for Distance Education Designers. Journal of Educators Online. https://eric.ed.gov/?id=EJ1150708 doi:10.9743/jeo.2017.14.2.7

q2 · i? · associational · r1

Observational analysis of two years of dropout data from 196 university-level online courses. The authors defined the Tipping Point as the lesson after which over 50% of total dropouts occurred, and report that "50 courses, or 25.5% of courses, had Tipping Points", so the hypothesis was rejected.

"As a result, we found 50 courses, or 25.5% of courses, had Tipping Points, indicating that our initial Tipping Point hypothesis failed to adequately explain the data."

Discussion¶

Related Claims¶

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