Staying or leaving? Designing for persistence in an online educator training programme in Indonesia

Abstract

This case study discusses factors impacting the attrition and persistence rates of 60 Indonesian educators in an online programme in 2010. Course designers developed three variations of a web-based programme – a fully online, hybrid and web-facilitated model – and placed 20 learners, all with similar technology skills, in the three different models. The online cohort experienced a 31% attrition rate while 100% of learners in the hybrid and web-facilitated models completed the programme. Data collection revealed that the greatest factor impacting attrition or persistence was the absence or presence of face-to-face interaction with the instructor and colleagues. This paper outlines programme design elements that learners found most helpful in successfully completing the course.

Keywords:

• persistence
• completion
• Indonesia
• online learning
• readiness

Notes

1. Attrition is the decrease in the number of learners formally participating in course activities or a degree programme. It includes learners who remain enrolled but fail to participate or who participate so erratically that they cannot complete the course requirements (Lowe, 2005).

2. Persistence refers to completing one’s studies and completing a programme or course despite adverse obstacles or circumstances (Park & Choi, 2009).

3. Completion has a quality component and refers to learners who complete a course or programme of study with a passing grade, thus receiving certification of completion related to quality outcomes (Hart, 2012).

4. Internal locus of control means that an individual feels that control of his/her actions rests with the individual.

5. Self-efficacy is the belief that one can successfully complete an online course/programme.

6. Self-regulation involves planning and forethought, monitoring one’s own performance, and evaluating one’s performance.

7. Subject-level specialists, supervisors and Master Teacher Trainers.

8. For a total of six provinces.

9. As a point of comparison, the EDC designed and implemented another online learning programme in Indonesia (minus the many supports and structure included in the coaching programme) for 100 university faculty in 2010. Fewer than 50% of learners completed their two-month course of study.