An illustration, with case studies, of a linear‐process model of drop‐out from distance education

Abstract

A model of drop‐out from distance education courses is explained and illustrated by reference to quotations from case studies of students in Australia, Papua New Guinea and the Open University of the United Kingdom. The model includes components which relate to background characteristics, goal commitment, the academic environment, and the social and work environment. The last two components are examined with respect to integration of the study process. The model is linear in nature and includes a recycling loop. The indirect influence of one component via another and changes to components over time are therefore taken into account. The final drop‐out decision is visualised as a cost/benefit analysis.