Follow-up Study on Dropouts from the ODL English Major – Analysis of Student Dropout Rates

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Table 4 Proportion of reference points for individual reasons for dropping out during the three semesters observed

First observed semester	Reasons for dropping out	Proportion of reference points （%）	Second observed semester	Reasons for dropping out	Proportion of reference points （%）	Third observed semester	Reasons for dropping out	Proportion of reference points （%）
Dropouts	Internal factors	52.4	Dropouts	Internal factors	58.0	Dropouts	Internal factors	41.5
	—Academic integration	27.9		—Academic integration	31.6		—Academic integration	24.4
	—Social integration	24.5		—Social integration	26.4		—Social integration	17.1
	Psychological experience	33.0		Psychological experience	22.1		Psychological experience	45.5
	—Heavy cognitive load	27.2		—Heavy cognitive load	16.0		—Heavy cognitive load	35.0
	External factors	14.6		External factors	19.9		External factors	13.0
	—Conflict between work and study	9.5		—Conflict between work and study	13.9		—Conflict between work and study	4. 9
Professional tutors	Internal factors	37.1	Professional tutors	Internal factors	36.8	Professional tutors	Internal factors	35
	—Academic integration	33.7		—Academic integration	20.6		—Academic integration	30
	—Social integration	3.4		—Social f integration	16.2		—Social integration	5
	Psychological experience	50.6		Psychological experience	35.3		Psychological experience	55
	—Heavy cognitive load	41.8		—Heavy cognitive load	20.9		—Heavy cognitive load	40
	External factors	12.4		External factors	27.9		External factors	10
	—Conflict between work and study	4.5		—Conflict between work and study	19.1		—Conflict between work and study	5
Teachers in charge of daily management	Internal factors	26.0	Teachers in charge of daily management	Internal factors	17.8	Teachers in charge of daily management	Internal factors	12.5
	—Academic integration	20.5		—Academic integration	13.7		—Academic integration	12.5
	—Social integration	5.5		—Social integration	4.1		—Social integration	0
	Psychological experience	28.8		Psychological experience	20.5		Psychological experience	12.5
	—Heavy cognitive load	24.7		—Heavy cognitive load	16.4		—Heavy cognitive load	12.5
	External factors	45.2		External factors	61.6		External factors	75
	—Conflict between work and study	34.2		—Conflict between work and study	34.2		—Conflict between work and study	56.3

Proportion of reference point=individual discontinuation reason reference point/entire discontinuation reason reference point

Figure 6 Comparison of reasons for dropping out during the three semesters (dropouts)

Figure 7 Comparison of reasons for dropping out during the three semesters (professional tutors)

Figure 8 Comparison of reasons for dropping out during the three semesters (teaching assistants)

By analyzing the reasons driving dropout rates from bachelor’s degree programmes, we can identify what leads to a failed ODL experience. We can observe common reasons for dropping out over the course of the three semesters. It points to a lack of time management and ICT-based learning, both of which are essential to ODL. In addition, many ODL students do not have a strong background of English education, which means they must put in more effort. Due to a lack of abilities, they find it hard to adjust to university life, creating a negative psychological experience after enrollment. A lack of motivation to engage in ICT-based learning makes it difficult to fit into the ODL system, which is characterized by a combination of face-to-face tutorial and online tutorial and doesn’t guarantee enough interaction with other students and tutors. A lack of time management leads to weaker learning input due to conflicts between work and study. All these reasons contribute to heavy cognitive load, low confidence in English learning ability, loss of interest and confidence, and eventually dropping out.