About this paper

Appears in:
Pages: 9356-9364
Publication year: 2018
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.2306

Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain

THE PEDAGOGICAL VARIATION MODEL INCREASING RETENTION AND DECREASING ATTRITION RATES IN E-LEARNING ENVIRONMENTS

M.S. Rogers

The University of South Wales (UNITED KINGDOM)
This paper explores various learning and teaching strategies for both learners and teachers in creating online learning environments, whether constructivist or instructivist, that are conducive in unleashing innovative ideas for problem-solving in the 21st Century. Berge and Haung (2004, p.3) state that “. . The lack of retention, or dropout, has historically challenged educational systems and seems to be especially acute in distance learning”. Flood (2002) reports attrition from eLearning as high as 70 -80% (Forrester, 2000). Rogers’ (2013) Pedagogical Variation Model (PVM) shows how an in-depth insight to e-moderator pedagogical leadership is paramount to successful e-learning, be it in constructivist or instructivist learning environments. Garrison’s (2011, p. 70), eLearning framework notes that “the teacher’s scholarly leadership, a legitimate and important authoritative, essential teaching responsibility has been either ignored or downgraded, in online learning environments.”

At the time, when the study was carried out by Rogers (2004, 2011) there was great concern about the increase in attrition rates together with the fall in retention rates in online learning programs, that came to light by researchers Packham, Jones, Miller, and Thomas. (2004, p.336) who emphatically urged for “… the need to improve current levels of retention before e-learning can be considered viable by most HE Institutions.” These researchers, incidentally were also at the same HEI as the author of the current Research Paper. Furthermore, reasons given by drop-outs on an e-learning course included:
(i) a lack of enjoyment of the subject matter and
(ii) the method of learning not suiting their learning style (Packham, Jones, Miller, and Thomas. 2004, p.339).

This clearly indicates that it is pertinent for an e-moderator to develop a variety of online teaching styles to match their e-learner preferences in learning, if e-learner retention rates are to be maintained. Interestingly Henry and Smith (1993, p. 29) emphasise that “when both academic and environmental variables are favourable, students should persist. When both variables are unfavourable, students are likely to drop out or if they experience high levels of stress”
@InProceedings{ROGERS2018PED,
author = {Rogers, M.S.},
title = {THE PEDAGOGICAL VARIATION MODEL INCREASING RETENTION AND DECREASING ATTRITION RATES IN E-LEARNING ENVIRONMENTS},
series = {12th International Technology, Education and Development Conference},
booktitle = {INTED2018 Proceedings},
isbn = {978-84-697-9480-7},
issn = {2340-1079},
doi = {10.21125/inted.2018.2306},
url = {http://dx.doi.org/10.21125/inted.2018.2306},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2018},
year = {2018},
pages = {9356-9364}}
TY - CONF
AU - M.S. Rogers
TI - THE PEDAGOGICAL VARIATION MODEL INCREASING RETENTION AND DECREASING ATTRITION RATES IN E-LEARNING ENVIRONMENTS
SN - 978-84-697-9480-7/2340-1079
DO - 10.21125/inted.2018.2306
PY - 2018
Y1 - 5-7 March, 2018
CI - Valencia, Spain
JO - 12th International Technology, Education and Development Conference
JA - INTED2018 Proceedings
SP - 9356
EP - 9364
ER -
M.S. Rogers (2018) THE PEDAGOGICAL VARIATION MODEL INCREASING RETENTION AND DECREASING ATTRITION RATES IN E-LEARNING ENVIRONMENTS, INTED2018 Proceedings, pp. 9356-9364.
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