Abstract
Online learning involving Massive Online Open Courses (MOOC) is often used to avoid the physical limitations of offline learning. In addition, educational equality can be achieved by redistributing sunk costs in the online context. However, the dropout rate represents a serious and avoidable waste of economic resources. Numerous researchers have conducted studies on the subject, the large majority of whom outlined possible causes of the dropout phenomenon rather than offering solutions to reduce the dropout problem in e-learning. To remedy this, we propose practical system features to counteract the dropout rate in online learning. Through original use of psychological reactance theory (Brehm, 1966) as our main theoretical framework, we make two suggestions: restricting accessibility and limiting repeatability of online courses. These two measures create a sense of scarcity and lack of control, which may help to reduce dropout rates. In an experiment using our e-learning prototype, we analyzed data collected through a survey/questionnaire and interviews with subjects after the experiment. The results indicate that the perception of scarcity and lack of control in the online learning context may enhance e-learners’ concentration and increase their intention to continue and engage more deeply in online learning.
| Original language | English |
|---|---|
| Pages (from-to) | 217-231 |
| Number of pages | 15 |
| Journal | Computers in Human Behavior |
| Volume | 66 |
| DOIs | |
| Publication status | Published - 2017 Jan 1 |
Fingerprint
All Science Journal Classification (ASJC) codes
- Arts and Humanities (miscellaneous)
- Human-Computer Interaction
- Psychology(all)
Cite this
}
Escape from infinite freedom : Effects of constraining user freedom on the prevention of dropout in an online learning context. / Kim, Tae dong; Yang, Min young; Bae, Jinhwa; Min, Byoung a.; Lee, Inseong; Kim, Jin Woo.
In: Computers in Human Behavior, Vol. 66, 01.01.2017, p. 217-231.Research output: Contribution to journal › Article
TY - JOUR
T1 - Escape from infinite freedom
T2 - Effects of constraining user freedom on the prevention of dropout in an online learning context
AU - Kim, Tae dong
AU - Yang, Min young
AU - Bae, Jinhwa
AU - Min, Byoung a.
AU - Lee, Inseong
AU - Kim, Jin Woo
PY - 2017/1/1
Y1 - 2017/1/1
N2 - Online learning involving Massive Online Open Courses (MOOC) is often used to avoid the physical limitations of offline learning. In addition, educational equality can be achieved by redistributing sunk costs in the online context. However, the dropout rate represents a serious and avoidable waste of economic resources. Numerous researchers have conducted studies on the subject, the large majority of whom outlined possible causes of the dropout phenomenon rather than offering solutions to reduce the dropout problem in e-learning. To remedy this, we propose practical system features to counteract the dropout rate in online learning. Through original use of psychological reactance theory (Brehm, 1966) as our main theoretical framework, we make two suggestions: restricting accessibility and limiting repeatability of online courses. These two measures create a sense of scarcity and lack of control, which may help to reduce dropout rates. In an experiment using our e-learning prototype, we analyzed data collected through a survey/questionnaire and interviews with subjects after the experiment. The results indicate that the perception of scarcity and lack of control in the online learning context may enhance e-learners’ concentration and increase their intention to continue and engage more deeply in online learning.
AB - Online learning involving Massive Online Open Courses (MOOC) is often used to avoid the physical limitations of offline learning. In addition, educational equality can be achieved by redistributing sunk costs in the online context. However, the dropout rate represents a serious and avoidable waste of economic resources. Numerous researchers have conducted studies on the subject, the large majority of whom outlined possible causes of the dropout phenomenon rather than offering solutions to reduce the dropout problem in e-learning. To remedy this, we propose practical system features to counteract the dropout rate in online learning. Through original use of psychological reactance theory (Brehm, 1966) as our main theoretical framework, we make two suggestions: restricting accessibility and limiting repeatability of online courses. These two measures create a sense of scarcity and lack of control, which may help to reduce dropout rates. In an experiment using our e-learning prototype, we analyzed data collected through a survey/questionnaire and interviews with subjects after the experiment. The results indicate that the perception of scarcity and lack of control in the online learning context may enhance e-learners’ concentration and increase their intention to continue and engage more deeply in online learning.
UR - http://www.scopus.com/inward/record.url?scp=84989287597&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84989287597&partnerID=8YFLogxK
U2 - 10.1016/j.chb.2016.09.019
DO - 10.1016/j.chb.2016.09.019
M3 - Article
VL - 66
SP - 217
EP - 231
JO - Computers in Human Behavior
JF - Computers in Human Behavior
SN - 0747-5632
ER -