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Early Attrition among First Time eLearners: A Review of Factors that Contribute to Drop-out, Withdrawal and Non-completion Rates of Adult Learners undertaking eLearning Programmes

Video recording of my talk to the International Conference on Open Courseware and eLearning in Taipei, Taiwan, June 13, 2007.

Just as Malcolm Knowles is widely regarded as the father of adult learning theory, Robert Gagne is considered to be the foremost researcher and contributor to the systematic approach to instructional design and training. Gagne and his followers are known as behaviorists, and their focus is on the outcomes - or behaviors - that result from training.

Welcome to the Moodle community! Moodle is a Course Management System (CMS), also known as a Learning Management System (LMS) or a Virtual Learning Environment (VLE). It is a Free web application that educators can use to create effective online learning sites. Moodle.org is our community site where Moodle is made and discussed. Please use the menus to explore and join in!

In 2007, the Sloan Consortium issued a report on the extent and nature of online learning in K-12 schools. Entitled, K-12 Online Learning: A Survey of U.S. School District Administrators, this report was welcomed by professional organizations and the popular media interested in the use of online technology for instruction in the public schools. It was based on a national survey of school district administrators during the 2005-2006 academic year. It was one of the first studies to collect data on and compare fully online and blended learning (part online and part traditional face-to-face instruction) in K-12 schools. The purpose of this current study is to replicate the original study in order to substantiate its findings and to examine what if any changes occurred in online learning in K-12 school districts. The current study was conducted two years later and was based on a national survey of school district administrators during the 2007-2008 academic year.

Online Nation: Five Years of Growth in Online Learning represents the fifth annual report on the state of online learning in U.S. higher education. This year's study, like those for the previous four years, is aimed at answering some of the fundamental questions about the nature and extent of online education. Supported by the Alfred P. Sloan Foundation and based on responses from more than 2,500 colleges and universities, the study addresses the following key questions: