Authors:
Louise Sauvé
1
;
Cathia Papi
1
;
Serge Gérin-Lajoie
1
and
Guillaume Desjardins
2
Affiliations:
1
Education Department, Université TÉLUQ, 455, Rue du Parvis, GIK 9H6, Québec (QC), Canada
;
2
Industrial Relations Department, Université du Québec en Outaouais, 283, boul. Alexandre-Taché, J8X 3X7, Gatineau (QC), Canada
Keyword(s):
Dropout, University Studies, Courses, Distance and Online Learning, Socio-demographic Variables, Academic Variables, Environmental Conditions, Pedagogical Organization.
Abstract:
Distance and online learning (DOL) is becoming a must for university education in times of pandemic. In this context, it is important to take into account the factors that can influence students’ perseverance in, or dropout from, university studies. Not all of these factors are unanimously accepted in DOL research. This study, of 791 undergraduate students in 2018-19 enrolled in a francophone DOL institution, concludes that the factors influencing dropout from DOL are as much related to the personal characteristics of the students and to their learning strategies as to the pedagogical design of the course.