Ouk Sustains High Retention Rates Against Worldwide Trends
The number of students dropping out of online courses is alarming worldwide. Speaking at the Open University of Kenya, Prof. Asha Kanwar, a consultant with the World Bank, highlighted that up to 50% of students in Africa fail to complete their online courses due to various challenges, including lack of motivation, financial constraints and limited learner support services.
Global Dropout Trends
Globally, the trend is no different. In the United States, online course attrition rates range between 20% and 50%, while in the United Kingdom, the rate stands between 20% and 44%. Australia records an even higher dropout rate ranging from 35% to 55%.
Challenges Facing Online Learners
Prof. Kanwar, an expert in Open and Distance Learning (ODeL), emphasized that while digital education offers flexibility, it also presents significant hurdles that lead to high attrition rates. "Many students struggle with time management, digital literacy and a sense of isolation which negatively impacts their academic performance," she said.
Higher Dropout Rates in Online Education
Research indicates that dropout rates in online education are significantly higher than in traditional face-to-face learning. Studies show that fully online courses have a 10-15% higher dropout rate compared to hybrid learning models. Massive Open Online Courses (MOOCs) suffer even more with completion rates as low as 5%.
Prof. Asha Kanwar addressing OUK Staff, seated right is OUK VC. Prof. Elijah Omwenga
Proposed Solutions to Reduce Dropout Rates
During her address to staff of the University, Prof. Kanwar proposed a multi-faceted approach to curb student attrition. "We must integrate robust learner support systems including academic tutoring, emotional counseling and peer support groups to enhance student engagement and success," she stated. Institutions that have adopted AI-powered personal tutors, such as Khanmigo, have reported improved student retention due to real-time feedback and personalized learning pathways.
Investment in Digital Infrastructure
She also called for increased investment in digital infrastructure and staff training to equip educators with the necessary skills to support learners effectively. "Equitable access to technology is crucial. Without proper ICT infrastructure, many students, especially in resource-poor regions, are at a disadvantage," she added.
Creating a Culture of Care in Learning Institutions
A major recommendation from the Workshop was the need to create a ‘culture of care’ within institutions. This means fostering an environment where students feel supported academically and emotionally. Research has shown that social and emotional learning strategies can improve academic performance by up to 13 percentile points.
An interactive session with Prof. Kanwar
Call to Action for African Institutions
As Africa continues to expand its ODeL programmes, stakeholders must take decisive action to implement policies that ensure student success. Prof. Kanwar’s message was clear: without proper support mechanisms, online education will continue to face high dropout rates, limiting its potential to transform education across the continent.
Prof. Kanwar with members of the staff at Open University of Kenya
University Leadership Weighs In
On his part, Vice Chancellor of the Open University of Kenya, Prof. Elijah Omwenga, emphasized the significance of Prof. Kanwar’s presentation, noting that it distinguished the Open University of Kenya from other institutions. He urged academic staff to publish high-quality research that could attract donor funding. "Without academic research, there will be no promotion of the University," he said, highlighting the critical role of scholarly work in elevating the institution’s global standing.