HOW DOES THE USE OF OPEN DIGITAL SPACES IMPACT STUDENTS SUCCESS AND DROPOUT IN A VIRTUAL UNIVERSITY?

Khalifa Sylla, Guy Merlin Mbatchou Nkwetchoua, François Bouchet
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Abstract

Virtual universities have developed considerably over the past decade, particularly on the African continent. They provide a way to deal with the considerable need to educate a large young population, but the lack of physical space can be a drawback that prevents students from succeeding and increasing dropout compared to a more traditional face-to-face university. To limit these issues, some virtual universities have been opening Open Digital Spaces (ODS) to complement the virtual space and offer students a place where to work and solve pedagogical, technical or administrative issues. However, it is unclear how students actually make use of these ODS and which uses can be beneficial or detrimental to their success and limit dropout. In this paper we lead an exploratory study of the results of a large-scale digital survey in a major African Virtual University (N=2392 answers) to identify factors in the use of Open Digital Spaces (ODS) that have an impact on students’ success and dropout. We analyzed the data using multiple Chi-Square tests of independence. Results indicate that students who visit ODSs more during the 2 weeks before an exam or only when it is mandatory are statistically less likely to succeed, contrary to students who come to work in groups or for the internet access who are more likely to succeed. Conversely, students who do not see the value of ODSs for learning and who visit only when mandatory are more likely to dropout, contrary to students who come when they have a pedagogical need or to work in groups who are less likely to dropout. Some factors particularly impact first year university students, highlighting the need to make them understand which use of the ODS are relevant to increase their chances to graduate.
在虚拟大学中,开放数字空间的使用如何影响学生的成功和辍学?
虚拟大学在过去十年中发展迅速,特别是在非洲大陆。它们提供了一种方法来应对教育大量年轻人口的巨大需求,但与传统的面对面大学相比,缺乏物理空间可能是一个缺点,它阻碍了学生的成功,并增加了辍学率。为了限制这些问题,一些虚拟大学已经开放开放数字空间(ODS)来补充虚拟空间,并为学生提供一个工作和解决教学、技术或行政问题的地方。然而,目前还不清楚学生们是如何利用这些消耗臭氧层物质的,以及哪些使用对他们的成功和限制退学是有益的还是有害的。在本文中,我们对一所主要的非洲虚拟大学(N=2392个答案)的大规模数字调查结果进行了探索性研究,以确定开放数字空间(ODS)的使用对学生成功和辍学有影响的因素。我们使用多重卡方独立性检验来分析数据。结果表明,在考试前两周或只有在考试是强制性的时候访问在线学习服务中心的学生在统计上不太可能成功,相反,那些来小组工作或上网的学生更有可能成功。相反,那些没有认识到发展中学校对学习的价值和只在必须时才来的学生更有可能辍学,而那些有教学需要或在小组中工作的学生则不太可能辍学。有些因素对大一学生的影响特别大,因此有必要让他们了解哪些使用ODS与增加毕业机会有关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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