Beyond distance learning: understanding the factors behind student dropout in a foreign language teacher education program.

Abstract

This study addresses the phenomenon of student dropout in higher education. It is considered a multidimensional phenomenon, requiring an understanding of the interaction between various economic, academic, institutional, occupational, familial, personal and vocational factors. The study examined the factors associated with academic dropout in a distance-learning Bachelor's degree program in foreign languages at a private university in Bogotá, Colombia. A mixed-methods approach with an explanatory sequential design was employed for data collection. In the quantitative phase, 22 former students completed a survey designed to identify factors related to their decision to drop out of the program. Subsequently, three participants were interviewed in more depth to gain a better understanding of their experiences and the circumstances surrounding their decision. Frequency and percentage calculations were used to analyze the quantitative data, while thematic analysis was used to examine the qualitative information.  The findings showed that dropping out was not associated with a single factor, but rather with the convergence of various circumstances. Integrating the quantitative and qualitative findings also made it possible to identify individual experiences that were not necessarily apparent in the overall trends, particularly regarding career choices. In conclusion, dropping out of school in this context cannot be understood solely in terms of the characteristics of distance learning, but rather through the interplay of economic, employment, institutional, academic, personal and vocational conditions that shape students’ educational trajectories.