Abstract

Hybrid and distance learning courses promote the widening participation purpose of the
University of Sunderland. These modes of study make studying or retraining at degree level
accessible to a wider audience. The flexibility of these modes of study make them appealing
to career changers who study alongside their current careers or people with caring
responsibilities. Research suggests that flexible study options are more likely to have higher
dropout rates than conventional full time, on campus degrees (Moore et al 2003, Allen and
Seaman 2013, Simpson and Inkelaar 2015, Forte et al 2016). Literature on student dropout
rates in Distance Learning (DL) has shown DL dropout rates to be higher than that of on
campus provision (Moore et al 2003, Herbert 2006), the ‘distance education deficit’ (Simpson
and Inkelaar, 2015). This continues to be the case, despite technological advances and greater
familiarity and experience of online learning since the COVID-19 pandemic. ‘Online student
retention is an ongoing issue of concern in higher education’ (Anderson & Rivera-Vargus,
2020; Hachey et al., 2022; Murphy & Stewart, 2017; Rawal & Razak, 2022, cited in Jones
2023, p12).
Initial statistical analysis of dropout rates for DL students in the School of Education,
University of Sunderland shows an average of 8.8% dropout rate, compared to a 7.4%
dropout rate for University of Sunderland on-campus courses (University of Sunderland:
Power BI Withdrawals Independent Learner, 2023). DL student dropout rates are marginally
above on campus provision which contradicts the findings of established literature on DL
dropout rates.
Factors will be identified which promote student success on hybrid/distance learning
programmes which can be applicable across disciplines. Collaboration will also be a
possibility. Either in the initial research into factors which support student success on
hybrid/DL programmes or in trialling the factors identified.
This research will be timely for UK-based students as from September 2025 the UK
Government will be funding the Lifelong Learning Entitlement (LLE) (Department for
Education, 2023). The LLE will enable learners to access tuition fees loans and maintenance
loans for courses assessed as being between levels 4 and 6. Although the focus of the research
relates to postgraduate students, it is expected the findings to be applicable or adaptable to
undergraduate courses. The north east of England has the lowest proportion of people with
Level 4 or above qualifications (ONS Census, 2023). By identifying what helps students
succeed through a more flexible approach to learning, this project can contribute to the
University of Sunderland’s widening participation commitments and its ‘professions
focussed’ strategy (University of Sunderland, no date).