If nothing is done, attrition will remain a challenge: Lecturers’ experiences and perspectives on effective hybrid learning systems in open and distance learning terrain.
Keywords:
Hybrid learning system, hybrid pedagogical approach, blended learning, open and distance e-learning, student attrition, supportive learning environment, student support services
Abstract
Despite the adequate pervasiveness of hybrid learning systems in open and distance e-learning (ODeL) environments, student attrition remains a significant concern, impacting student success, retention, and institutional performance. This study investigates the lecturers’ experiences with the use and effectiveness of hybrid learning systems in reducing attrition rates in open and distance e-learning settings. The purpose of this study was to establish how the hybridization of in-person and e-learning approaches contributes to attrition in ODeL. The study was informed by the following research questions: What are lecturers’ experiences of hybrid learning systems in reducing attrition rates in open and e-learning institutions? What perceptions are there of lecturers towards increasing the effectiveness of hybrid learning systems? Data was collected from lecturers using in-depth interviews to determine their experiences of hybrid learning systems and correlations between hybrid learning modalities and attrition rates. Findings reveal that using hybrid learning systems effectively, coupled with a comprehensive support model, can improve student engagement and persistence and reduce attrition rates at lower postgraduate levels in ODeL by providing a flexible, supportive learning environment. The study provides valuable insights for lecturers, policymakers, and the management of ODeL institutions.
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References
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Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
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Schweisfurth, M. (2013). Learner-centred education in international perspective: Whose pedagogy for whose development?. Routledge.
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Sunday, C. E. (2015). Qualitative data analysis (QDA). Division for Postgraduate Studies (DPGS). Post-graduate Enrolment and Throughput Program.
Tinto, V. 1975. “Dropout from Higher Education: A Theoretical Synthesis of Recent Research.” Review of Educational Research 45 (1): 89–125
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Wood, L., Kiperman, S., Esch, R. C., Leroux, A. J., & Truscott, S. D. (2016). Predicting Dropout Using Student-and School-Level Factors: An Ecological Perspective.
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Aneshensel, C. S. (2012). Theory-based data analysis for the social sciences. Sage Publications.
Bremner, N. (2021). Learner-centredness. ELT Journal, 75(2), 213-215.
Cardoso, T. M. L., & Pestana, F. (2024). From open education to wikiliteracy: reframing key concepts in the light of the digital capital. In 4th International Conference on Educational Technology and Online Learning–ICETOL 2024 (pp. 84-89). Anadolu University.
CHE [Council on Higher Education]. (2010). Access and throughput in South African education: three case studies. Higher Education Monitor N9, March.
Deci, E. L., Ryan, R. M., Deci, E. L., & Ryan, R. M. (1985). Conceptualizations of intrinsic motivation and self-determination. Intrinsic motivation and self-determination in human behavior, 11-40.
Fan, S., Trimble, A., Kember, D., Muir, T., Douglas, T., Wang, Y., ... & Mainsbridge, C. (2024). Supporting engagement and retention of online and blended-learning students: A qualitative study from an Australian University. The Australian Educational Researcher, 51(1), 403-421.
Gamage, K. A., Gamage, A., & Dehideniya, S. C. (2022). Online and hybrid teaching and learning: Enhance effective student engagement and experience. Education Sciences, 12(10), 651.
Gibson, N., & O’Connor, H. (2003). A step-by-step guide to qualitative data analysis. A journal of aboriginal and indigenous community health, 1(1), 62-90.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.
Heift, T. (2016). Web delivery of adaptive and interactive language tutoring: Revisited. International Journal of Artificial Intelligence in Education, 26, 489-503.
Karp, M. M., Hughes, K. L., & O'Gara, L. (2010). An exploration of Tinto's integration framework for community college students. Journal of College Student Retention: Research, Theory & Practice, 12(1), 69-86.
Kitaka, W. (2023). A Hybrid Model For Predicting E-learning Course Dropout Rate For Post Graduate Students (Doctoral dissertation).
Kyei-Akuoko, C., Mensah, R. O., Kuusongno, D. D., Ebow Yalley, C., & Darko Amponsah, K. (2025). Evaluation of blended learning: challenges, academic performance shifts, and the pros and cons in a selected Technical University. Cogent Arts & Humanities, 12(1), 2435713.
Lassesen, B., Stenalt, M. H., Rossen, D. S., & Bager-Elsborg, A. (2019). Do learning technologies contribute to reduce student drop-out?-A systematic review. ASCILITE Publications, 169- 177.
Lee, Y., & Choi, J. (2011). A review of online course dropout research: Implications
for practice and future research. Educational Technology Research and Development, 59(5), 593-618.
Lumadi, R. I. (2021). Enhancing student development through support services in an open distance learning institution: a case study in South Africa. South African Journal of Higher Education, 35(1), 113-126.
McAbee, S. T., Landis, R. S., & Burke, M. I. (2017). Inductive reasoning: The promise of big data. Human Resource Management Review, 27(2), 277-290.
Mercy, K. (2014). Student dropout a cause for concern in ODL: A case of ZOU Midlands Region 2007 to 2013. International Journal of Advanced Research, 2(6), 1115-1121.
Mittelmeier, J. (2025). Against ‘integration in research and practice with international students. Journal of Studies in International Education, 10283153241308744.
Mofana, M., & Nkhi, S. E. (2024). Investigating the challenges faced by students in online learning implementation post- COVID-19 in three selected tertiary institutions in Lesotho. African Journal of Information Science, Fine Arts and Speech Studies, 1(1), 129-151.
Monteiro, S., Lencastre, J. A., Osório, A. J., & Silva, B. D. (2016). Reducing attrition and dropout in e-learning: the development of a course design model.
Msekelwa, P. Z. (2023). Effectiveness of technology in Open Distance Learning: A case study of the University of South Africa. Journal of Knowledge Learning and Science Technology ISSN: 2959-6386 (online), 2(1), 74-83.
Mulenga, R., & Shilongo, H. (2025). Hybrid and Blended Learning Models: Innovations, Challenges, and Future Directions in Education. Acta Pedagogia Asiana, 4(1), 1-13.
Neumann, J. W. (2013, April). Developing a new framework for conceptualizing “student-centered learning”. In The Educational Forum (Vol. 77, No. 2, pp. 161-175). Taylor & Francis Group.
Payne, M. R., LaDue, N. D., Dugas, D., Winitkun, D., & Schmidt, S. (2025). “I feel listened to and heard”: How social support fosters a sense of belonging for low‐income STEM majors. Journal of Research in Science Teaching, 62(2), 461-490.
Rahmani, A. M., Groot, W., & Rahmani, H. (2024). Dropout in online higher education: a systematic literature review. International Journal of Educational Technology in Higher Education, 21(1), 19.
Rausch, D. W., & Crawford, E. K. (2012). Cohorts, communities of inquiry, and course delivery methods: UTC best practices in learning—the hybrid learning community model. The Journal of Continuing Higher Education, 60(3), 175-180.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
Rizwan, S., Nee, C. K., & Garfan, S. (2025). Identifying the Factors Affecting Student Academic Performance and Engagement Prediction in MOOC using Deep Learning: A Systematic Literature Review. IEEE Access.
Sadler, D. R. (2014). Beyond feedback: Developing student capability in complex appraisal. In Approaches to assessment that enhance learning in higher education (pp. 45-60). Routledge.
Schweisfurth, M. (2013). Learner-centred education in international perspective: Whose pedagogy for whose development?. Routledge.
Scott, I., Yeld, N., & Hendry, J. (2007). A case for improving teaching and learning in South African higher education. Higher education monitor, 6(6), 1-83.
Shehata, B., Tlili, A., Huang, R., Adarkwah, M. A., Liu, M., & Chang, T. (2024). How are we doing with student-centered learning facilitated by educational technologies? A systematic review of literature reviews. Education and Information Technologies, 29(7), 7813-7854.
Strumpher, C. S. (2018). Students’ perceptions of factors that contribute to drop-outs at a selected FET College in the Western Cape (Doctoral dissertation, Cape Peninsula University of Technology).
Sunday, C. E. (2015). Qualitative data analysis (QDA). Division for Postgraduate Studies (DPGS). Post-graduate Enrolment and Throughput Program.
Tinto, V. 1975. “Dropout from Higher Education: A Theoretical Synthesis of Recent Research.” Review of Educational Research 45 (1): 89–125
Tas, A., Selvitopu, A., Bora, V., & Demirkaya, Y. (2013). Reasons for Dropout for Vocational High School Students. Educational Sciences: Theory and Practice, 13(3), 1561-1565.
Tavares, O., Antunes, M. J., Luz, A. R., & Sá, C. (2025). The nexus of student dropout: insights from course directors in Portuguese higher education amidst the COVID-19 pandemic. Journal of Further and Higher Education, 1-15.
Vitalis, P. O., Aondover, E. M., Ogunbola, O., Onyejelem, T. E., & Ridwan, M. (2025). Accessing Digital Divide and Implications in Nigeria: The Media Dimension. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 8(1), 1-12.
Wood, L., Kiperman, S., Esch, R. C., Leroux, A. J., & Truscott, S. D. (2016). Predicting Dropout Using Student-and School-Level Factors: An Ecological Perspective.
Zaineb, A. (2016). Corporate eLearning: 5 barriers to eLearning adoption’. eLearning Industry. https://elearningindustry.com/5-barriers-to-elearning-adoption
Published
2026-07-29
How to Cite
Netanda, R. S. (2026). If nothing is done, attrition will remain a challenge: Lecturers’ experiences and perspectives on effective hybrid learning systems in open and distance learning terrain. Studies in Learning and Teaching, 7(2). https://doi.org/10.46627/silet.v7i2.613
Section
Articles
