Causes and Challenges of Dropout in Distance Higher Education Courses: a Case Study at UNIVESP

Abstract

Despite its social and academic relevance, distance education faces challenges that compromise student retention and course completion. One of the most recurring is scholar dropout, a phenomenon that manifests itself significantly in institutions offering distance learning courses. Therefore, this study aims to investigate the causes and challenges of scholar dropout in distance learning undergraduate courses, with an emphasis on the reality of UNIVESP. UNIVESP courses presented high dropout rates in practically all areas. The highest rates were recorded in Computer Engineering (90.0%), Data Science (86.2%), and Production Engineering (86.2%), indicating great difficulty for students to remain in more technically oriented courses. Continuous improvement is observed in teacher training programs, especially in Pedagogy, Mathematics, and Literature. The high proportion of students who came from public high schools (86%) suggests possible prior educational difficulties that may affect academic performance in higher education. The data also point to the persistence of structural obstacles that compromise the effectiveness of this modality. Therefore, continued investment is recommended in actions such as pedagogical and psychosocial support, tutor training, improvement of digital platforms, and development of active methodologies that promote student engagement.

Keywords: School dropout. Distance education. Student retention. Higher education.