The Open University of Kenya (OUK) recently hosted Professor Asha Kanwar, President and CEO of the Commonwealth of Learning (COL), in a high-level engagement aimed at addressing the persistent challenge of student attrition in online and distance learning.
In her address to faculty and staff at OUK, Prof. Kanwar highlighted that up to 50% of students in Africa fail to complete online courses, a statistic she described as “alarming but not surprising,” given the existing gaps in learner support, digital infrastructure, and motivation. “Many students struggle with time management, digital literacy, and a sense of isolation which negatively impacts their academic performance,” she said.
Globally, similar trends persist. According to data from the National Center for Education Statistics (NCES), online course dropout rates in the United States range from 20% to 50%. In the United Kingdom, attrition rates lie between 20% and 44%, while Australia reports even higher figures, from 35% to 55%, as shown in research collated by the Commonwealth of Learning. Completion rates for Massive Open Online Courses (MOOCs) remain lowest, with studies from MIT Open edX and HarvardX indicating rates as low as 5%.
Prof. Kanwar, an internationally recognized expert in Open and Distance eLearning (ODeL), emphasized that addressing these issues requires more than access to content. “We must integrate robust learner support systems including academic tutoring, emotional counseling and peer support groups to enhance student engagement and success,” she stated.
Highlighting technological interventions, Prof. Kanwar noted the role of AI-powered tutors in improving engagement. She cited the example of Khanmigo, a virtual assistant developed by Khan Academy, which offers personalized learning pathways and real-time feedback, helping students stay on track.
She also stressed the importance of equitable access to digital tools and staff training. “Equitable access to technology is crucial. Without proper ICT infrastructure, many students, especially in resource-poor regions, are at a disadvantage,” she said. Her remarks echoed findings from a 2023 study in South Africa which revealed that dropout rates for some online modules can reach 80%, especially where support structures are weak.
A key takeaway from the engagement was the emphasis on building what Prof. Kanwar described as a “culture of care” within institutions. Research by the Collaborative for Academic, Social, and Emotional Learning (CASEL) shows that schools implementing social-emotional learning strategies report a 13-point increase in academic performance, reinforcing the link between emotional well-being and academic success.
OUK Vice Chancellor Prof. Elijah Omwenga lauded Prof. Kanwar’s insights, urging staff to leverage them in shaping the university’s future. “Without academic research, there will be no promotion of the University,” he remarked, encouraging the development of high-quality, impactful scholarship that could elevate OUK’s standing and attract external funding.
Source :Open University of Kenya News
