Dropout indicators in distance/online specialization courses: a scoping review

Abstract

School dropout rates in distance learning environment serves as an effective educational indicator. Therefore, this study aims to map and identify evidence regarding dropout indicators in distance learning/online specialization courses, based on a scoping review of 11 published articles. The study was guided by the principles of the Joanna Briggs Institute (JBI) and PRISMA-ScR. To detail the analysis, the indicators were organized into three categories: 1 – Institutional aspects, representing 48%, almost half of the analyzed indicators; 2 – Social aspects, with 12% of the total; and 3 – Personal aspects, with 40% of the identified categories. The results indicate that school dropout is a multifactorial phenomenon, influenced by interconnected factors. By systematizing the main dropout indicators, the study provided a basis for developing more effective institutional policies aimed at reducing the identified factors.