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Abstract A major challenge for distance learning in higher education is supporting course completion. Counteracting completion risk factors requires investigating their significance across (non)completion stages. We tested the predictability of known risk factors at each completion stage. Not initiating was explained by available time, low motivation and completion methods. Abandonment was predicted by life situation and inappropriate completion methods. Failed submissions were explained by difficulty level and material availability. At early stages, supporting motivation by designing suitable course completion methods seems the most effective risk countermeasure. At later stages, academic skills protect from non-completion. Intrinsic motivation requires experiencing competence, autonomy and relatedness. Flexible distance learning methods with constructive, informational feedback and social interaction in the instructional design might best support course completion.
Lyyra et al. (2024) studied this question.