Student Retention in Online Programs: A Bibliographic Analysis – Ecuador 2020–2024
DOI:
https://doi.org/10.65598/rps.6241Keywords:
Higher education, Online modality, Student retention, Student dropout, Educational policiesAbstract
Online higher education has gained a central role in Ecuador since the COVID-19 pandemic, generating new challenges related to student persistence and retention. This study analyzes the scientific production on student retention in online higher education programs in Ecuador during the period 2020–2024. A systematic review of 124 academic documents retrieved from Scopus, SciELO, Redalyc, Google Scholar, and institutional repositories was conducted. The analysis focused on methodological approaches, thematic trends, and institutional strategies related to student persistence in virtual environments. Results reveal a predominance of descriptive studies with quantitative and mixed approaches, mainly aimed at identifying factors associated with academic persistence. The most recurrent determinants include personal factors such as motivation, self-regulated learning, and time management; institutional conditions such as tutoring systems, academic monitoring, and retention policies; and technological factors related to connectivity and the digital divide. Findings highlight the importance of pedagogical support strategies, such as virtual tutoring and early warning systems, although explanatory and longitudinal studies remain limited. This study contributes to synthesizing current research trends and provides an integrative perspective on the factors influencing student retention in online higher education in Ecuador.
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