Predictors of online learning retention of university students with learning disabilities

Abstract

The aim of this study was to determine the predictors of online learning retention among university students with learning disabilities in South Africa. Then it developed a model of predictors of online learning retention among students with learning disabilities. Recognising the challenges faced by this often-overlooked minority group, the study tested a model of relationships between several environmental and personal factors influencing online learning retention. Guided by Bronfenbrenner’s ecological systems theory, which explains how individual development is shaped by multiple environmental systems, the study adopted a descriptive study design and a quantitative approach. A total of 256 university students with learning disabilities participated, selected using a random sampling technique. Data collection involved the use of a self-administered instrument, and analysis included Exploratory Factor Analysis, Confirmatory Factor Analysis, and Structural Equation Modelling using the MPLUS software. Findings reveal positive relationships between online retention and factors like family and social support, technological constraints, digital fluency, lecturer understanding, motivational factors, institutional training capacity, and faculty technological proficiency. The model showed good fit, confirming the proposed relationships. This study contributes to the growing body of knowledge on online learning retention, offers a validated model for understanding predictors among students with disabilities, and offers practical strategies for enhancing their academic success in online environments.