There is a well-documented high dropout rate in courses delivered via computer instruction in general and distance learning courses and programs in particular

Studies of students enrolled in computer-based instruction have yielded mixed results, with some reporting a high dropout rate. This article describes a quantitative study examining the probability of students’ withdrawal from a computerversus lecturebased developmental math course based on learning style, reasons for selecting the instructional format, and entry test scores. Students in the computer-based format were more likely to withdraw from the course compared to those in the lecture-based format, and personal reasons for choosing a specific format appeared to influence completion rates. Implications for practice include suggestions for providing appropriate information to students prior to their enrollment in online developmental education courses. Computer-based instruction, including distance learning, is fast becoming an integral part of higher education. Among its many advantages, computer-based instruction reaches “a broader student audience, better addresses student needs, saves money, and more importantly uses the principles of modern learning pedagogy” (Fitzpatrick, as cited in Tucker, 2001, p. 1). Questions remain, however, about the effectiveness of computer-based instruction with different types of learners, especially with those enrolled in developmental education courses. In this study, computer-based instruction is used as a general overarching term that includes online courses (distance learning) and/or computer-mediated instruction where the delivery format requires a computer and a packaged software product to deliver the content of the course. Much of the current research on the effectiveness of computer-based instruction has found that it is as effective as lecture-based instruction (Lesh & Rampp, 2000; Perez & Foshay, 2002; Tucker, 2001). These studies mainly examined student outcomes, attitudes, and overall satisfaction (Phipps & Merisotis, 1999). Although the evidence supports that students enrolled in computer-based instruction perform equally well compared to their lecture-based counterparts, there is a well-documented high dropout rate in courses delivered via computerbased instruction in general and distance learning courses and programs in particular (Carr, 2000; Diaz, 2002; Kozeracki, 1999; Parker, 2003; Phipps & Merisotis, 1999;). Far less research has investigated the effectiveness of computer-based instruction specifically for students in developmental education. One such study conducted by Bendickson (2004) found the retention rates for developmental mathematics in computer-based courses were as low as or lower than retention rates in traditional lecture-based courses. Although research designed to understand why the dropout rate is higher in computerbased instruction compared to traditional instruction is limited, the high dropout rate has prompted critics of computer-based instruction to question whether it is an appropriate delivery method for every student or for every subject area. Some researchers posit that retention and success in computer-based instruction is affected by the particular learning style of the student (Boles, Pillay, & Raj, 1999; Diaz & Cartnal, 1999; Gee, 1990; Grasha & Yangarber-Hicks, 2000; Sherry, 1996; Terrell, 2005; Tucker, 2001). Other researchers claim that students’ reasons for choosing computer-based instruction may be related to the high dropout rate within this particular delivery format (Berg, 2001; Kinney & Robertson, 2005; Roblyer, 1999). For example, several studies designed to measure student perceptions of computer-based instruction have found that students perceive that the use of a computer will help them to understand the material and that courses delivered via computerbased instruction will be less time-consuming (Lesh & Rampp, 2000). Of the few studies that examined learning style and student choice within computer-based instruction, none focused on the developmental student enrolled in a community college, a group that has been documented as high risk for dropout (Roueche & Roueche, 1993; Tinto, 1996). A key component of the effectiveness of computer-based learning, especially for students in developmental education, may be students’ preferred learning styles (Berg, 2001; Terrell, 2005; Tucker, 2001). Researchers have developed varying definitions and descriptions of learning styles. For example, Higbee and Ginter (1991) There is a well-documented high dropout rate in courses delivered via computer instruction in general and distance learning courses and programs in particular.