## 1 Introduction  
Student dropout is a complex and multifactorial problem that affects higher education institutions in different countries, primarily online or distance education. Depending on the context, different studies consider the specific causes of this phenomenon. Student dropout in the online learning modality is a global challenge reflecting an intrinsic complexity encompassing academic, economic, social, and technological factors. In previous research, several cases have been cited where this problem has been observed. For example, at the National University of Distance Education (UNED) of Costa Rica, a significant discrepancy was observed between the official dropout rate, 87%, and the perception of dropout by students, 19%, who reported that the main problem was not dropout but the delay in graduation caused by structural deficiencies and a lack of support in the graduation process [1]. According to what was reported in [1], in Spain in 2010, UNED University reported a dropout rate of 80%, with causes that include psychological,academic, economic, social, and organizational aspects, highlighting the variability of determinants and the need for contextualized analysis. At the regional level, the National Autonomous University of Mexico (UNAM) has reported facing similar challenges, with high dropout rates in open and distance modalities attributed to poor communication with faculty and a lack of clarity in instructions [2]. In Chile, as reported in [3], a combination of economic, methodological, communication, and time management factors were identified as determinants of dropout, suggesting the need for comprehensive approaches to improve student retention. According to [4], the challenges in Colombia include technological, pedagogical, communicative, and economic factors, suggesting solutions such as reviewing curriculum design and developing digital literacy. The study by [5] in Brazil highlights a lack of time to study, financial problems, and technological difficulties as the main reasons for dropping out. The study recommends improving teacher-student interaction, providing financial support, and offering flexible schedules. Several studies have highlighted the need for greater student self-regulation and engagement in Ecuador, suggesting gamification and innovative methodological strategies to increase retention [6]. In addition, the need to understand attrition patterns has been identified, suggesting the use of business intelligence for better information management and decision-making [7]. Despite the weather and whether the university where the study was conducted was public or private, all these studies reveal a commonality in the challenges associated with attrition in online learning, including academic, economic, social, and technological factors. Similar to other countries, Ecuador emphasizes the need for increased student self-regulation and engagement and suggests innovative strategies such as gamification to improve retention. There's also a common focus on understanding attrition patterns, with suggestions such as using advanced statistical techniques for effective information management and decision-making [7]. These insights underscore the global nature of the dropout problem while highlighting specific strategies relevant to the Ecuadorian context. Thus, at the national level, dropout in the online learning modality is a multi-cause problem that deserves a comprehensive approach. The design of active and innovative methodological proposals is required, supported by technological tools and friendly and meaningful virtual environments that promote students' motivation and commitment to their educational process [7]. The University of Otavalo--Otavalo, Ecuador, a private higher education institution used as a case study for this research, has a national scope in its online learning modality, as each academic period receives new students from all over Ecuador.