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Dropouts from School in Ecuador: An Online Quality Education for All

Received: 14 September 2022     Accepted: 8 October 2022     Published: 23 December 2022
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Abstract

Our main point to be developed refers to that Education and culture are fundamental elements to achieve progress in all spheres of life, especially treated in Ecuador, such as, health, feeding, security, and certainly education for all, among others. National census and international organizations have concluded that there is an increasing number of students that have dropout from school; a revision of dropout rates is performed. An additional problem is that according to the Council of Nationalities and Peoples of Ecuador (CODENPE), there are 14 nationalities and 18 different indigenous peoples in Ecuador with their own languages. Many of this potential young students, living in isolated areas, with economical vulnerability and working mainly in agriculture, are not exposed to education, mainly High School Education, thus, they may have access to online learning, any time, any place, any climate, with connectivity solutions through info centers and bilingual quality teachers. One possible solution could be to have info centers with excellent connectivity, open to the community without cost and especially dedicated to high school students. Another important point is to prepare native potential teachers through quality pedagogical programs, not only with technology knowledge but also with online experience and acquaintance with andragogy. A suggested list of online courses that could be prepare for teachers, with their descriptors, are presented at the end of the paper.

Published in Education Journal (Volume 11, Issue 6)
DOI 10.11648/j.edu.20221106.16
Page(s) 349-354
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Dropouts, Elearning, Vulterability, Nationalities, Info-Centers, Deficiencies

References
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[3] De Agostini, G. (2021). Regreso a la Presencialidad: larga o corta vida. Killkana Social. Publicado: 29 diciembre 2021 en: Journal article, DOI: 10.26871/killkanasocial.v5i2.892
[4] De Agostini. G. (2010). Totally "Online” High School for People at Educational Risk. Field Actions Science Reports, Vol. 4. France. http://journals.openedition.org/factsreports/376
[5] Gallagher, S. & Palmer, J. (2020). The pandemic pushed universities online. The change was long overdue. Harvard Business Review. https://hbr.org/2020/09/thepandemic-pushed-universities-online-the-change-was-long-overdue
[6] Hughes, J., Kisa, Z., Sharp, D., (2021). Exploring teachers’ influence on student success in an online biology course. U.S. Department of Education. https://ies.ed.gov/ncee/edlabs/regions/ southeast/pdf/REL_2021056.pdf
[7] Hwangji, L. (2020). Online learning: The meanings of student engagement. Education Journal, 9 (3), 73-79.
[8] Jamieson, M. V. & Shaw, J. M. (2019). Student and instructor satisfaction and engagement with blended learning in chemical engineering design. 2017: Proceedings of the Canadian Engineering Education Association (CEEA17) Conference, Paper 40. https://doi.org/10.24908/pceea.vi0.13474
[9] Krzyszkowska, K., & Mavrommati, M. (2020). Applying the community of inquiry e-learning model to improve the learning design of an online course for in-service teachers in Norway. The Electronic Journal of e-Learning, 18 (6), 462-475. https://doi.org/10.34190/JEL.18.6.001
[10] Lederman, D. (2020). The shift to remote learning: The human element. Inside Higher Education. https://www.insidehighered.com/digital-learning/article/2020/03/25/howshift-remote-learning-might-affect-students-instructors-and
[11] Michelle L. Rosser-Majors, Sandra Rebeor, Christine McMahon, Andrea Wilson Walden, Stephanie L. Stubbs, Yolanda Harper & Laura Sliwinski Smith (2022). Improving Retention Factors and Student Success Online. Online Learning Journal, Volume 26, Issue 2.
[12] National Student Clearinghouse Research Center. (2019). Persistence & retention. https://nscresearchcenter.org/snapshotreport35-first-year-persistence-and-retention/
[13] Paul, J. & Jefferson, F. (2019). A comparative analysis of student performance in an online vs. face-to-face environmental science course from 2009 to 2016. Frontiers in Computer Science, 12 (1). 1-9. https://doi.org/10.3389/fcomp.2019.00007
[14] Popescu, E., & Badea, G. (2020). Exploring a community of inquiry supported by a social media-based learning environment. Educational Technology & Society, 23 (2), 61–76.
[15] Rebeor, S., Rosser-Majors, M., McMahon, C., & Anderson, S. (2019, April). Social, cognitive, & teaching presence: Impact on faculty and AU’s diverse student body [Conference session]. TCC Worldwide Online Conference.
[16] Smalley, A. (2020). Higher education responses to coronavirus (COVID-19). National Conference of State Legislatures. https://www.ncsl.org/research/education/highereducation-responses-to-coronavirus-covid-19.aspx
[17] Tyrväinen, H., Uotinen, S., & Valkonen, L. (2021). Instructor presence in a virtual classroom. Open Education Studies, 3 (1), 132–146. https://doi-org.proxylibrary.ashford.edu/10.1515/edu-2020-014
[18] Xavier, M., & Meneses, J. (2020). Dropout in online higher education: A scoping review from 2014 to 2018. Barcelona: eLearn Center, Universitat Oberta de Catalunya. https://doi.org/10.7238/uoc.dropout.factors.2020
Cite This Article
  • APA Style

    Giancarlo De Agostini Solines, Monica Vasconez Vaca, Marco Yamba-Yugsi. (2022). Dropouts from School in Ecuador: An Online Quality Education for All. Education Journal, 11(6), 349-354. https://doi.org/10.11648/j.edu.20221106.16

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    ACS Style

    Giancarlo De Agostini Solines; Monica Vasconez Vaca; Marco Yamba-Yugsi. Dropouts from School in Ecuador: An Online Quality Education for All. Educ. J. 2022, 11(6), 349-354. doi: 10.11648/j.edu.20221106.16

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    AMA Style

    Giancarlo De Agostini Solines, Monica Vasconez Vaca, Marco Yamba-Yugsi. Dropouts from School in Ecuador: An Online Quality Education for All. Educ J. 2022;11(6):349-354. doi: 10.11648/j.edu.20221106.16

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  • @article{10.11648/j.edu.20221106.16,
      author = {Giancarlo De Agostini Solines and Monica Vasconez Vaca and Marco Yamba-Yugsi},
      title = {Dropouts from School in Ecuador: An Online Quality Education for All},
      journal = {Education Journal},
      volume = {11},
      number = {6},
      pages = {349-354},
      doi = {10.11648/j.edu.20221106.16},
      url = {https://doi.org/10.11648/j.edu.20221106.16},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20221106.16},
      abstract = {Our main point to be developed refers to that Education and culture are fundamental elements to achieve progress in all spheres of life, especially treated in Ecuador, such as, health, feeding, security, and certainly education for all, among others. National census and international organizations have concluded that there is an increasing number of students that have dropout from school; a revision of dropout rates is performed. An additional problem is that according to the Council of Nationalities and Peoples of Ecuador (CODENPE), there are 14 nationalities and 18 different indigenous peoples in Ecuador with their own languages. Many of this potential young students, living in isolated areas, with economical vulnerability and working mainly in agriculture, are not exposed to education, mainly High School Education, thus, they may have access to online learning, any time, any place, any climate, with connectivity solutions through info centers and bilingual quality teachers. One possible solution could be to have info centers with excellent connectivity, open to the community without cost and especially dedicated to high school students. Another important point is to prepare native potential teachers through quality pedagogical programs, not only with technology knowledge but also with online experience and acquaintance with andragogy. A suggested list of online courses that could be prepare for teachers, with their descriptors, are presented at the end of the paper.},
     year = {2022}
    }
    

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  • TY  - JOUR
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    AU  - Giancarlo De Agostini Solines
    AU  - Monica Vasconez Vaca
    AU  - Marco Yamba-Yugsi
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    N1  - https://doi.org/10.11648/j.edu.20221106.16
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    JO  - Education Journal
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    PB  - Science Publishing Group
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    UR  - https://doi.org/10.11648/j.edu.20221106.16
    AB  - Our main point to be developed refers to that Education and culture are fundamental elements to achieve progress in all spheres of life, especially treated in Ecuador, such as, health, feeding, security, and certainly education for all, among others. National census and international organizations have concluded that there is an increasing number of students that have dropout from school; a revision of dropout rates is performed. An additional problem is that according to the Council of Nationalities and Peoples of Ecuador (CODENPE), there are 14 nationalities and 18 different indigenous peoples in Ecuador with their own languages. Many of this potential young students, living in isolated areas, with economical vulnerability and working mainly in agriculture, are not exposed to education, mainly High School Education, thus, they may have access to online learning, any time, any place, any climate, with connectivity solutions through info centers and bilingual quality teachers. One possible solution could be to have info centers with excellent connectivity, open to the community without cost and especially dedicated to high school students. Another important point is to prepare native potential teachers through quality pedagogical programs, not only with technology knowledge but also with online experience and acquaintance with andragogy. A suggested list of online courses that could be prepare for teachers, with their descriptors, are presented at the end of the paper.
    VL  - 11
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Author Information
  • Professional and Teachers Training Centre, Catholic University, Cuenca, Ecuador

  • Executive Board, Iberoamerican Virtual Foundation, Quito, Ecuador

  • Graduate School, Catholic University, Cuenca, Ecuador

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