Table 4  Proportion of reference points for individual reasons for dropping out during the three semesters observed 

First observed semester

Reasons for dropping out

Proportion of reference points

%

Second observed semester

Reasons for dropping out

Proportion of reference points

%

Third observed semester

Reasons for dropping out

Proportion of reference points

%

Dropouts

Internal factors

52.4

Dropouts

Internal factors

58.0

Dropouts

Internal factors

41.5

—Academic integration

27.9

—Academic integration

31.6

—Academic integration

24.4

—Social integration

24.5

—Social integration

26.4

—Social integration

17.1

Psychological experience

33.0

Psychological experience

22.1

Psychological experience

45.5

—Heavy cognitive load

27.2

—Heavy cognitive load

16.0

—Heavy cognitive load

35.0

External factors

14.6

External factors

19.9

External factors

13.0

—Conflict between work and study

9.5

—Conflict between work and study

13.9

—Conflict between work and study

4. 9

Professional tutors

Internal factors

37.1

Professional tutors

Internal factors

36.8

Professional tutors

Internal factors

35

—Academic integration

33.7

—Academic integration

20.6

—Academic integration

30

—Social integration

3.4

—Social f integration

16.2

—Social integration

5

Psychological experience

50.6

Psychological experience

35.3

Psychological experience

55

—Heavy cognitive load

41.8

—Heavy cognitive load

20.9

—Heavy cognitive load

40

External factors

12.4

External factors

27.9

External factors

10

—Conflict between work and study

4.5

—Conflict between work and study

19.1

—Conflict between work and study

5

Teachers in charge of daily management

Internal factors

26.0

Teachers in charge of daily management

Internal factors

17.8

Teachers in charge of daily management

Internal factors

12.5

—Academic integration

20.5

—Academic integration

13.7

—Academic integration

12.5

—Social integration

5.5

—Social integration

4.1

—Social integration

0

Psychological experience

28.8

Psychological experience

20.5

Psychological experience

12.5

—Heavy cognitive load

24.7

—Heavy cognitive load

16.4

—Heavy cognitive load

12.5

External factors

45.2

External factors

61.6

External factors

75

—Conflict between work and study

34.2

—Conflict between work and study

34.2

—Conflict between work and study

56.3

Proportion of reference point=individual discontinuation reason reference point/entire discontinuation reason reference point

Figure 6 Comparison of reasons for dropping out during the three semesters (dropouts)

 Figure 7  Comparison of reasons for dropping out during the three semesters (professional tutors)

 Figure 8 Comparison of reasons for dropping out during the three semesters (teaching assistants)

By analyzing the reasons driving dropout rates from bachelor’s degree programmes, we can identify what leads to a failed ODL experience. We can observe common reasons for dropping out over the course of the three semesters. It points to a lack of time management and ICT-based learning, both of which are essential to ODL. In addition, many ODL students do not have a strong background of English education, which means they must put in more effort. Due to a lack of abilities, they find it hard to adjust to university life, creating a negative psychological experience after enrollment. A lack of motivation to engage in ICT-based learning makes it difficult to fit into the ODL system, which is characterized by a combination of face-to-face tutorial and online tutorial and doesn’t guarantee enough interaction with other students and tutors. A lack of time management leads to weaker learning input due to conflicts between work and study. All these reasons contribute to heavy cognitive load, low confidence in English learning ability, loss of interest and confidence, and eventually dropping out.