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Conclusion
This study is based on English undergraduate majors and related teaching staff for the spring semester of 2010. Over a period of 90 days, relevant data was collected from the perspective of the RTVU front-line staff via questionnaires, interviews and focus group discussions. Key variables of the composite attribution model in distance education, quantitative research and qualitative research are combined to explore causes for dropping out. The research shows that low academic integration between dropouts and the school, low utilization of online learning resources, and poor time management skills exert a major influence on the decision to drop out. At the same time, based on internal factors leading to dropout, educational institutions could reexamine their own responsibility and options for improvement. As an educational institution, the RTVU system should pay more attention to each item listed as an internal factor and consider the personal abilities and external environment of RTVU learners when reviewing the following questions: Is a learner-centric education philosophy really embodied in our teaching design? How can we fully consider the learning needs and characteristics of adult distance learners when implementing teaching plans and curriculum setup? Will the learner support services as designed really offer busy city workers who go on frequent business trips effective support anywhere, anytime? As the high dropout rate is regarded as a shortcoming of RTVU education, a serious consideration of what kind of learner support can really help dropouts complete their studies will boost the effectiveness of the entire RTVU learner support system.
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