1.

Introduction The terms open learning and distance education represent approaches that focus

on opening access to education and training provision, freeing learners from the constraints of time and place, and offering flexible learning opportunities to individuals and groups of learners. It has been one of the most growing fields of education in the world. Distance education technologies are expanding at an extremely rapid rate. Too often, instructional designers and curriculum developers have become enamored of the latest technologies without dealing with the underlying issues of online learners characteristics and needs, the influence of media upon the instructional process, equity of access to interactive delivery systems, and the new roles of teacher, site facilitator, and online learners in the distance learning process. 2. Distance Learning
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Perraton (1988) stated that the terms "distance learning" have been applied

interchangeably by many different researchers to a great variety of programs, providers, audiences, and media. Its hallmarks are the separation of teacher and onlinelearner in space or time. Meanwhile, 2Keegan, 1986; 3Garrison and Shale, (1987) said that the noncontiguous communication between student and teacher, mediated by print or some form of technology.Much has been written about retention in distance learning courses. Authors have different ideas about what causes students to drop out of these courses. Some of the issues include lack of instructor training, poor course design, lack of student interaction, and personal commitments. 4Judy (2005) mentioned that few actual studies have been done to provide evidence for these assumptions.
1. Perraton, H. (1988). A theory for distance education. In D. Sewart, D. Keegan, & B. Holmberg (Ed.), Distance education: International perspectives (pp. 34-45). New York: Routledge. 2. Keegan, D. (1986). The foundations of distance education. London: Croom Helm. 3.Garrison, D.R., & Shale, D. (1987). Mapping the boundaries of distance education: Problems in defining the field. The American Journal of Distance Education, 1(1), 7-13. 4. Judy.A.(2005). International Journal of Instructional Technology and Distance Learning: Improving Retention in Distance Learning Classes. United State:Wetvilla.

Distance learning is one of the most popular forms of part-time study. Increasingly, much of the work will be web-based and will take place online but some courses are still textbook-based at present.Many online learners have access to a computer conferencing system where they can share ideas and experiences, and an online library resource allows them to access journal articles, books, newspapers and other sources. This option for communication provides a good command of relationship between the lecturers and online learners. The question is why do online learners keep on dropping out from their studies even before they finish their studies? This question kept everyone puzzled. It has been the talked of the decades without any conclusions. 3. Dropout of online learners in online learning Within the Malaysian context, the notion that the teacher is always there, but is not in distance learning is a significant reality. 5Khoo and Idris (2004) mentioned that the study on distance learners experiences comes at a time when concern for quality in higher education in Malaysia is at an all time high. In respect to Open Distance Learning (ODL), this is particularly important because the impact of ODL on the process of learning defines not only distinct roles for institutions, administrators, distance teachers, the instruction and the technology involved but, most notably the role of the distance learners who face a change from the traditional learning environment to a new way of learning. In actual fact, the learners stand in front of the new challenge with expectations, anxieties and the need to balance the responsibilities of the forthcoming tasks with the conditionings of work, family or life circumstances.
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Bellon and Oates (2002) state that there are many aspects of an online learning

environment that may demotivate online learners.

5. Khoo, C. S. & Idrus, R.M. (2004). A study of quality assurance practices in the Universiti Sains Malaysia (USM), Malaysia. Turkish Online Journal of Distance Education, 5(1), 1-7. http://tojde.anadolu.edu.tr/tojde13/articles/idrus.html 6. Bellon and Oates (2002).Best Praties in yberspae.Motivating the Online Learners. Available online at: http://168.144.129.112/Artiles/Best%20 Praties%20in%yberspae.pdf (Aessed on 4th Dec 2008)

Webster Dictionary defines motivation or motive as something or as a need of

desire that causes a person to act. Can it be true that as many as eight out of ten people who begin an online learning course fail to complete it? The answer is 'yes'. In order to understand this phenomenon we should look at it from various dimensions. There are certain of aspects due to these dropouts such as lack of motivation and also feedback. No universally accepted definition of dropout exists. Dropouts are the students who leave school even before completing their studies in any institutions 3.1 Lack of motivation An online leaner that voluntarily enrolls in an online course hopes an advanced degree will land he or she to a better job is a much different learner than someone who is told to take an online course at work. If a learner is not internally motivated, then the learner will also voluntarily dropout even before finishing his or her studies. Motivation itself can be difficult to learn. It can be extrinsic, imposed through the need to acquire new knowledge or skills, or it may be intrinsic, more of an internal force which encourages individuals to achieve personal objectives.
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Knowles (1980) explained that the advantages of knowing the learner, believes

that learner behavior is influenced by a combination of the learner's needs plus the learner's situation and personal characteristics. More importantly, knowing the e-learners can help drive program planning and policy formation, factors that are important to participation and success in distance learning.
7. Merriam-Webster Online Dictionary (2009). [Online]. Available: http://www.merriam-webster.com/dictionary/motivation. [2009,Mac.12] 8. Knowles, M. (1980). The Modern Practice of Adult Education: From Pedagody to Androgogy. Chicago: Follett Publishers.

3.2

Lack of feedback

Successful distance education systems involve interactivity between lectures and online learners, between online learners and the learning environment, and among themselves, as well as active learning in the classroom.
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McNabb (1994) noted that, though students felt that the accessibility of distance

learning courses far outweighs the lack of dialogue, there is still a considerable lack of dialogue in telecourses when compared to face-to-face classes. There is not daily or weekly face-to-face contact with tutors, therefore they have trouble in self-evaluation.
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Keegan (1986) believes that the separation of student and

teacher imposed by distance removes a vital "link" of communication between these two parties. They normally have the habit of turning to tutors for help and attention but the moment they realize that the tutors were not physically with them, they had a sense of helplessness. 4. Aspect of online learning that demotivate online learners How far do you think that the online learners are motivated? We all know how to learn in a traditional classroom environment. But do the online learners have the same feeling and motivation as what they use to learn using the traditional classroom environment? There are some aspects that can be concluded based on the findings that I have found and there are lack of faculty interactions, lack of encouragement and lack of Intensive Technology skill requirement. .
9.McNabb, J. (1994, October). Telecourse effectiveness: Findings in the current literature. Tech Trends, 39-40. 10.Keegan, D. (1986). The Foundations of Distance Education. London: Croom Helm.

4.1

Less faculty interactions

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Thurmond (2003) shares an insightful definition of interaction as the learners

engagement with the course content, other learners, the instructor, and the technological 4

medium used in the course. True interactions with other learners, the instructor, and the technology results in a reciprocal exchange of information. The exchange of information is intended to enhance knowledge development in the learning environment. Depending on the nature of the course content, the reciprocal exchange may be absent such as in the case of paper printed content. Ultimately, the goal of interaction is to increase understanding of the course content or mastery of defined goal.
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Olgren (2004) stated that faculty interaction with the online learners is one of

the main reason or aspect that lead to online learners drop out of on-line. It is not the type of interaction that is the problem, but rather the lack of interaction. In this new form of education, the faculty needs to be taught how to manage a class and train them how to manage stress when it is involving the online learners. For example, an online learner would not expect to response within 24 hours from a faculty member. Online learners often learn most effectively when they have the opportunity to interact with other learners. Due to lack of interactions, they will feel that they cannot get help and encouragement from anyway. Many of the online learners are depending on the online discussions from the tutor and peers but without their support they will be demotivated.

11. Thurmond, V.A. (2003). Examination of Interaction Variables As Predictors of Students Satisfaction and Willingness to Enrol In Future Web-Based Courses. Doctoral dissertation. University of Kansas Medical Centre, Kansas City, KS. 12. Olgren, C. (December, 2004). Reasons for Attrition, Distance Education Certificate Program, University of Wisconsin-Madison, http://uwmad.courses.wisconsin.edu/d2l/tools/files/accessFile.asp?file-6847687&code=641915067.

4.2

Matter of encouragement

Studying in cyberspace can be lonely and isolating. Some tutors do not communicate with their online learners. They seldom send emails or other communications to

encourage online learners. Even if it is cheap and easy, but somehow the tutors spent less time in logging into the forum for discussions in MyLMS with online learners. Due to this matter, online learners do not get any encouragement to continue learning because tutors do not watch over things in helping the online learners in online learning environment and helping online learners to stay engaged. The online learning sometimes is very static in communication such as discussion in the forum segment. No text materials included that are appropriate to their course. For this, online learners feel demotivated to continue studying. 4.3 Zero basic of Intensive Technology skill The online learners are required to use sophisticated technology including computer and should possess varied skills to handle the equipment as well as for communication online. Due to inadequate computer experience and skills, novice online learners often suffer from computer anxiety. A learner that is undertaking online learning for the first time with multiple challenges and learning curves will have a huge impact to the learners confidence and ability to succeed. This is where the learners need to master the computer technologies that is involved in their learning environment. The online learners often feel frustrated due to the constraints of unattainable services which will hinder their motivation to complete the tasks. They will feel helplessness when technical support is not immediately available or easily accessed. 5. Constructive suggestions As mentioned earlier, online learners are demotivated to continue learning in such environment. There are many ways to confront these kinds of problems. Online learning can be a compelling way to extend the reach and impact of ones motivation. Below are some suggestions that could help online learners to continue their studies and be motivated.

o Online instruction can offer new challenges and opportunities to both students and instructors. Most students do not view online instruction as a replacement for traditional classroom instruction. However, with the right subject matter, with the right instructor and facilitator, and for the right student, Internetor online courses can provide an effective educational environment classroom instruction. o To motivate online learners to continue to learn, tutor or that is a viable alternative to traditional

institutions need to ensure that they give the online learners opportunities to have personal success. The institutions need to apply an interesting and effective online learning environment. A strong support system and the right courses should begin in early stage.

Control of time management; make sure to discuss their

schedule with their manager or co-workers and tutors. This may help them to study and not be interrupted while learning and their work. It is an alarm of informing people that when one is unavailable and why it is important that not to disturb. o The use of discussion forums and debates as a main method that should be used to engage students and keep them interested in a course.

Make sure that the online learners do get support. Without support,

online learners would be lost and this effects the motivation to learn. Look for something positive to say in the beginning of the message.

5.

Conclusion

Demotivating online learners lead to dropouts due to aspects of online learning environment. Having various problems are the cause of failure and dropouts of many online learners in online learning, they need to balance themselves in work and study so that they would not jeopardize studies. Finding a way to solve these problems has been stated above. They have to learn how to be independent too towards their learning environment.

6.

References

Bellon and Oates (2002).Best Praties in yberspae.Motivating the Online Learners. Available online at: http://168.144.129.112/Artiles/Best%20 Praties%20in%yberspae.pdf (Aessed on 4th Dec 2008) Judy.A.(2005). International Journal of Instructional Technology and Distance Learning: Improving Retention in Distance Learning Classes. United State:Wetvilla. Garrison, D.R., & Shale, D. (1987). Mapping the boundaries of distance education: Problems in defining the field. The American Journal of Distance Education, 1(1), 7-13. Keegan, D. (1986). The Foundations of Distance Education. London: Croom Helm. Khoo, C. S. & Idrus, R.M. (2004). A study of quality assurance practices in the Universiti Sains Malaysia (USM), Malaysia. Turkish Online Journal of Distance Education, 5(1), 1-7. http://tojde.anadolu.edu.tr/tojde13/articles/idrus.html

Knowles, M. (1980). The Modern Practice of Adult Education: From Pedagody to Androgogy. Chicago: Follett Publishers. McNabb, J. (1994, October). Telecourse effectiveness: Findings in the current literature. Tech Trends, 39-40. Merriam-Webster Online Dictionary (2009). [Online]. Available: http://www.merriamwebster.com/dictionary/motivation.[2009,Mac.12]

Olgren, C. (December, 2004). Reasons for Attrition, Distance Education Certificate Program, University of Wisconsin-Madison, http://uwmad.courses.wisconsin.edu/d2l/tools/files/accessFile.asp?file6847687&code=641915067 Perraton, H. (1988). A theory for distance education. In D. Sewart, D. Keegan, & B. Holmberg (Ed.), Distance education: International perspectives (pp. 34-45). New York: Routledge.

Thurmond, V.A. (2003). Examination of Interaction Variables As Predictors of Students Satisfaction and Willingness to Enrol In Future Web-Based Courses. Doctoral dissertation. University of Kansas Medical Centre, Kansas City, KS.

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APPENDIXES

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