Harold Henke, e-learning engineer at Nova-Southeastern University in Florida, theorizes that because online learning environments tend to be more popular among students for whom English is not the first language, attrition can be attributed partly to frustration over the language barrier. According to Henke, most distance-learning programs present their information only in English and can be confusing for non-native English speakers, especially those in highly technical fields.
Keith Tyler-Smith of Christchurch Polytechnic Institute of Technology in New Zealand attributes high attrition rates to the fact that many online learning students are older, mature adults who tend to be married and have families. Tyler-Smith thinks distance learners are much more likely to have familial obligations than younger students in traditional college programs. Circumstances related to family obligations can often slow or temporarily halt a student's progress in his online education. These interruptions, even if brief, can lead a student to ultimately drop out of a program. However, Prabir Kumar Biswas of Indira Gandhi National Open University in New Delhi, India, said he had found no significant difference between married and unmarried students in rates of attrition.
Tyler-Smith suggests that the higher mean age of distance-learning students when compared with traditional students means that distance-learning students are more often employed in a full-time career. Work demands can interfere with a student's ability to complete assignments in a timely fashion, which will affect her performance in an online learning environment. Because distance-learning students are more likely to be part-time students, the demands of work in addition to school can lead many students to prioritize their careers over their education, and ultimately drop out if there is insufficient time to meet the needs of both.
According to Biswas' study, 27.02 percent of postgraduate diploma in distance education students and 44.83 percent of master of arts in distance education students cited a lack of academic support as a reason for stopping their online education. Because of the innate separation between educators and students in online learning environments, students may think there are insufficient resources to support their studies. While traditional colleges feature academic advisers, tutoring programs and teaching assistance, distance-learning programs rarely offer this same level of academic support. As a result, students become frustrated when additional help is unavailable for complex material.