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Monroe Community College
Data Driven Retention Strategies for Online Students
Dr. Jeffrey P. BartkovichMarie J. Fetzner
February 21, 2004
Monroe Community College 2
I. Introduction and Welcome
• Welcome and presenter introductions
• Brief audience survey• Handouts• Session evaluation
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Presentation Agenda
• 12:30pm – 1:30pmIntroduction, Overview and Presentation of Study #1
• 1:30-1:40pm Break
• 1:40pm – 2:20pmPresentation of Study #2
• 2:20 – 2:30pm Break
• 2:30 – 3:15pm Research to Inform Practice
• 3:15 – 3:30pmQuestions and Discussion
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Purpose of Presentation
• Provide an overview of two online student retention/withdrawal studies The problem, the research, the findings and the
applications
• Demonstrate retention strategies and policy• Discuss a research agenda to inform
practice Theory development, defining retention,
managing services and student-to-student advice
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II. MCC Overview
• MCC is part of SUNY Founded in 1961; 13,326 FTE in 2003
• Joined SUNY Learning Network (SLN) in 1997
• Spring 2004 MCC SLN Summary Data Headcount = 3,434; Online FTE = 328.43 Courses = 86; Sections = 121
• Sharing in the development and delivery of SLN courses
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MCC Online Courses and Sections
Fall 1997 to Spring 2004Source: MCC Academic Affairs and Educational Technology
86
778187
7371
55
41
2513
4
83 80 85
121
112
109
113
9097
69
49
32
13
4
110 104 110
0
10
20
30
40
50
60
70
80
90
100
110
120
130
140
FA97
SP98
FA98
SP99
FA99
SP00
FA00
SP01
FA01
SP02
FA02
SP03
FA03
SP04
Semester
0
10
20
30
40
50
60
70
80
90
100
110
120
130
140
Courses
Sections
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MCC Online Program Support
• MCC is western NY SLN faculty training site
• MCC online faculty supported via The Monroe Model SLN and local campus participation Cross divisional membership Comprehensive on-site support
• Students supported via SUNY HelpDesk and MCC online and on-site resources
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MCC Educational Technology Services (ETS)
Organization
CIO
Communications &Network Services
Computing Services Library ServicesInstructional Technologies
Telecommunication &PC Support
Distance Learning
Electronic Learning Centers
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III. MCC Online Student Retention Study #1
Characteristics and Attitudes of Non-Retained Online Students
Office of Educational Technology ServicesMonroe Community College
Dr. Jeff Bartkovich and Marie Fetzner
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The Research
• The Problem/Research Question• Method
Study limitations
• Descriptive Statistics• Correlations
Significant findings
• Conclusions and Applications to Practice
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The Problem
Why are certain MCC online students (those with grades of F/W) not succeeding in their online courses?
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Online Retention Study Method
• Archival Data Analysis Grades and demographics for online
courses retrieved from student records database
• Student Survey Survey created and administered to
sample of students who received an “F” or “W” in an online course for the Fall semesters in 2000, 2001 and 2002
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The Survey
• Basic demographic data• Questions derived from
Online Faculty MCC Student Retention Survey E-resources
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Survey Instrument
• Total of 45 questions in three areas Expectations at time of registration Satisfaction at time of withdrawal Reasons for withdrawal
Likelihood of enrolling in another online course
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Research Limitations
• Specific Sample of convenience Problems with generalizability (n=201) Difficulty in contacting students who do not
successfully complete the course
• General Orientation procedures and other online
student services evolve over time Course design and faculty experience
improve constantly
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Basic Student Demographics
OL and Site-based, By Percent
Spring 2002 Fall 2002
OL Site-based
OL Site-based
Female 68 55 71 55
Male 32 45 29 45
Minority 20 25 19 24
Non-Minority 80 75 81 76
Less than 20 18 27 15 30
20-24 33 33 35 32
25-29 16 11 15 11
30 and over 33 29 34 27
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Archival Data Analysis
MCC Online vs. On-site• Grade Distribution• Grade Rates• Success Rates in Matched (ftf vs.
same section online) Courses
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Overall Grade DistributionOL vs. Site-based, By
Percent
Spring 2002 Fall 2002
Grade OL Site-based OL Site-based
A 34.5 32.8 34.0 28.7
B 20.5 26.1 19.7 26.2
C 10.0 15.3 10.6 15.2
D 3.9 5.0 3.7 5.1
F 12.9 8.2 14.1 7.4
W 16.3 11.4 14.5 10.7
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Grade RatesOL vs. Site-based, Fall
Semester
1999 2000 2001 2002
OL N 970 1,417 1,916 2473
C and Higher
69.7% 65.8% 65.3% 63.6%
F/W 24.8% 26.4% 29.7% 30.2%
MCC N 43,779 45,235 48,288 52,428
C and Higher
70.3% 69.7% 70.7% 70.7%
F/W 20.0% 21.3% 20.6% 20.5%
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Success Rates in Matched Online and Site-based
Courses
On-campus, n = 16,291
Online, n = 1,719
% C or Better PercentagePoint
DifferenceOnline Site-based
Total 64.2 69.6 -5.4
Full-timePart-time
56.472.3
70.366.7
-13.95.6
1st time FT1st time & at risk1st time & not at risk
39.747.266.3
72.266.674.0
-32.5-19.4-7.7
Under 25 years of age25 years of age or older
54.575.2
67.875.7
-13.30.5
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Success Rates in Matched Online and Site-based
Courses
On-campus, n=16,291 Online, n = 1,719
% C or Better Percentage
Point Difference
Online
Site-based
Part-time 72.3 66.7 5.6
1st time, PT & not at risk 73.5 66.4 7.1
Taking Eng, History, Math, Speech, Comm, Music, HVAC
51.6 65.3 -13.6
Not Taking Eng, History, Math, Speech, Comm, Music, HVAC
74.1 73.7 0.4
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Retention Sample
MCC vs. Retention Sample • Gender• Age• Ethnicity
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MCC, MCC SLN and Sample Profile
Gender and Age
2002-03 MCC Profile
MCCSLN
Profile
Sample Profile
FemaleMale
54.7%45.3%
70.8%29.2%
62.2%34.8%
Under 2020-2425-2930-3435-4445-5960 and over
31.8%32.2%11.0% 7.6%11.2% 6.0% 0.2%
14.3%36.9%14.0%11.6%16.7%6.5%0.0%
14.3%42.9%15.7% 8.6%11.4% 7.1% 0.0%
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MCC, MCC SLN and Sample Profile Ethnicity
2002-03 MCC Profile MCC SLN Profile
Sample Profile
BlackHispanicAmer. Ind.NRAAsianUnknownWhite
16.2% 5.1% 0.6% 0.5% 3.2%0.0%74.4%
11.0%4.4%0.4%0.3%2.1%0.0%81.7%
12.9% 5.5% 0.0% 0.0% 3.5% 4.5%73.6%
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First-time vs. Experienced Online Student Sample by Gender
• First-time online students (n = 132; 68%)• Experienced online students (n = 62;
32%)
0
10
20
30
40
50
60
70
80
90
FemaleMale
ExperiencedFirst-time
82
19
5043
n = 194 7 Unknown
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First-time vs. Experienced Online Student Sample by Ethnicity
0
10
20
30
40
50
60
70
80
90
100
Black Hispanic Asian White
% First-time% Experienced
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Expectations* at Time of Registration
% First-Time Students
% Experienced Students
Can Begin Anytime 41.4 18.8
Online Easier than On-Campus
40.4 22.3
Less Homework than On-Campus
40.0 20.0
Faculty Interaction Required 35.6 15.0
Need Basic Computer Skills 28.3 14.1
Participate Independently 18.9 35.0
*Definitely what I expected + Sort of what I expected
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Satisfaction* at Time of Withdrawal
% First-Time Students
% Experienced Students
Own Performance in Course 30.0 14.0
Technical Help with the Course
28.6 13.5
Registration/Orientation 26.4 9.8
SLN in General 23.4 13.9
Directions Provided by Faculty
22.8 14.0
Directions to Get Started 10.9 15.1
*Somewhat satisfied + Extremely satisfied
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Explanation for Non-Success
in Online Course
Top Ten Factors% First-
Time Students
% Experienced Students
Lack of Motivation 46.3 24.4
Course Taking too Much time
43.0 18.8
Instructor’s Teaching Style
43.0 18.4
Too Many Technical Difficulties
41.9 19.8
Got Behind/Couldn’t Catch Up
41.7 22.1
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Explanation for Non-Success in Online Course
Top Ten Factors (Con’t)
% First-Time Students
% Experienced Students
Too Much Reading 41.4 20.9
Signed Up for too Many Courses/Had to Drop
41.1 20.4
Course too Unstructured 41.0 21.1
Not Interested in Subject 40.8 20.3
Couldn’t Handle Study Plus Other Responsibilities
38.9 21.6
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Number One Reason for Non-Success—Ranked
Order
1. Got behind and couldn’t catch up2. Too much reading3. Course taking too much time4. Course too unstructured5. Too many technical difficulties
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Number One Reason for Non-Success—Ranked
order
6. Not interested in subject matter7. Course too difficult8. Signed up for too many courses9. Couldn’t handle school with other
duties 10. Didn’t know where to go for help
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Likelihood to Take Another Online Course
SurveyNot a
chance/not likely
It’s possibleSomewhat likely/very
likely
Fall 2000 31.8% 11.6% 56.5%
Fall 2001 58.1% 12.9% 29.0%
Fall 2002 55.9% 11.8% 32.3%
3 Year Total 48.5% 12.2% 39.3%
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Likelihood to Take Another Online Course by Age
Age RangeNot a
chance/not likely
It’s possible
Somewhat likely/very
likely
<20 43.59% 15.9% 40.6%
20-24 34.4% 15.6% 50.0%
25-29 46.4% 14.3% 39.3%
30-34 64.1% 7.7% 28.2%
35-44 63.6% 0% 36.4%
45-59 50.0% 0% 50.0%
60 and over N/A N/A N/A
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Likelihood to Take Another Online Course by Gender
Not a chance/not
likelyIt’s
possible
Somewhat likely/very
likely
Female 52.4% 8.1% 39.5%
Male 40.9% 19.7% 39.4%
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Likelihood to Take Another Online Course by Ethnicity
EthnicityNot a
chance/not likely
It’s possible
Somewhat likely/very
likely
Black 48.0% 16.0% 48.0%
Hispanic 45.5% 18.2% 36.3%
Asian 49.2% 1.6% 49.2
White 41.3% 11.7% 40.0%
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General FindingsArchival Analysis
When compared to site-based courses at MCC• Online students are more likely to
earn a grade of C or better if they are >25 years of age and are part-time students
• First-time, full-time online students are least likely earn a grade of C or better
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General FindingsSurvey Analysis
Levels of Satisfaction• First-time students more satisfied at
time of withdrawal in general, and with their own performance
• Experienced students less satisfied with Registration procedures SLN in general Directions from faculty
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General FindingsSurvey Analysis
Expectations• First time students more likely to expect
Fluid beginning and end dates Less homework Online easier than site-based courses
• Experienced students more likely to expect Limited faculty interaction Independent participation in course
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General FindingsSurvey Analysis
Expectations• Online format expectations not accurate• Level of online interaction with faculty and
other students not accurate• Technical expectations (needed PC and
typing skills) not accurate
Percentage of W/F students’ likelihood to take another online course is decreasing• Approximately 1/3 are likely or somewhat
likely
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General FindingsSurvey Analysis
Main reasons for withdrawal• Got behind and couldn’t catch up• Course had too much reading, took too
much time, was too unstructured and too difficult
• Had too many technical difficulties and didn’t know how to get help
• Not interested in subject matter and dropped course to cut course load
• Couldn’t handle school, family, work, etc.
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Likelihood to take another online course•SLN in general (.604)•Interaction with other students (.518)•Directions provided by faculty (.491)•Directions to get started (.483) •Interaction with the faculty (.428)•Technical help with course (.408)
Significant Positive Correlations
(GPA and credit hours not significant with likelihood to take another course)
Significant at 0.01 level)
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Significant Positive Correlations
• Lacked PC skills and Lacked typing skills (.970) Too many tech difficulties (.741)
• Lack of access to PC and Lacked PC skills (.766) Financial problems (.731) Too many tech difficulties (.688)
• Course too difficult/lacked PC skills (.629)
(Significant at 0.01 level)
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Significant Negative Correlations
Likelihood to take another online course• Didn’t like the online format (-.569)• The course was too unstructured
(-.485)• Felt too alone, not part of the class
(-.435)• Didn’t know where to get help (-.324)(Significant at 0.01 level)
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Factor Analysis Summary
• Factor analysis conducted Data converged into four key
groupings in seven iterations Further discussion on this
analysis will be conducted later in this presentation
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Advice from the Literature
• The course design/level of interaction• The experience of the faculty• The level of technical support• A student pre-course orientation• Manage student expectations upfront• Professional development and training
for faculty• Standardized course management
system
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Summary of Key Findings
• Retention of online (W/F) MCC students is impacted by these characteristics: First-time (vs. Experienced) online students Amount of previous higher education
credits for full-time online students Student age (<25) Lack of PC skills and lack of access to a PC
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Research Informing Practice
Applications • Online student orientation CD project
Development and distribution of the CD Phone calls made to first-time online students
• On-site student orientations implemented* Development of Ten Myths Videostream
• Expansion of PC access for MCC studentsWireless laptops for check-out in LibrariesLearning Center support for online students
*An analysis was conducted on online student performance outcomes for those students who attended on-site MCC orientations
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Research Informing Practice
• Additional materials development SLN Student Awareness Sheet
• Retention strategies included in online faculty course development trainings Emphasis placed on pre-course activities
and first week of course interactions
• Promote self-paced free technology training to MCC students
• Preliminary discussion of MCC policies Forwarded to Academic Leadership Council
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Next Steps
• Conduct further analysis to investigate the relationship between online student reasons for non-success, and satisfaction variables for successful online students
• Investigate students’ technology readiness
• Continue evaluation of services and activities that were implemented as a result of the retention study
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Summary and Questions
Questions on retention survey #1
Time for a break!
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IV. MCC Online Student Retention Study #2
An Analysis of SLN Students’ Performance and Differentiation
Office of Institutional ResearchMonroe Community College
Angel Andreu
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The Study Research
• The Problem/Research Question• Observations• The Data• Analysis• Conclusions and Policy Implications
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The Problem
It is observed that the failure and withdrawal (F/W) grades for online students are increasing in number and percentage.
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The Observation
Percentage of F/W Grades, Fall Semester
1998 1999 2000 2001 2002
Online* 19 25 26 30 30
College 17 20 21 21 21
*N in 1998 was 409; 2002 was 2,473
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The Research
Previous research identified characteristics of students at risk of F/W grades in online courses. These were:
• First-time online students• Full-time students with less than 30
earned credits• Students under the age of 25• Minority students
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The Research
The MCC “Andreu” study affirmed these characteristics and looked specifically at:• Time of registration• Basic academic skills
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The Data: Time of Registration
• Only 7% of the “C or better” students registered during the first week of classes, compared to 16% of the “F/W” students
• Students who registered during the first week of classes had a 50/50 chance of earning a grade of C or better
• The odds of getting C or better decreased by 13% for each week closer to the first week of classes
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The Data: Age
• 65% of the F/W grades were among students under the age of 25
• Between the ages of 21 and 22, a student had a 50/50 chance of earning a C or better
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The Data: Age
Probability of Earning
An SLN GPA of C or Better
Figure 7
AGE, Years
605040302010
Pre
dic
ted
pro
ba
bili
ty
1.00
.90
.80
.70
.60
.50
.40
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The Data:Age and Time of
Registration
• Age and time of registration are each significant contributors to grade performance
• Their interaction is not significant• The best chance of getting a C or
better Register 5 weeks before the start of the
semester Be age 25 or above
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The Data: Experience(i.e. number of accumulated credit
hours)
• The rate of F/W grades between first and second year students is significant
• Experience is not significant when combined with age or time of registration
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The Data: Part/Full Time Status
• Part/Full time status is not significant
• The interaction of status and age was significant
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The Data:Part/Full Time Status
Estimated Marginal Means of SLN GPA
Figure 10
Age Group
30 & Over25 - 2920 - 24Less Than 20
Est
ima
ted
GP
A M
ea
ns
3.2
3.0
2.8
2.6
2.4
2.2
2.0
1.8
1.6
1.4
Status
Full-Time
Part-Time
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The Data:Basic Academic Skills
• MCC’s ACCUPLACER tool The variables used included reading
and sentence scores The metrics are placement scores at
the college English level (78 for reading, 83 for sentences)
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The Data:Basic Academic Skills
• For students to have a 50/50 chance of earning a C or better in an online course, their basic academic skills should be at the college English level
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What Does the Analysis Show?
Factors important to success in online courses:• Time of registration• The age of the student• The academic preparedness of the
student
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What Does the Analysis Show?
Factors in the decision model• College is enrollment driven• The online program is supporting
enrollment growth• The demographics of enrollment
growth for the College are the same demographics of non-success in online courses
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What Does the Analysis Show?
Policy Factors• Should policy account for motivation• At what “odds of failure” do we restrict
enrollment• Should online growth be allowed to
continue to support college enrollment growth
• What is the balance between student success and online enrollment growth
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Policy Development 1
• In all cases, a student with an ACCUPLACER score below 78 (reading) and/or 83 (sentence) is prohibited from taking an online course at MCC.
• This prohibition is lifted at such time that the student successfully completes the Transitional Studies coursework appropriate to address the deficiency.
• All online sections will be closed to registration one week before the start of class. Qualified students (see definition on next slide) who wish to enroll after this date will be allowed to “green slip” in until the College’s ‘Add’ deadline.
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Policy Development 1
• Qualified students include mature students with a record of success in college-level coursework. Student must also have satisfactory ACCUPLACER scores to have successfully completed the Transitional Studies coursework appropriate to address any deficiency. Students who have successfully completed an online course previously are also considered qualified. Note that data indicate that students 22 years old or older have a significantly greater chance of success in online coursework.
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Policy Development 2
Considerations• Forget policy, make it a course
prerequisite• Must be programmable• Cannot rely upon faculty involvement
for exceptions due to availability• Does resolution of the online problem
become a standard
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Policy Development 3
Draft X• Students in remedial English courses
are prohibited from enrolling in online courses
• All registrations for online courses are closed on the first day of classes
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Policy Development 4
Current Policy • Registration for online courses closed
week before the first day of classes• Late entry by permission
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Summary and Questions
Questions on retention survey #2
Time for a break!
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V. Research to Inform Practice:
An Online Research Agenda
MCC’s Online Research Agenda: Level 1 – Descriptive• Basic demographics• Basic production• Basic enrollment• Basic finance
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An Online Research Agenda
MCC’s Online Research Agenda: Level 2 – Evaluative• Basic performance• Student and faculty satisfaction• Integration with campus IR• Modify existing surveys “to fit”
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An Online Research Agenda
MCC’s Online Research Agenda: Level 3 – Comparative • Statewide benchmarks• National benchmarks• Complete surveys-–be a case study
MCC’s Online Research Agenda: Level 4 – Theoretical• External – in the literature• Internal – on the campus
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Research to Inform Practice:SUNY Research
Reasons for Taking an OL Course*
Reasons for Taking Course Online• Conflict with Personal Schedule 49%• Family Responsibilities 23%• Distance or Transportation 10%• Other 10%• Course Not Offered on Campus 5%• Interest in Technology/Internet 3%
*Retained Students
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SUNY ResearchReasons for Taking an OL
Course MCC vs. all other SUNY
Students* Primary Reason MCC* SUNY*
• Personal Schedule Conflict 49% 31%• Family Responsibilities 23% 16%• Distance or Transportation 10% 20%• Other 10% 12% • Not Offered On Campus 5% 15%• Interactive Technology 3% 7%
*Retained Students
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Research to Inform Policy:Theory Development
Four major barriers to persistence in distance learning (Garland, 1993)• Situational – students’ general
environment (social, economic, family)• Institutional – college’s programs, policies,
and procedures• Dispositional – student’s personal
background• Epistemological – academic environment
(course, pedagogy, prerequisites)
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Theory Development 2
1. Classified the 22 reasons for non-persistence according to Garland’s four barriers
2. Conducted Principle Components Factor Analysis
3. Analysis and Definition of the Factors
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Research to Inform Practice:
On-campus Orientation
Question
Is there value to an on-campus orientation course for online performance?
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On-campus Orientation
On-Campus Orientation Results • Most students felt they had the necessary skills
to be successful• Skill preparation is not related to performance • Students who attended the on-campus program
were more likely to earn a C or better C/Better F/W
On-campus Orientation 78% 18%Online Orientation only 64% 30%
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On-campus Orientation
To Continue the Course• Practice Demonstration Course• Structure not Skills• Market the grade differential• Keep faculty involved in the program
to provide “authentic experience”
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Research to Inform Practice:
Student Advice
Question to online students who received F/W grade on their online course:
“What advice would you give a fellow student considering registering for an online course?”
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Student Advice
Results – Top Five Topics• Be ready for independent learning.
Must be self-motivated.• Once you get started, stay on track.• Online courses require lots of reading,
homework and research. Get ready for the demands.
• Must develop a schedule to go online, must manage your time.
• Talk to other people and to other students before you take the class, and during the class
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Student Advice
Practical Use of Online Student Advice• Integrate into brochures, orientation
seminars• Do mock testimonies for video
displays • Share with Counseling and Advising
staff• Share with Faculty
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Research to Inform Practice:Managing Services
• Manage the Expectations Additional pre-start information sharing Additional orientations offered
• Manage the Support Services Greater integration with support team Additional points of access to services
• Manage the Academics Faculty course design issues and training Emphasis on multiple interactions
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Managing Services
Manage the Expectations• Welcome letter from Academic Vice
President has been expanded• Face-to-face student orientations offered*
• MCC Online Orientation CD distributed
• Phone calls made to all Fall 2002 online students and 1st-time Spring 2003 online students
*additional analysis conducted
Monroe Community College 91
Managing Services
Manage the Support Services• Student Services web page
expansion• Revisions made to the service
gateway to online learning web page• Brochures at Records and
Registration and at the Counseling Center
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Research to Inform Practice:Managing Services
Manage the Academics• Retention strategies integrated into
faculty trainings• Discipline-specific retention studies• Discussions on other academic support
—online tutoring, writing centers, etc.• Pilot test CourseSpace (use of online
template for web course enhancement)
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Research to Inform Practice:
Defining Retention
Question: How do you define retention?
It depends:• Research–two basic presentations
As an enrollment statistic As a performance indicator
• Policy Be consistent, clarify your statistics
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Defining Retention and Withdrawal Rates
All SLN Courses Fall 2002Annual 2002-03
First day enrollment 1851 4154
First week enrollment 1857 4225
Census day enrollment
1714 3847
Last day enrollment 1716 3832
Retention as an enrollment statistic
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Online Retention Rates
Fall 2002 1st Week Census Day Last Day
1st Day 1.02 .94 .95
1st Week .92 .92
Census 1.00
All 2002-03 1st Week Census Day Last Day
1st Day 1.02 .93 .92
1st Week .91 .91
Census 1.00
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Defining Retention and Withdrawal Rates
Retention as a performance measure(All SLN Courses)
Grade Fall 2002Annual
2002-2003
A to D 1,253 2,755
F, W, Other 463 1,077
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Withdrawal Rates
Fall 2002F&W
Grades
Spring 2003F&W
Grades
2002-2003F&W
Grades
All MCC 20.5% 19.6% 19.5%
Online Only 30.0% 29.5% 28.1%
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Next Steps:Things to Consider
• Services • Policies• Definition of “Retention” for data
collection• Replicate studies at other
institutions
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Summary
• Conclusions• Questions• Discussion• Completion of Session Evaluation
Forms
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Contact Information
Dr. Jeffrey P. Bartkovichjbartkovich@monroecc.edu
Marie J. Fetznermfetzner@monroecc.edu
MCC Web Page: www.monroecc.edu
MCC Online Learning page:http://www.monroecc.edu/depts/distlearn/index.htm
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