Embed Size (px)
DESCRIPTION
SLN SOLsummit 2010 http://slnsolsummit2010.edublogs.orgFebruary 26, 2010Phil Ice, Director of Course Design, Research & Development, American Public University SystemStudent Retention in Online ProgramsAs the growth of online programs continues to rapidly accelerate, concern over retention is increasing. Models for understanding student persistence in the face-to-face environment are well established, however, the many of the variables in these constructs are not present in the online environment or they manifest in significantly different ways. With attrition rates significantly higher than in face-to-face programs, the development of models to explain online retention is considered imperative. This presentation will focus on the relationship between student characteristics and online behaviors, and retention. Participants will be presented with a methodology that can be used in their own programs to help understand factors influencing retention and ways to detect at risk students.
Citation preview
Phil Ice, Ed.D.
SLN SOL Summit
Syracuse, 2010
Student Retention
In Online
Programs
The State of Online Learning
approximately 4 million students taking online courses with 12.9% growth rate
outpacing face-to-face by 6 to 1
US Department of Education metastudy – online is more effective than face-to-face
dropout rates much higher – some studies show up to 7 times greater
Retention
a concern in higher education since the late 1800’s
GPA, SAT, ACT, ect. traditional predictors of retention
Tinto, Astin, Braxton and others have demonstrated the role of social integration
measures of social integration well defined in the face-to-face setting – not in online
social presence cognitive presence
teaching presence
Social Presence
the ability of participants in a community of inquiry to project themselves socially and emotionally -- as ‘real’ people
the degree to which participants in computer mediated communication feel socially and emotionally connected
Social Presence - Elements
affective expression (expressing emotion, self-projection)
open communication (learning climate, risk free expression)
group cohesion (group identity, collaboration)
APUS Study
American Public University System
Approximately 60,000 students
100% online
monthly course starts
CoI is the end of course survey
eight semesters of data collection
CoI survey items regressed on retention
Findings
21 of the 34 items were found to be significant predictors
21.1% of variance accounted for
two items accounted for 20.2% of variance accounted for using forward entry:
Q16: Online or web-based communication is an excellent medium for social interaction – 18%
Q15: I was able to form distinct impressions of some course participants – 2.2%
Subsequent Research
Inclusion of Transfer Credit, Age, Gender, Ethnicity, GPA, Last Course Grade, Military / Civilian Status, Program, Course Duration, Time Since Last Course
42.7% of variance accounted for
19% for two previous CoI items
15.3% for Transfer Credit
4.6% for Last Course Grade
Conclusions
students perceptions of adequacy of the online medium for social interaction may be significant for retention
technology may be a prime determinant of students perception of adequacy
Institutional investment in social networking and rich interactive technologies may significantly impact retention
Transfer Credit may be an indicator that students have acquired skills – more research needed
Moving Forward
Transactional data needed to understand what is occurring in the LMS / other learning environments
Event layer data extraction for LMS
Semantic mapping using Common Library for materials generated within courses
The Technology Fix
Occasional and poor connectivity are problems
PLE’s to overcome low media richness
Implementing RIA’s
AIR / Flex POC
