online student retention
Student retention is an ongoing challenge to online educators. While there is great variation in retention rates across programs and institutions, online retention rates tend to be significantly lower than those in the face-to-face environment. However, not all online educators struggle with student retention. Kari Frisch, a communications professor at Central Lakes College, has consistent retention rates of around 95 percent in her online courses, which include interpersonal communication, intercultural communication, mass communication, and online social networking. In an interview with Online Classroom, Frisch talked about the factors that she believes help her achieve such high retention rates.
Online student retention is one of the most critical components for the success of any college or university. The key to a successful online retention program is the realization that student retention is everybody’s job.
To compensate for the lack of face-to-face contact, faculty need to make a special effort to connect with students when introducing online courses. Learn how you can transform course introductions from ho-hum exercises in housekeeping into time-saving, inspirational new beginnings.
You’ve been assigned your first online class to teach and you feel like you’re ready. You’ve done your homework and learned the ins and outs of the institution’s course management system. You’ve structured your content in purposeful ways and developed thoughtful guiding questions to situate student learning and motivate them. When the class starts, however, you realize that while everything is technically functioning correctly, many of the students are not engaged. While you were looking forward to teaching online and interacting with students, the students are approaching your course as if it’s an independent study. This wasn’t what you anticipated when you agreed to teach online!
Who should be taking online courses? Are online courses equally appropriate for all students? Can any content be taught in an online format or do some kinds of material lend themselves to mastery in an electronic environment? Who should be teaching these courses? These are all good questions that institutions offering online courses—and instructors teaching them—should consider.
Which online instructor characteristics help students succeed? It’s a rather basic question that has not been adequately answered. We did a literature search to find if anybody had done any research from the students’ perspective on what constitutes a quality online instructor. There were perhaps 10 articles by professors speculating about what they thought defined quality online instruction, but nobody had asked students.
As professors, we all have seen first-time students who are so nervous that they do not even know where to begin, let alone how to achieve their educational goals. I am one of those lucky professors who works with adult students who are going back to school for a myriad of reasons, and are choosing to take online classes. Not only do these students need help with writing an academic paper, and how to submit an assignment to a dropbox, but their self-esteem and support system are sometimes lacking.
Understanding what motivates online learners is important because motivated students are more likely to engage in activities that help them learn and achieve, says Brett Jones, associate professor of educational psychology at Virginia Tech. Based on an extensive review of the literature on student motivation, Jones has developed the MUSIC model of student motivation, which identifies five main factors that contribute to student motivation: eMpowerment, Usefulness, Success, Interest, and Caring.
Balancing Act: Managing Instructor Presence and Workload When Creating an Interactive Community of Learners
Increasingly, online educators are faced with two key directives that are critical for student success and retention: increasing instructor presence and building a community of learners.
The college student experience, even for graduate students, is much more than course assignments, so why is it that the online learner’s experience is often limited to logging in, reading assignments and posting on the discussion board?