Improving Student Retention and Success Within the Context of Complex Lives and Diverse Circumstances

Abstract

In the wake of the Covid-19 pandemic, Australian universities, as in many other countries, have been delivering more online education than ever before. The imperative to improve the quality of online education delivery has never been greater. Much of the research and student statistics discussed in this chapter pre-date the Covid-19 pandemic and the subsequent expansion in online education delivery. However, as will be demonstrated, the recommendations offered within this chapter remain relevant within the current context of the online postgraduate student cohort.According to government statistics from the Australian Government Department of Education, Skills and Employment (DESE 2019a), in 2019 there were around one million commencing and continuing domestic students enrolled at Australian universities, of which roughly a quarter were postgraduates. Approximately 34% of these postgraduate students-just over 80,000-were enrolled in an online mode of study. Online postgraduate programmes enable the participation of those who would not otherwise be able to enhance their university qualifications, including many older students who are studying alongside considerable work and family C. Stone (*

Whakapiri (Engagement): Using an Indigenous engagement framework to enhance online teaching

“…This meant balancing Transactional Distance, such that they received sufficient structure to reduce stress and develop fluidity with content, but were offered sufficient opportunities for dialogue to satisfy autonomy over their learning journey (Moore, 2019). Further, it required a focus on the engagement factors known to support non-traditional student cohort retention, including prioritising regular dialogue and meaningful engagement activities, welcoming the sharing of their own experiences as part of the learning process, and encouraging positive engagement and reflective discussions with other students in the class (Stone, Downing, & Dyment, 2021;Stone & O'Shea, 2019).…”

“…In fact, this framework supported relationship building in a manner that clearly reflected the five R's critical for developing an online learning experience supportive of indigenous learners: respect, relevance, reciprocity, responsibility, and relationships (Tessaro et al, 2018). This framework also facilitated the development of relationships in a manner supportive of non-traditional students, including early and individualised contact, consistent online staff presence for support, quick response times to queries, public recognition of learning and encouragement of interaction with classmates, recognition of lived experiences as valuable learning narratives, and acknowledgement of the multiple identities and commitments these students have besides study (Stone et al, 2021).…”