The Road to Retention: A Closer Look at Institutions That Achieve High Course Completion Rates

Moore, Janet C.; Fetzner, Marie

doi:10.24059/olj.v13i3.1650

Cited by 21 publications

(16 citation statements)

References 15 publications

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“…In differentiated instruction, which is based on the principles of Universal Design for Learning (UDL), instructors consider students’ learning preferences, past experiences with the subject matter, and current interests to fully engage students with their learning. The application of UDL principles to learning environments has been tied to increased student engagement (Moore and Fetzner ), persistence (Field, Sarver, and Shaw ; Getzel ), and retention (Field, Sarver, and Shaw ; Getzel ; Moore and Fetzner ). In hybrid classrooms, the range of activities, both in class and online, can provide a diverse group of students with learning techniques that are most applicable to their learning preferences and that help keep them engaged throughout a course.…”

Section: Benefits Of Hybrid Teaching and Learningmentioning

confidence: 99%

Fundamentals of Hybrid Teaching and Learning

Linder

2017

New Drctns for Teach & Learn

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Section: Benefits Of Hybrid Teaching and Learningmentioning

confidence: 99%

Fundamentals of Hybrid Teaching and Learning

Linder

2017

New Drctns for Teach & Learn

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“…Earlier studies consistently reported the popular demands of online courses. In the last decade, there was a 100% increase rate of online course enrollments from 2003 to 2007 (Moore & Fetzner, 2009). Of all students enrolled in higher education in 2013, 32% took at least one online course (Allen & Seaman, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Completion rates in online courses are historically lower, about 8-14%, than in the traditional face-to-face courses (Xu & Jaggars, 2011a, 2011b. Moore and Fetzner (2009) contended that the completion rates in online classes are claimed to be 10-20% lower than in traditional ones, along with graduation rates for undergraduate degree being only 56%. The completion rates for graduate online courses in business statistics and finance are also similar (Terry, 2001).…”

Section: Introductionmentioning

confidence: 99%

Factors Contributing to Student Retention in Online Learning and Recommended Strategies for Improvement: A Systematic Literature Review

2019

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Aim/Purpose: This systematic literature review investigates the underlying factors that influence the gap between the popularity of online learning and its completion rate. The review scope within this paper includes an observation of possible causal aspects within the non-ideal completion rates in online learning environments and an identification of recommended strategies to increase retention rates. Background: While online learning is increasingly popular, and the number of online students is steadily growing, student retention rates are significantly lower than those in the traditional environment. Despite the multitude of studies, many institutions are still searching for solutions for this matter. Methodology: A systematic literature review was conducted on 40 studies published between 2010 and 2018. We established a set of criteria to guide the selection of eligible articles including topic relevance (aligned with the research questions), empirical studies, and publication time frame. Further steps were performed through a major database searching, abstract screening, full-text analysis, and synthesis process. Contribution: This study adds to expanding literature regarding student retention and strategies in online learning environments within the higher education setting. Findings: Revealed factors include institutional support, the level difficulty of the programs, promotion of a sense of belonging, facilitation of learning, course design, student behavioral characteristics, and demographic variables along with other personal variables. The recommended strategies identified for improving student retention are early interventions, at-all-times supports for students, effective communication, support for faculty teaching online classes, high-quality instructional feedback and strategies, guidance to foster positive behavioral characteristics, and collaboration among stakeholders to support online students. Recommendations for Practitioners: Since factors within the open systems of online learning are interrelated, we recommend a collective effort from multiple stakeholders when addressing retention issues in online learning. Recommendation for Researchers: We recommend that fellow scholars consider focusing on each influential factor and recommendation in regard to student retention in online learning environments as synthesized in this study. Findings will further enrich the literature on student retention in online learning environments. Future Research: Future research may investigate various data-mining and analytics techniques pertaining to detection and prediction of at-risk students, the efficacy of student support and faculty support programs, and ways to encourage struggling students to adopt effective strategies that potentially engender positive learning behaviors.

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“…Lewis (2009) explains that the "paradigm shift" from face-to-face to online learning can be challenging, but if the learner is committed they can master this mode; a sentiment echoed by others (Kahu et al, 2014;Posey and Pintz, 2014;Oman et al, 2012). Universities are encouraged to support a student's transition to online learning by providing access to orientation modules prior to study commencement, creating relationships with course convenors, peer mentors and other students, and responding to the diverse needs of students (Moore and Fetzner, 2010;Milman, 2013;Posey and Pintz, 2014). The University provides many of these support strategies with the intent to facilitate student success with online programs.…”

Section: Discussionmentioning

confidence: 99%

Utilising a scholarship program as a workforce strategy for the community-managed mental health sector

Foreman

McMillan

Wheeler

2017

JMHTEP

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Purpose-The community-managed mental health sector needs to meet growing workforce demands. Yet, limited research has explored professional development opportunities and effective recruitment and retention strategies to support sector growth. One strategy is the use of a scholarship program to increase skills and training, via a University qualification. The purpose of this paper is to explore the progress of 19 mental health scholarship students and the impact of the scholarship on career intentions. Design/methodology/approach-A mixed-methods approach comprising scholarship applications, questionnaires and semi-structured interviews was used to explore the students' university experiences between February 2013 and January 2015. Course convenors of the Mental Health Program were interviewed. Data were collected across three time-points over 24 months, with each collection informing the next research phase. Data analysis involved thematic analysis and descriptive statistics. Findings-Deeper knowledge, recognition of experience, new career pathways and improved work practice were benefits. Managing time and study, and work-life balance were the greatest challenges. Completing students displayed a range of internal attributes and accessed external supports. At the time of the study, the scholarships maintained student motivation and intention to work in the sector. Originality/value-This research provides a deeper understanding of the demographics of the sector's workforce. Insight into the attributes of completing students was obtained. The benefits realized and the challenges faced by the scholarship recipients will inform ongoing workforce development programs for the community-managed mental health sector.

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The Road to Retention: A Closer Look at Institutions That Achieve High Course Completion Rates

Cited by 21 publications

References 15 publications

Fundamentals of Hybrid Teaching and Learning

Fundamentals of Hybrid Teaching and Learning

Factors Contributing to Student Retention in Online Learning and Recommended Strategies for Improvement: A Systematic Literature Review

Utilising a scholarship program as a workforce strategy for the community-managed mental health sector

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