Instructional Quality and Student Retention in Online Education

2010 ◽  
Author(s):  
Tracy G. Marsh ◽  
Regina A. Galer-Unti
Keyword(s):  
Online Education ◽  
Student Retention ◽  
Instructional Quality

Student Retention in Online Education

2011 ◽  
pp. 1944-1950
Author(s):  
Mac Adkins ◽  
Wanda B. Nitsch
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Student Retention ◽  
Financial Stability ◽  
Program Completion ◽  
Completion Rate ◽  
Educational Services ◽  
Education Student ◽  
Online Student ◽  
Educational Product

Successful program completion in an online education context is a combination of learner attributes, the university’s focus on meeting the needs of the students, and providing a quality educational product. This article focuses on the needs of the online student and how a program can provide the educational services that promote student retention. By recognizing distance education student needs and putting strategies into place to best meet those needs, programs can have a high course and program completion rate to meet accreditation standards and provide financial stability for the institution.

Cultural Considerations in Postsecondary and Vocational Education

2019 ◽  
pp. 208-223
Author(s):  
Aaron Perez
Keyword(s):  
Online Education ◽  
Student Retention ◽  
Instructional Practices ◽  
Campus Climate ◽  
Educational Institution ◽  
College Campuses ◽  
Post Secondary ◽  
Cultural Considerations ◽  
Potential Benefits ◽  
Best Fit

This chapter focuses on the culture of a college in post-secondary education and how the educational institution can affect how others experience it. Specifically, this chapter looks at varying aspects of culture that relate to engagement, instruction, operations, and campus climate. Cultural considerations in post-secondary and vocation education are also discussed in the context of the current issues facing college campuses, with a specific concentration on student retention, online education, instructional practices, funding practices, and the acceptance of people groups. Throughout this chapter, considerations are offered for the institution to determine potential benefits to an institution. It is the choice of the institution to make choices that best fit the needs of its students. Not every choice will benefit every institution as no two institutions are the same. However, there are benefits in education to what others have attempted and learn from past educational experience.

Student Retention in Online Education

2011 ◽  
pp. 1680-1686
Author(s):  
Mac Adkins ◽  
Wanda B. Nitsch
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Student Retention ◽  
Financial Stability ◽  
Program Completion ◽  
Completion Rate ◽  
Educational Services ◽  
Education Student ◽  
Online Student ◽  
Educational Product

Successful program completion in an online education context is a combination of learner attributes, the university’s focus on meeting the needs of the students, and providing a quality educational product. This article focuses on the needs of the online student and how a program can provide the educational services that promote student retention. By recognizing distance education student needs and putting strategies into place to best meet those needs, programs can have a high course and program completion rate to meet accreditation standards and provide financial stability for the institution.

Technophobe to Technophile…Entering the Internet Culture

2012 ◽  
pp. 1506-1517
Author(s):  
Pamela L. Anderson-Mejías
Keyword(s):  
Online Education ◽  
Student Retention ◽  
Learning Environments ◽  
Online Classes ◽  
Older Students ◽  
Face To Face ◽  
Internet Culture ◽  
Virtual Class ◽  
The Face ◽  
University Setting

This chapter describes a successful means of introducing returning, older students to online education in a university setting. After presenting basic background from the literature on retention within online classes, the case is presented in detail as to how 16 fearful learners became confident and successful through the instructor’s taking time for preparation, establishing a sense of achievement using the technology, creating interconnections with peers, and demonstrating the usefulness of the virtual class over the face-to-face class. The author hopes that by describing in detail the case and the principles found, future educators can prepare their traditional students for the culture of virtual learning environments, thus expanding options for their programs while addressing university administrative concerns about student retention.

Student Retention in Online Education

2011 ◽  
pp. 257-264
Author(s):  
Mac Adkins ◽  
Wanda B. Nitsch
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Student Retention ◽  
Financial Stability ◽  
Program Completion ◽  
Completion Rate ◽  
Educational Services ◽  
Education Student ◽  
Online Student ◽  
Educational Product

Successful program completion in an online education context is a combination of learner attributes, the university’s focus on meeting the needs of the students, and providing a quality educational product. This article focuses on the needs of the online student and how a program can provide the educational services that promote student retention. By recognizing distance education student needs and putting strategies into place to best meet those needs, programs can have a high course and program completion rate to meet accreditation standards and provide financial stability for the institution.

Using Data Analytics to Foster the Instructional Quality of Online Education

2017 ◽  
pp. 37-55
Author(s):  
B. Jean Mandernach
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Data Analytics ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Instructional Quality ◽  
Learning Programs ◽  
Using Data

The growth of online learning has spurred interest in how administrators can (and should) utilize data to drive teaching evaluations, decision-making and program oversight. Within the realm of higher education administration, online learning programs offer a distinct advantage over their campus-based counterparts: tangible artifacts. The reality of online teaching and learning is that every interaction creates a digital footprint of the teaching-learning dynamic. While researchers have actively explored how the data from these digital footprints can be used to enhance student learning, less attention has been given to how administrators can utilize data analytics to foster the instructional quality of online education. Beyond learning analytics, teaching analytics provide valuable insights that allow administrators to efficiently evaluate the quality of online teaching, proactively support faculty, and make informed program oversight decisions to maximize the online learning experience.

Technophobe to Technophile…Entering the Internet Culture

2010 ◽  
pp. 109-121
Author(s):  
Pamela L. Anderson-Mejías
Keyword(s):  
Online Education ◽  
Student Retention ◽  
Learning Environments ◽  
Online Classes ◽  
Older Students ◽  
Face To Face ◽  
Internet Culture ◽  
Virtual Class ◽  
The Face ◽  
University Setting

This chapter describes a successful means of introducing returning, older students to online education in a university setting. After presenting basic background from the literature on retention within online classes, the case is presented in detail as to how 16 fearful learners became confident and successful through the instructor’s taking time for preparation, establishing a sense of achievement using the technology, creating interconnections with peers, and demonstrating the usefulness of the virtual class over the face-to-face class. The author hopes that by describing in detail the case and the principles found, future educators can prepare their traditional students for the culture of virtual learning environments, thus expanding options for their programs while addressing university administrative concerns about student retention.

scholarly journals A public-private partnership to transform online education through high levels of academic student support

2020 ◽  
Vol 36 (5) ◽  
pp. 30-45
Author(s):  
Chris Walsh ◽  
Abhinav Mital ◽  
Michael Ratcliff ◽  
Ana Yap ◽  
Zeina Jamaleddine
Keyword(s):  
Academic Success ◽  
Online Education ◽  
Student Retention ◽  
Learning Analytics ◽  
Student Support ◽  
Public Private Partnership ◽  
Attrition Rates ◽  
Private Partnership ◽  
The University ◽  
Student Ratios

Online education often struggles to maintain a consistent, high quality academic experience. High attrition rates and low student satisfaction continue to challenge higher education providers. We present an innovative public-private partnership that delivers a resources-sufficient model of fully online postgraduate education with high levels of academic student support in an unbundled approach. The partnership overcomes the challenges that plague online education by leveraging learning analytics to provide highly responsive student support, 7 days a week and in the evenings. The success of this model is its ability to ameliorate problems inherent in online education. This includes the lack of ongoing staff training and support to successfully teach online, staff availability when students need support and insufficient staff-student ratios. As the sector moves towards a digitally integrated future, our model of online education illustrates how a public-private partnership can provide online learning that is effective as measured by high rates of student retention and transition, satisfaction, and academic success. We argue our resources-sufficient model provides a transformational roadmap for scaled online learning that creatively reimagines supported, personalised, engaged and student-centred digital learning as the sector moves towards a digitally integrated future. Implications for practice or policy Public-private partnerships can represent a rebundling of the university that explicates how the university should work to provide responsive, supported, and high-quality online education. A resources-sufficient model of online education characterised by high levels of ongoing staff training, learning analytics to track student engagement, and optimum staff-student ratios, increases student retention and transition, satisfaction, and academic success. Student engagement systems that leverage learning analytics can work to increase students’ academic success and decrease attrition rates.

scholarly journals Online college laboratory courses: Can they be done and will they affect graduation and retention rates?

2015 ◽  
Vol 5 (4) ◽  
Author(s):  
Eddy Van Hunnik
Keyword(s):  
Online Education ◽  
Student Retention ◽  
Traditional Classroom ◽  
Retention Rates ◽  
Science Courses ◽  
Laboratory Science ◽  
Laboratory Courses ◽  
Online Laboratory ◽  
Hands On ◽  
College Laboratory

<p>Online education has been steadily growing during the last decade. This growth has mainly taken place in the non-laboratory science fields. This essay describes some of the best practices to increase and maintain student retention, increase student engagement and increase graduation rates for college running online laboratory science courses. This article further discusses how to run successful, hands-on laboratory courses for your online students. The most common issues are being discussed and what can be done to provide the students with the same hands-on experience online as what they would experience in a more traditional classroom setting.</p><p><strong>DOI:</strong> <a href="http://doi.org/10.18870/hlrc.v5i4.289">10.18870/hlrc.v5i4.289</a></p>

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