scholarly journals WHY THEY STAYED: NEAR-PERFECT RETENTION IN AN ONLINE CERTIFICATION PROGRAM IN LIBRARY MEDIA

2019 ◽  
Vol 13 (3) ◽  
Author(s):  
Katrina A. Meyer ◽  
Janis Bruwelheide ◽  
Russell Poulin
Keyword(s):  
Student Retention ◽  
Academic Integration ◽  
Community Of Inquiry ◽  
Theoretical Models ◽  
Certification Program ◽  
Library Media ◽  
Retention Model ◽  
Online Programs ◽  
Non Traditional Students ◽  
K 12

This paper focuses on an assessment of an online certification program in K–12 library media which has a near-perfect record of retaining students. Students and graduates of the program were asked to identify reasons for enrolling (and staying enrolled) in the program as well as functions that faculty performed well. These reasons were drawn upon three theoretical models of student retention: Tinto, Bean and Metzner, the Community of Inquiry Model, plus advantages of online programs. Openended questions and Likert-style items provide some support for the academic integration portion of Tinto’s retention model, Bean and Metzner’s retention model for adult non-traditional students, and the importance of the program being available online in explaining why students stayed. Open-ended questions and Likert-style items also support the use of the Community of Inquiry model as a way of identifying what faculty did well in the program and perhaps contributed to the students’ willingness to stay enrolled in the program.

scholarly journals WHY THEY STAYED: NEAR-PERFECT RETENTION IN AN ONLINE CERTIFICATION PROGRAM IN LIBRARY MEDIA

2019 ◽  
Vol 10 (4) ◽  
Author(s):  
Katrina A. Meyer ◽  
Janis Bruwelheide ◽  
Russell Poulin
Keyword(s):  
Student Retention ◽  
Academic Integration ◽  
Community Of Inquiry ◽  
Theoretical Models ◽  
Certification Program ◽  
Library Media ◽  
Retention Model ◽  
Online Programs ◽  
Non Traditional Students ◽  
K 12

This paper focuses on an assessment of an online certification program in K–12 library media which has a near-perfect record of retaining students. Students and graduates of the program were asked to identify reasons for enrolling (and staying enrolled) in the program as well as functions that faculty performed well. These reasons were drawn upon three theoretical models of student retention: Tinto, Bean and Metzner, the Community of Inquiry Model, plus advantages of online programs. Open-ended questions and Likert-style items provide some support for the academic integration portion of Tinto’s retention model, Bean and Metzner’s retention model for adult non-traditional students, and the importance of the program being available online in explaining why students stayed. Open-ended questions and Likert-style items also support the use of the Community of Inquiry model as a way of identifying what faculty did well in the program and perhaps contributed to the students’ willingness to stay enrolled in the program.

Review of Undergraduate Student Retention and Graduation Since 2010: Patterns, Predictions, and Recommendations for 2020

2017 ◽  
Vol 22 (2) ◽  
pp. 227-250 ◽  
Author(s):  
Salvatore A. Barbera ◽  
Steven David Berkshire ◽  
Consuelo B. Boronat ◽  
Michael H. Kennedy
Keyword(s):  
Nontraditional Students ◽  
Student Retention ◽  
College Experience ◽  
Theoretical Models ◽  
Demographic Variables ◽  
Bachelor's Degree ◽  
Degree Programs ◽  
Predictors Of Success ◽  
Online Programs ◽  
Broad Array

A plethora of research spanning several decades has attempted to understand predictors of retention and graduation in undergraduate bachelor’s degree programs. The topic is no less important today, as larger and larger swaths of the American population attend college each year. Studies have demonstrated that key demographic variables, indicators of academic readiness, and financial challenges all appear to be important predictors of student retention and graduation. In addition to these historically important indicators, other modern considerations, such as an increasing number of nontraditional students and the availability of online programs, deserve mention. In this review, we covered both historical predictors of success, as well as more novel challenges to the college experience, limiting our discussion to research published since 2010. We also discuss relevant theoretical models for synthesizing this broad array of findings and provide suggestions for the future of research on this topic for the upcoming decade.

An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Philip Ice ◽  
Angela M. Gibson ◽  
Wally Boston ◽  
Dave Becher
Keyword(s):  
Instructional Design ◽  
Student Retention ◽  
Student Satisfaction ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Public University ◽  
Cognitive Presence ◽  
Cognitive Integration ◽  
Face To Face ◽  
Rapid Pace

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study examines course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-à-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.

scholarly journals AN EXPLORATION OF THE RELATIONSHIP BETWEEN INDICATORS OF THE COMMUNITY OF INQUIRY FRAMEWORK AND RETENTION IN ONLINE PROGRAMS

2019 ◽  
Vol 13 (3) ◽  
Author(s):  
Wally Boston ◽  
Sebastián R. Díaz ◽  
Angela M. Gibson ◽  
Phil Ice ◽  
Jennifer Richardson ◽  
...  
Keyword(s):  
Social Presence ◽  
Student Persistence ◽  
Community Of Inquiry ◽  
Student Records ◽  
Attrition Rates ◽  
Online Programs ◽  
Face To Face ◽  
The Face ◽  
Community Of Inquiry Framework ◽  
The Relationship

As 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 study moves in that direction by exploring the relationship between indicators of the Community of Inquiry Framework and student persistence. Analysis of over 28,000 student records and survey data demonstrates a significant amount of variance in re-enrollment can be accounted for by indicators of Social Presence.

scholarly journals Creating Community in EdD Programs during COVID-19: Challenges, Strategies, and Opportunities

2021 ◽  
Vol 6 (2) ◽  
pp. 1-4
Author(s):  
Alyson Adams ◽  
Gage Jeter
Keyword(s):  
Learning Communities ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Community Building ◽  
Online Programs ◽  
Building Community ◽  
Community Of Inquiry Framework

Building community in online EdD programs can be a challenge, and the COVID-19 pandemic has highlighted the importance of doing so. In this essay, we will situate community building within the larger Community of Inquiry framework and focus on the element of social presence. By understanding more about the various aspects of social presence, faculty who design and deliver online programs can build stronger learning communities with and for their EdD students.

Community of Inquiry as Teacher Professional Development in China

2017 ◽  
pp. 100-118 ◽  
Author(s):  
Hiller A. Spires ◽  
Shea N. Kerkhoff ◽  
Meixun Zheng
Keyword(s):  
Professional Development ◽  
Community Of Inquiry ◽  
New Literacies ◽  
Future Research ◽  
Pedagogical Change ◽  
Teachers Perceptions ◽  
Reform Agenda ◽  
Depth Analysis ◽  
Teacher Professional ◽  
K 12

Over the past decades, improving teacher instructional quality has been a top priority in the Chinese government's K-12 educational reform agenda. Within this reform context, the purposes of this chapter are to share: (a) a community of inquiry model of professional development on new literacies that is being used with teachers in China; and (b) qualitative data from three teachers' perceptions of the professional development, their classroom practices, and challenges they are confronting as they implement changes in their educational system. Emerging themes indicated that teachers embraced pedagogical change along a continuum, from resistant to completely open, within the context of their school culture. Challenges to pedagogical change included teacher cultural identity and lack of time and commitment needed for implementation. Future research will include more in-depth analysis of the change process that Chinese teachers embrace as they conceptualize and apply new literacies and innovative pedagogies in their classrooms.

Classroom Preferences

2010 ◽  
pp. 1268-1279
Author(s):  
Chuleeporn Changchit ◽  
Tim Klaus
Keyword(s):  
Student Retention ◽  
Online Instruction ◽  
Online Courses ◽  
Retention Rates ◽  
Online Course ◽  
Online Programs ◽  
Traditional Courses ◽  
Course Offerings

Advances in technology have enabled instructors to design online courses that better meet the needs of students. Online courses generally are adaptations of traditional courses; some courses are more suitable for such online instruction. As the trend of online course offerings continues, universities must understand factors that lead to students’ preferences since online courses can be costly to develop and implement and inappropriate online coursescan lead to lower student retention rates. This study focuses on students’ perceptions of online courses. The results identify issues that affect students’ perceptions and this study concludes by suggesting ways for universities to design online programs that better suit the desires of students.

Factors Encouraging or Discouraging Students from Taking Online Classes

2010 ◽  
pp. 55-67 ◽  
Author(s):  
Chuleeporn Changchit ◽  
Tim Klaus
Keyword(s):  
Student Retention ◽  
Online Courses ◽  
Communication Technologies ◽  
Retention Rates ◽  
Online Classes ◽  
Continuing Higher Education ◽  
Online Programs ◽  
Individual Variations ◽  
Traditional Courses ◽  
Use Of The Internet

Advances in communication technologies, such as widespread use of the Internet, have opened new avenues for continuing higher education. These advances have allowed educators to provide for and satisfy individual variations in learning. Generally, online courses are adaptations of traditional courses; some courses are more suitable than others for such online instruction. As the trend to offer online courses continues, understanding the factors that lead to students’ preference can be useful. Online courses can be costly to develop and to implement, and inappropriately designating courses for online participation can lead to lower student retention rates. This study focuses on students’ perceptions of online courses. The results identify issues that affect students’ perceptions, and this study concludes by suggesting ways for universities to design online programs that better suit the desires of students.

Projects The Eisenhower National Clearinghouse for Mathematics and Science Education

1995 ◽  
Vol 88 (9) ◽  
pp. 781
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Free Access ◽  
Library Media ◽  
Electronic Catalog ◽  
Exciting Source ◽  
Mathematics And Science Education ◽  
K 12 ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

Everj’ teacher is pressed for time and plagued by the problem of finding information about new resources quickly and efficiently. K—12 mathematics and science teachers and library media spe�cialists now have a new and exciting source of information about curriculum and professional development materials. The Eisenhower National Clearing-house for Mathematics and Science Education (ENC) allows free access to its comprehensive electronic catalog of K-12 curriculum resources.

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