scholarly journals Retention strategies for online students: A systematic literature review

2021 ◽  
Vol 5 (1) ◽  
pp. 72-84
Author(s):  
Katy Seery ◽  
Albert Barreda ◽  
Stephanie Hein ◽  
Jokima Hiller
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Faculty Training ◽  
Database Search ◽  
Retention Rates ◽  
Retention Strategies ◽  
Student Interactions ◽  
Advance Research ◽  
Higher Education Retention ◽  
Education Retention

The purpose of this paper is to examine online retention research in higher education over a 5-year span (January 2015–March 2019) to further advance research in higher education retention. Through an academic database search, 18 articles were collected from EBSCOhost, Google Scholar, and Research Gate using combinations of the keywords online, retention strategies, and higher education. All articles were analyzed for proposed retention strategies. Retention is a global topic. As such, this study demonstrates the importance of retention and clarifies issues or challenges students encounter, which may cause lower retention rates. The data reviewed suggest the most common retention issues or strategies involved student factors/motivation as well as faculty and student interactions. Common retention strategies most often included enhancing faculty training and/or support and adding student services positions and/or support.

scholarly journals Factors that Influence Student Retention

2018 ◽  
Author(s):  
Aisling Devereux ◽  
Markus Hofmann
Keyword(s):  
Higher Education ◽  
Data Mining ◽  
Teaching And Learning ◽  
First Year ◽  
Negative Consequences ◽  
International Sector ◽  
Higher Education Retention ◽  
Education Authority ◽  
National Forum ◽  
Education Retention

With the increase in enrolment figures from second level education to third level education over the last number of decades, non-progression rates continue to give cause for concern in certain levels and disciplines. It has been widely argued that in addition to increasing enrolment numbers, higher education must also be concerned with the success of these students. In both the Irish and the international sector, the negative consequences of non-progression has been highlighted, not just on a societal level, but also for the students themselves. It is crucial for first-year student experience to have a positive experience and be fully supported in achieving the goals of higher education. From researching several reports in the area of retention and in particular the reports published by the Irish Higher Education Authority and the National Forum for the Enhancement of Teaching and Learning in Higher Education in this area, it is clear that there is a need to analyse the data available and present the findings in a clear way to the key decision makers to allow for early intervention. This paper uses the different phases of the CRISP-DM methodology and applies data mining techniques and models to a real student dataset with the aim to predict the students that will progress. Keywords: Learning analytics; Data Mining; Higher Education; Retention.

Differing Challenges and Different Achievements

2011 ◽  
pp. 1-14
Author(s):  
E. Blass ◽  
A. Ettinger ◽  
V. Holton
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Business School ◽  
Social Mechanisms ◽  
Student Interactions ◽  
Student Tutor ◽  
E Learning

Higher education has traditionally been provided in universities through lectures, seminars and tutorials, and other social mechanisms of learning where students interact in less formal settings. This chapter highlights some of the differences that occur when higher education is provided by e-learning provisions and argues that the challenges that students face and the differences in student-tutor and student-student interactions are sufficiently different to warrant that such degrees be awarded under a separate qualification classification. Drawing on research carried out at Ashridge Business School, UK, into the realities of getting started in e-learning, and a literature review of e-student and e-tutor issues, the argument is made that actually succeeding at this form of learning requires additional skills, motivation and discipline that should be more widely recognized, and that this would be best achieved through a separate qualifications classification. Such a classification would also ensure that e-learning degrees are equivalent to their more traditionally earned counterparts.

White Institutional Presence: The Impact of Whiteness on Campus Climate

2010 ◽  
Vol 80 (4) ◽  
pp. 464-490 ◽  
Author(s):  
Diane Lynn Gusa
Keyword(s):  
Higher Education ◽  
Campus Climate ◽  
Cultural Practices ◽  
Institutions Of Higher Education ◽  
Predominately White Institutions ◽  
Predominately White ◽  
Cultural Ideology ◽  
Higher Education Retention ◽  
Education Retention ◽  
The Impact

In this conceptual paper, Diane Gusa highlights the salience of race by scrutinizing the culture of Whiteness within predominately White institutions of higher education. Using existing research in higher education retention literature, Gusa examines embedded White cultural ideology in the cultural practices, traditions, and perceptions of knowledge that are taken for granted as the norm at institutions of higher education. Drawing on marginalization and discrimination experiences of African American undergraduates to illustrate the performance of White mainstream ideology,Gusa names this embedded ideology White institutional presence (WIP) and assigns it four attributes: White ascendancy, monoculturalism, White estrangement,and White blindness.

Differing Challenges and Different Achievements

2009 ◽  
pp. 1603-1616
Author(s):  
Eddie Blass ◽  
Andrew Ettinger ◽  
Viki Holton
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Business School ◽  
Social Mechanisms ◽  
Student Interactions ◽  
Student Tutor ◽  
E Learning

Higher education has traditionally been provided in universities through lectures, seminars and tutorials, and other social mechanisms of learning where students interact in less formal settings. This chapter highlights some of the differences that occur when higher education is provided by e-learning provisions and argues that the challenges that students face and the differences in student-tutor and student-student interactions are sufficiently different to warrant that such degrees be awarded under a separate qualification classification. Drawing on research carried out at Ashridge Business School, UK, into the realities of getting started in e-learning, and a literature review of e-student and e-tutor issues, the argument is made that actually succeeding at this form of learning requires additional skills, motivation and discipline that should be more widely recognized, and that this would be best achieved through a separate qualifications classification. Such a classification would also ensure that e-learning degrees are equivalent to their more traditionally earned counterparts.

Tshivenda Female Attire: A Socio-cultural Significance

2018 ◽  
Vol 28 (2) ◽  
Author(s):  
Matodzi Rebecca Raphalalani ◽  
Mashudu Churchill Mashige
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Indigenous Knowledge ◽  
Document Analysis ◽  
Age Group ◽  
Cultural Significance ◽  
Cultural Meanings ◽  
Form Part ◽  
Dress Codes ◽  
Verbal Meaning

This study investigated, through observation of the Tshivenḓa female dress codes, the socio-cultural significance of such dress codes as a means of non-verbal communication. The non-verbal meaning embedded in different items of dresses conveys messages from the wearers to observers. The study adopted  a qualitative  design, since it used  document analysis and literature review as a means to adduce evidence that Tshivenḓa dress codes not only communicate socio-cultural meanings to the observer, but also signify gender, age group, rank, authority, status, and identity, as well as power relations—including the supernatural and the sacred. The study also revealed that there are dress codes that are specifically worn during initiation ceremonies among the Vhavenḓa people. In conclusion, we recommend that knowledge of Tshivenḓa dress codes should form part of the overall indigenous knowledge that needs to be studied in institutions of basic and higher education, and that for the sake of preserving this valuable information, communities need to be proactive in disseminating it to the younger generation.

Institutional Plagiarism Policy (Georgian higher education institutions’ case)

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Natela DOGHONADZE ◽  
Ekaterine PIPIA ◽  
Nikoloz PARJANADZE
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Literature Review ◽  
Foreign Language ◽  
Academic Writing ◽  
Higher Education Institutions ◽  
Survey Questionnaire ◽  
Existing Problems ◽  
Copyright Violation ◽  
University Policies

The article deals with various aspects of plagiarism: definition (discriminating it from cheating and copyright violation), types (intended / unintended), involved people, causes, prevention, detection and punishment of plagiarism. A survey (questionnaire containing 42 items to be assessed in a 5-point Likert scale and one open- ended item) was conducted in Georgia. The questionnaire developed based on the literature review was uploaded on social media in three variants (to analyze the results separately and compare them): for students, for researchers and for assessors. The obtained results revealed that the opinions of the three groups of respondents differed to a certain degree, but were quite similar, eventually. The survey disclosed the existing problems, such as: lack of academic writing (in the native and especially foreign language) and research skills, lack of training in avoiding plagiarism, insufficiently clear university policies in the area, the emphasis on punishment instead of prevention, etc. Based on the obtained results recommendations for universities are given concerning plagiarism policies. 

scholarly journals Semi-Systematic Literature Review on Sustainability and Sustainable Development in Higher Education Institutions

2021 ◽  
Vol 13 (14) ◽  
pp. 7683
Author(s):  
Amila Omazic ◽  
Bernd Markus Zunk
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Higher Education Institutions ◽  
Main Research ◽  
Agenda 2030 ◽  
Research Themes ◽  
Development Goals

Public sector organizations, primarily higher education institutions (HEIs), are facing greater levels of responsibility since adopting and committing to the Agenda 2030 for Sustainable Development (SD) and its 17 Sustainable Development Goals (SDGs). HEIs are expected to provide guidance for various stakeholders on this matter, but also to implement this agenda and the SDGs in their institutions. Although the role of these organizations has been recognized, the fields and issues that HEIs should address on their path towards sustainability and SD are still unclear. To provide further clarity, a semi-systematic literature review on sustainability and SD in HEIs was conducted to identify both the key concepts and main research themes that represent sustainability and SD in HEIs and to identify research gaps. This review increases our knowledge of this topic and enhances our understanding of sustainability and SD in the context of HEIs.

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