Is Utilization of University-Sponsored Social Media Associated With Increased Social Integration and Retention Among Online Students? An Examination of Social Media as a Moderator of Student Retention

Online student retention remains a problem for many colleges and universities. Retention models developed for residential students also explain the contribution to retention resulting from connecting online students with other students and the daily life of the university. Social media has been proposed as a way to engage online students to create a sense of community that may contribute to student retention. This quantitative study assessed the association between online student usage of university-sponsored social media with the Classroom and School Community Inventory (CSCI), a scale developed to quantify students’ sense of academic and social community, and the association with subsequent retention at a southeastern U.S. university with a large online student population. While the effect was small, student engagement with university-sponsored social media was significantly associated with both higher scores on the CSCI and with higher reenrollment rates.

DIGGING DEEPER INTO THE DATA: THE ROLE OF GATEWAY COURSES IN ONLINE STUDENT RETENTION

Improvement in undergraduate retention and progression is a priority at many US postsecondary institutions and there seems to be a growing movement to address it by identifying gateway courses (foundational courses in which a large number of students fail or withdraw) and concentrating on “fixing” them. This paper argues that may not be the best use of limited resources. No matter what we do, there will always be courses with high DFW rates simply because of the nature of their content and the preparation of the students who must take them. Our research suggests that student type and academic stage affect student success and that gateway courses (courses which block student progression) can be found at all undergraduate levels. Specifically, we have found that one can use student type, academic stage, cumulative GPA, and prior withdrawals to predict success in undergraduate courses. Moreover, relating predictions to observed DFW rates can highlight courses exceeding expectations, and those which fall below them, to support a more nuanced understanding of where and what attention is needed. We illustrate the utility of such approach by examining issues surrounding success in online courses at our institution.