yes, you can raise retention rates in online courses student success summit september 19, 2013

Yes, You Can Raise Retention Rates in Online Courses

Student Success SummitSeptember 19, 2013

Why Students Drop. . . • Students do not feel connected with the course,

instructor or fellow classmates (Braxton, et. Al., 1997)

• Faculty are not responsive to student needs (Herbert, 1994)

• “Affiliation is the key to the development of a learning community” (Palloff & Pratt, 2001)

Why Students Drop. . . • Time constraints, lack of motivation, technical

difficulties, inadequate student support services, poorly designed courses have been identified as reasons why adult learners drop out. (Frankola, 2001)

Why Students Drop. . . • Students self-reported poor course design and

lack of communication w/instructor were reasons for not completing online course. (Aragon, 2008)

Why Students Drop. . .

• Students indicate that poor course design, not understanding new medium, lack of consideration of learning styles and no support systems are reasons why they drop out (Frontline Group 2001)

Why Students Drop. . . • Inexperienced instructors have been identified

as a reason why adult learners drop out. (Frankola, 2001)

• Not feeling connected to other students is cited as a major reason for students dropping out of online education. (Link & Scholtz, 2000)

Why Students Drop. . . • Students lack specific characteristics to master

online learning (Wojciechowski & Palmer, 2005)– GPA– Orientation– Number of previous withdrawals

Strategies• Pre-course orientation• Early interventions• Properly designed online courses• Trained faculty in online pedagogy

Early Intervention for Online Students

Grand Rapids Community College

Christopher SainLynnae SelbergKhalia Twork

EARLY ALERT……

What is it?

Identified Issues & Options

Timeline

•Soft Launch•CAP/ Strategic Plan•Roll Out & Training

Early Alert…..

Early Alert

How does it work?

Faculty

Advisor/ Counselor/ Retention Specialist

Students

Manual Raised Flags

Last Log In Raised

3 or More Raised *

(Combo auto & manual

flags)

Total Flags

Raised

% of Total

Flags are Last

Login

Cleared % Cleared

Fall 2010 686 3402 159 4247 80% 4092 96%Winter 2011 2744 5323 404 8471 63% 7232 85%Summer 2011 270 1884 0 2154 87% 1413 66%Fall 2011 3725 5296 515 9536 56% 6360 67%Winter 2012 2001 4809 410 7588 63% 3217 42%Summer 2012 233 1003 110 1346 75% 353 26%Fall 2012 1980 4307 308 6595 65% 4599 70%Winter 2013 2710 6229 484 9470 66% 8976 95%Summer 2013 248 6353 179 6601 96% 5839 87%

Early Alert……

In an Online Environment….

•Opportunities

•Challenges

QUESTIONS?

Early Alert…….

THANK YOU

Christopher Sain, MSWcsain@grcc.edu

Lynnae Selberg, MA, CRC, LPClselberg@grcc.edu

Khalia Twork, MA, MS, LLPCkhaliadaniels@grcc.edu

E-Learning Preparatory ClassMandatory online preparation course

History• Concern from faculty on student

understanding of technology. Students were using technology as an excuse not to finish assignments.

• ITC Conference – Florida school created a 3 credit hour course for their students

• Distance Learning Advisory Subcommittee (DLAS) monthly meetings. Report to College Professional Study Committee (curriculum approving body). Sent a proposal to mandate our prep session.

• Contracted with a current online instructor to help design our session.

• Decided to make the session a free non-credit requirement prior to enrollment in online courses.

Session Content

Content

• Create an assessment tool that addresses requisite technical skill that students will encounter in most any course.

• Design a format that allowed students of all skill levels to complete. 4 hrs – 1 week

• Provide tutorial materials for students needing assistance.

• Each session lasts one week. Grades are entered into our ERP system daily for those who complete before the session close date.

Content

• Primary focus on basic technical ability and basic research skills.

• The content is monitored and the session revised – on the 4th version currently.

• Designed to meet the basic needs of all online courses – not just technology based courses.

• Intended to help student recognize if the e-Learning format suits them.

Implementation• Mandatory for ALL students – no exceptions• Needed to work with registration for coding and

because session run outside of normal registration periods.

• Finding the most effective times to offer the sessions to ensure adequate registration time and success rates.

• Communicating with Advising on what the sessions were and how they worked.

• Instituted a $25 fee for retakers.• Sessions are offered by current online instructors.• Paid at the non-instructional rate.• Worked out an agreement with Faculty Union.• Faculty provide feedback on the session content

and student engagement.

Outcomes• e-Learning office responsible for managing the

sessions and tracking statistics.• Since inception, overall 20% increase in student

success in e-Learning courses. Now the equivalent of on ground course success rates.

• E-Learning faculty reported they noticed that students were more prepared.

• Statistics showed that over time, students who retake the session are not necessarily passing.

• In light of the positive feedback, faculty want to mandate the session for their on ground courses.

• Positive feedback from students on the content.

Questions

Contact Information:

Margaret Bourcier, Manager of e-LearningMargaret.bourcier@mcc.edu

Cheryl Bassett, Chief Technology OfficerCheryl.bassett@mcc.edu