andrea henne september 23, 2009 for audio call toll free 1 - 888-886-3951 and use pin/code 373338...
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Andrea HenneSeptember 23, 2009
For audio call Toll Free 1-888-886-3951
and use PIN/code 373338
Online Student Retention: What Does it Take for Students to Go the Distance? Online Student Retention: What Does it Take for Students to Go the Distance?
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Online Student Retention: What Does it Take for Students to Go the Distance?
Andrea Henne, EdDDean, Online and Distributed Learning
District Instructional Services and PlanningSan Diego Community College District
FTES GrowthFTES Growth FTES GrowthFTES Growth
365
692 652
1354
2270
3549
4087
4676
0
500
1000
1500
2000
2500
3000
3500
4000
4500
5000
2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-09
Online Enrollments
18,18918,256
15,781
11,932
7,038
11,295
17,397
13,338
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
20000
Fall 2005 Spring 2006 Fall 2006 Spring 2007 Fall 2007 Spring 2008 Fall 2008 Spring 2009
Duplicated HeadcountDuplicated Headcount
Facts at a Glance - CCC’sFacts at a Glance - CCC’sFacts at a Glance - CCC’sFacts at a Glance - CCC’s
Distance Education (DE) Retention and Success RatesSource: CCC DataMart http://www.cccco.edu
Statewide Snapshot: Spring 2009
DE = 11% of all credit enrollments = 423,433 DE enrollments – duplicated headcounts
RetentionDE = 78.67% (Numerator: Number of enrollments with A,B,C,D,F,CR,NC,I*,P,NP
Denominator: Number of enrollments with A,B,C,D,F,CR,NC,W,I*,P,NP,DR) Non-DE = 84.72%6.05% difference
Success Rate(Numerator: Number of enrollments with A,B,C,CR,P
Denominator: Number of enrollments with A,B,C,D,F,CR,NC,W,I*,P,NP,DR)
DE = 58.01%
Non-DE = 68.0610.05% difference
Retention Rates for San Diego City College
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
Semester
Distance Education Courses 72.80 70.19 69.18 70.37 72.73 70.28 74.53 75.49 76.27
Non-Distance Education Courses 80.33 81.86 81.31 83.60 82.17 82.97 82.62 83.77 83.14
S 2005 F 2005 S 2006 F 2006 S 2007 F 2007 S 2008 F2008 S2009
DE EnrollmentsSpring 2005 = 1,765Spring 2009 = 6,771
Retention Rates for San Diego Mesa College
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
Semester
Distance Education Courses 73.42 70.90 75.79 76.79 77.02 74.41 78.41 76.46 81.41
Non-Distance Education Courses 81.29 81.86 81.73 81.80 81.12 80.92 82.29 83.06 84.34
S 2005 F 2005 S 2006 F 2006 S 2007 F 2007 S 2008 F2008 S2009
DE EnrollmentsSpring 2005 = 2,758Spring 2009 = 7,132
Retention Rates for San Diego Miramar College
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
Semester
Distance Education Courses 77.78 74.32 77.96 76.38 75.99 75.40 77.60 78.32 81.61
Non-Distance Education Courses 85.71 85.21 85.15 85.06 85.52 84.30 86.37 87.25 87.73
S 2005 F 2005 S 2006 F 2006 S 2007 F 2007 S 2008 F2008 S2009
DE EnrollmentsSpring 2005 = 3,056 Spring 2009 = 5,507
Top Reasons for Enrolling in DE Course?Top Reasons for Enrolling in DE Course?
California Community Colleges Distance Education Retention (W and DR in Fall 2008)Survey – February 2009
3,227 respondents from 44 CCCs
My work schedule is heavy and a distance education course is more convenient.Personal circumstances (family, health, etc) made a distance education class more convenient.I had a good experience with a distance education course before.The same class on-campus was full.I travel sometimes and could not attend an on-campus class regularly.
Reasons at the SDCCD?Reasons at the SDCCD?
Top Reasons for Dropping DE Course?Top Reasons for Dropping DE Course?
Preliminary Results from California Community Colleges Distance Education Retention (W and DR in Fall 2008)
Survey – February 20093,227 respondents from 44 CCCs
Top Reasons for Dropping DE Course:
I had personal problems (family, health, job, childcare, etc).I could not handle the combined study plus work responsibilities.I got behind and it was hard to catch up.Directions to get started in and manage this course were poor.Interaction with the instructor was lacking.
Reasons at the SDCCD?Reasons at the SDCCD?
What Does it Take to Retain Online Students?What Does it Take to Retain Online Students?What Does it Take to Retain Online Students?What Does it Take to Retain Online Students?
Online Students
Student Services Student Preparation
Faculty Trainingand Support
Course Design and
Continuous Improvement
What Does it Take to Retain Online Students?What Does it Take to Retain Online Students?What Does it Take to Retain Online Students?What Does it Take to Retain Online Students?
Online Students
Student Services Student Preparation
Faculty Trainingand Support
Course Design and
Continuous Improvement
Essential Student Support ServicesEssential Student Support ServicesEssential Student Support ServicesEssential Student Support Services
Admissions
Counseling/Advising
Financial Aid
Placement
Tutoring
Library
Essential Student Support ServicesEssential Student Support ServicesEssential Student Support ServicesEssential Student Support Services
Tuesday, October 6 & Thursday, October 8 @ 1-2:30 EDT(2-part workshop)http://www.innovativeeducators.org/retention_p/722.htmA case study from Rio Salado Community College will present best practices for promoting retention in an online learningenvironment. The session will highlight the innovative use of data to identify students who may need additional support. The use of predictive modeling analytics and how it can convert this data into action by identifying learners with the highest risk of attrition and the circumstances affecting their success will be discussed. Presenters will show how you can use this data to design a corresponding communication campaign and develop other relevant instructor strategies for retaining and reaching online students.
What Does it Take to Retain Online Students?What Does it Take to Retain Online Students?What Does it Take to Retain Online Students?What Does it Take to Retain Online Students?
Online Students
Student Services Student Preparation
Faculty Trainingand Support
Course Design and
Continuous Improvement
Student Preparation for Online Learning SuccessStudent Preparation for Online Learning SuccessStudent Preparation for Online Learning SuccessStudent Preparation for Online Learning Success
Students: http://www.sdccdonline.net/students
Online Learning Readiness Assessment
Tutorials
Practice Course
Orientations (online & on-campus)
“Netiquette” guidance
24/7/365 Technical Support
Well-Prepared Students Well-Prepared Students are More Likely to Persist are More Likely to Persist
Online Learning Readiness Assessmenthttp://www.sdccdonline.net/assess.htm
Course Information Pageshttp://www.sdccdonline.net/infoPages.cfm
Tutorials and Student Orientation http://www.sdccdonline.net/students/training
Consistent Look and FeelConsistent Look and Feel
Sample Course @ http://online.sdccd.edu
Login = newstudent/newstudent
What Does it Take to Retain Online Students?What Does it Take to Retain Online Students?What Does it Take to Retain Online Students?What Does it Take to Retain Online Students?
Online Students
Student Services Student Preparation
Faculty Trainingand Support
Course Designand
Continuous Improvement
Faculty Training and SupportFaculty Training and SupportFaculty Training and SupportFaculty Training and Support
Faculty: http://www.sdccdonline.net/faculty
Online Faculty Mentors
Blackboard Vista Training
Pedagogy Training
Readiness Checklists
Instructional Design Support
24/7/365 Technical Support
Instructional Technology Workshops
Online Faculty Resource Center
Systematic Approach to Faculty DevelopmentSystematic Approach to Faculty Development
Tools & Pedagogy: Orientation followed by 8-10 hours learning online as student and as designer/instructor
10+ hours of instructional design support
One-to-one appointments ongoing Sharing, Collaborating, ModelingSharing, Collaborating, Modeling
Breakfast of ChampionsBreakfast of Champions
Online Teaching Excellence Online Teaching Excellence SymposiumSymposium
Pedagogy of Online RetentionPedagogy of Online RetentionPedagogy of Online RetentionPedagogy of Online Retention
Motivation Engagement Communication Sense of Achievement and Progress Support
CommunicationCommunicationCommunicationCommunication
Excerpted from Chickering and Gamson
Encourage contact betweenstudents and faculty. Right from the start.
Develop reciprocity and cooperation among students - by creating a community of learners on the
discussion board
Chickering, A. W. & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, pp. 3-7. (ERIC Document Reproduction Service No. ED282491).
EngagementEngagementEngagementEngagement
Encourage active learning. Vary the activities. Emphasize the relevance. Ask students’ opinions/feedback. Experiment with online collaboration tools—blogs,
wikis, VoiceThread, Google Docs, Elluminate
Sense of Achievement & ProgressSense of Achievement & ProgressSense of Achievement & ProgressSense of Achievement & Progress
Give prompt, personalized feedback. Use rubrics to streamline grading. Recognize accomplishments.
MotivationMotivationMotivationMotivation
Relevant Varied Interesting Challenging Encouraging
What Does it Take to Retain Online Students?What Does it Take to Retain Online Students?What Does it Take to Retain Online Students?What Does it Take to Retain Online Students?
Online Students
Student Services Student Preparation
Faculty Trainingand Support
Course Designand
Continuous Improvement
Online Teaching Proficiency Checklist
Recommended Components of a Learning Module
Checklist of Course Readiness
Syllabus Quality Checklist
Framework for Course Framework for Course Development /Review/RevisionDevelopment /Review/Revision
http://www.sdccdonline.net/faculty/resources
Positive Feedback from Online StudentsPositive Feedback from Online Students
A great English professor, who was always online whenever you needed him to be; having enough time during the week to turn in all the homework, quizzes, tests, and essays; great textbook, and the variety of resources available for the student to contact either the professor, and/or other classmates.
Positive Feedback from Online StudentsPositive Feedback from Online Students
Everything, the prompt reply from the Professor, the way everything is organized. It is hard to not understand the instructions. They are very clear and easy to follow.
Positive Feedback from Online StudentsPositive Feedback from Online Students
I found the online discussion group was a good replacement for class discussion. I found the online homework assignments with teacher feedback and grading gave me a chance to stand out and show I was really putting in the effort to learn the material. This hopefully made up for the unproctored testing, which was not as stressful or challenging as a test in a classroom (although for me, I believe the online testing was effective.)
Positive Feedback from Online StudentsPositive Feedback from Online Students
Professor **** was extremely diligent in sending reminders for every deadline (quiz, reports, tests) as well as very responsive to any questions emailed to her. She also gave advanced notice when she would not be available to log-in, giving the students ample time to look ahead and present questions before she was unavailable, i.e. weekends or gone for conferences.
Positive Feedback from Online StudentsPositive Feedback from Online Students
The Instructor was amazing! The discussion boards really helped to put things into perspective.
Student Name
Student Testimonial:Student Testimonial:
As a re-entry student, taking Business Communications 119 as an online class has been very beneficial. I have a full-time job and am faced with the usual challenges of any working student. Initially, I was skeptical about whether I would derive as much value from taking an online class as I would if I was in a traditional classroom setting. I am excited to report that the format has worked very well for me. Online learning affords me: a flexible schedule in which to complete coursework; the structure to needed maintain momentum; the ability to engage in “conversations” with fellow students via discussion boards; and, the constructive feedback and encouragement from my instructor, xxxx, via emails. The experience has inspired me to seek out other online courses as I register for the next semester. I am grateful for this new avenue of learning, as it will assist in expediting my ability to transfer to a university.
Student Testimonial:Student Testimonial:
Online learning has been an outstanding experience for me. It is fun and convenient. I am a working mother of 2 and my husband works evenings. It would be quite difficult to go to school at night. Online learning is great because I can access it anytime, any day, from anywhere. Not to mention my teacher is wonderful. She is easy to contact if I need help and she also is extremely encouraging. I used to think that it would be harder for a teacher to help the students, but I was wrong, it's not. I like that I can pace myself and do as much I can. Online learning has been greatly rewarding and I look forward to continuing my education this way.
Retention Rates for San Diego City College
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
Semester
Distance Education Courses 72.80 70.19 69.18 70.37 72.73 70.28 74.53 75.49 76.27
Non-Distance Education Courses 80.33 81.86 81.31 83.60 82.17 82.97 82.62 83.77 83.14
S 2005 F 2005 S 2006 F 2006 S 2007 F 2007 S 2008 F2008 S2009
DE EnrollmentsSpring 2005 = 1,765Spring 2009 = 6,771
6.87% Difference
Retention Rates for San Diego Mesa College
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
Semester
Distance Education Courses 73.42 70.90 75.79 76.79 77.02 74.41 78.41 76.46 81.41
Non-Distance Education Courses 81.29 81.86 81.73 81.80 81.12 80.92 82.29 83.06 84.34
S 2005 F 2005 S 2006 F 2006 S 2007 F 2007 S 2008 F2008 S2009
DE EnrollmentsSpring 2005 = 2,758Spring 2009 = 7,132
2.93% Difference
Retention Rates for San Diego Miramar College
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
Semester
Distance Education Courses 77.78 74.32 77.96 76.38 75.99 75.40 77.60 78.32 81.61
Non-Distance Education Courses 85.71 85.21 85.15 85.06 85.52 84.30 86.37 87.25 87.73
S 2005 F 2005 S 2006 F 2006 S 2007 F 2007 S 2008 F2008 S2009
DE EnrollmentsSpring 2005 = 3,056 Spring 2009 = 5,507
6.12% Difference
Following UpFollowing UpFollowing UpFollowing Up
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