How to Engage Students

1
Distance Learning

• How to Engage Students
• And
• Reduce Attrition Rates
• Lorraine Angelino, MBA
• Deborah Natvig, RN, PhD

2
Research

• Literature Review
• Statistics on distance education courses
• Attrition rates
• Characteristics of distance learners
• Student Engagement and Integration
• Learner Centered learning
• Community Centered learning

3
Definitions

• Attrition
• Decrease in number of students participating in
  course activities or a degree program.
• Retention
• The number of students who persist from one level
  to the next in their degree program.
• Persistence
• Continuing toward an educational goal such as
  earning a degree or certificate.

4
Why is attrition important?

• Economics
• High attrition rates have a negative economic
  impact on universities.
• The costs for development, delivery, and
  assessment, as well as lost tuition revenue,
  result in wasted expenditures for the
  institution (Moody, 2004, p. 205).

5
Why is attrition important?

• Quality of education
• Attrition is a measure used to determine the
  quality of education delivered by an institution.
• High attrition rate
• Perception Institution has a quality problem

6
Statistics on Distance EducationStudent
Enrollment

• National Center for Education Statistics (NCES)
• 1997-98 (Lewis, Alexander Farris, 1997)
• 1,363,670 students enrolled in college-level,
  credit-granting distance education courses
• 1,082,380 at the undergraduate level
• 2000-01 (Waits Lewis, 2003)
• 2,876,000 students enrolled in college-level,
  credit-granting distance education courses
• 2,350,000 at the undergraduate level
• Based on these numbers, student enrollment
  increased by 111 in 3 years.

7
Statistics on Distance EducationNumber of
Classes

• National Center for Education Statistics (NCES)
• 1997-98(Lewis, Alexander Farris, 1997)
• 49,690 different college-level, credit-granting
  distance education courses were available to
  students
• 35,550 at the undergraduate level
• 2000-01 (Waits Lewis, 2003)
• 118,100 different college-level, credit-granting
  distance education courses were available to
  students
• 89,600 at the undergraduate level
• Based on these numbers, the number of available
  distance education courses increased by 138 in 3
  years.

8
Attrition Rates

• Carr (2000) cited anecdotal evidence that
  online courses had higher attrition rates than
  traditional courses.
• No national statistics (Carr, 2000)
• Attrition rates studied at several colleges and
  universities and supported Carrs findings.
• Terry (2001) studied business courses at West
  Texas AM University.
• Accounting, economics, computer information
  systems, marketing, and management had online
  attrition rates comparable to their face-to-face
  counterparts.
• Business statistics and finance courses had
  online attrition rates between 33 and 48 while
  face-to-face classes had attrition rates between
  13 and 23.

9
Reasons for attrition

• Time management (Nash, 2005)
• Assignments too difficult (Nash, 2005)
• Directions for assignments were unclear (Nash,
  2005)
• Personal reasons (Martinez, 2004)
• Technology background (Moody, 2004)
• Confusion, anxiety, and frustration due to lack
  of prompt feedback from instructor (Hara Kling,
  2001)
• Feeling of Isolation (Hara Kling, 2001)

10
Characteristics of Distance LearnersLearning
Styles

• Independent
• Self-directed
• Autonomous
• Internally motivated
• Collaborative (in some cases)
• (Diaz Bontenbal, 2001)

11
Characteristics of Distance LearnersDemographics

• 22 50 years of age
• Lifelong learner
• Employed
• Childcare responsibilities (in some cases)
• Commute at least 10 miles to campus
• Computer experience
• (Dutton, Dutton, Perry, 2002)

12
Strategies for Improving AttritionStudent
Engagement and Integration

• Students integrated into the university setting
  both academically and socially are more likely to
  persist (Tinto, 1975).
• Methods
• Faculty-initiated contact via phone calls
  (Towles, Ellis, Spencer, 1993)
• Supplemental tutoring (Castles, 2004)
• Pre-course orientations (Wojciechowski Palmer,
  2005)
• Informal online chats (Carnevale, 2000)
• Online student services (Boehler, 1999)

13
Strategies for Improving AttritionLearner
Centered Learning

• Get to know students early
• Give students the opportunity to get to know one
  another
• Students pre-existing knowledge
• Cultural perspectives
• Comfort level with technology
• Tools
• Assessments
• Introductions
• Open line of communication
• (Anderson, 2004)

14
Strategies for Improving AttritionCommunity
Centered Learning

• Goal is for students to work together and create
  new knowledge collaboratively (Vygotsky, 1978)
• Develop Learning Communities
• Challenges (Rovai, 2002)
• Physical separation
• Feeling of isolation
• Lack of support
• Feeling disconnected

15
Summary

• Engaging students as early as possible and
  keeping them engaged is the key.
• In order to engage students, training of
  educators on how to teach online classes becomes
  important (Serwatka, 2005).
• Educators should consider participating in
  workshops that focus on
• Course design
• Technology skills
• Strategies to successfully engage and integrate
  distance learners.

16
Future Research

• There are many opportunities to perform
  additional studies relating to attrition and many
  questions that continue to be unanswered.
• Does class size matter?
• What characteristics should a professor have in
  order to teach online courses?
• What type of preparation are educators receiving
  before moving from traditional courses to online
  courses?
• When should student engagement and integration
  begin and end?

17
References

• Anderson, T. (2004). Toward a theory of online
  learning. In T. Anderson F. Elloumi (Eds.),
  Theory and Practice of Online Learning (pp.
  33-60). Canada Athabasca University.
• Carnevale, D. (2000). Boot camp helps new
  online students at Boise State U. The Chronicle
  of Higher Education, 46(24), p. A48.
• Carr, S. (2000). As distance education comes of
  age, the challenge is keeping the students. The
  Chronicle of Higher Education, 46(23), A39-A41.
• Cooper, H. M. (1982). Scientific guidelines for
  conducting integrative research reviews. Review
  of Educational Research, 52(2), 291-302.
• Diaz, D. P. Bontenbal, K. F. (2001). Learner
  preferences Developing a learner-centered
  environment in the online or mediated classroom.
  Ed at a Distance, 15(8). Retrieved April 11,
  2006, from http//www.usdla.org/html/journal/AUG01
  _Issue/article03.html
• Dutton,J., Dutton, M., Perry, J. (2002). How do
  online students differ from lecture students?
  Journal of Asynchronous Learning Networks, 6(1).
  Retrieved April 26, 2006, from http//www.sloan-c.
  org/publications/jaln/v6n1/v6n1_dutton.asp
• Hara, N., Kling, R. (2001). Student distress in
  web-based distance education. Educause Quarterly,
  3, 68-69.
• Hart, C. (1998). Doing a Literature Review.
  Thousand Oaks, CA Sage.
• Hughes, J. A. (2004). Supporting the online
  learner. In T. Anderson F. Elloumi (Eds.),
  Theory and Practice of Online Learning (pp.
  367-384). Canada Athabasca University.
• Jackson, G. B. (1980). Methods for integrative
  reviews. Review of Educational Research, 50(3),
  438-460.

18
References

• Lewis, L., Snow, K., Farris, E., Levin, D.
  (1997). Distance Education at Postsecondary
  Education Institutions 1997-98 (NCES 2000-013).
  U.S. Department of Education. Washington, DC
  National Center for Education Statistics.
• Martinez, M. (2003, July 14). High attrition rate
  in e-learning Challenges, predictors, and
  solutions. The eLearning Developers Journal, 1-7.
• Minich, E. (1996). Using student feedback to
  improve distance education. Florida Community
  College, Jacksonville. (ERIC No. ED 397893)
• Moody, J. (2004). Distance education Why are the
  attrition rates so high? The Quarterly Review of
  Distance Education, 5(3), 205-210.
• Nash, R. (2005, Winter). Course completion rates
  among distance learners Identifying possible
  methods to improve retention. Online Journal of
  Distance Learning Administration, 8(4). Retrieved
  April 17, 2006, from http//www.westga.edu/7Edist
  ance/ojdla/winter84/ nash84.htm
• Parker, A. (2003). Identifying predictors of
  academic persistence in distance education. USDLA
  Journal 17(1), 55-61.
• Rovai, A. (2002). Building sense of community at
  a distance. International Review of Research in
  Open and Distance Learning, 4(1), 1-9.
• Serwatka, J. A. (2005). Improving retention in
  distance learning classes. International Journal
  of Instructional Technology and Distance
  Learning, 2(1), 59-64.
• Terry, N. (2001). Assessing enrollment and
  attrition rates for the online MBA. T H E
  Journal, 28(7), 64-68.

19
References

• Thompson, E. (1999). Can the distance education
  student progress (DESP) inventory be used as a
  tool to predict attrition in distance education?
  Higher Education Research Development, 18,
  77-84.
• Tinto, V. (1975). Dropout from higher education
  A theoretical synthesis of recent research.
  Review of Educational Research, 45(1), 89-125.
• Tinto, V. (1993). Leaving college Rethinking the
  causes and cures of student attrition. (2nd ed.)
  Chicago University of Chicago Press.
• Towles, D. E., Ellis, J. R., Spencer, J. (1993,
  May). Student persistence in a distance education
  program The effect of faculty-initiated contact.
  Paper at the Annual Forum of the Association for
  Institutional Research, Chicago, IL. (ERIC No. ED
  360931)
• Vygotsky, L. S. (1978). Mind in society, the
  development of higher psychological processes.
  Cambridge, MA Harvard University Press.
• Waits, T. Lewis, L. (2003). Distance Education
  at Degree-Granting Postsecondary Institutions
  2000-2001(NCES 2003-017). U.S. Department of
  Education. Washington, DC National Center for
  Education Statistics.
• Wehlage, G. G., Rutter, R. A., Smith, G. A.
  (1989). Reducing the risk Schools as communities
  of support. New York The Falmer Press.
• Wilson, B. G. (2001, July). Sense of Community as
  a Valued Outcome for Electronic Courses, Cohorts,
  and Programs. Paper written for VisionQuest PT3
  Conference, Denver, CO. Retrieved April 27, 2006,
  from http//carbon.cudenver.edu/bwilson/
  SenseOfCommunity.html
• Wojciechowski, A., Palmer, L. B. (2005).
  Individual student characteristics Can any be
  predictors of success in online classes? Online
  Journal of Distance Learning Administration,
  8(2). Retrieved April 14, 2006, from
  http//www.westga.edu/ distance/ojdla/summer82/wo
  jciechowski82.htm

20
Health Care Management Certificate Program

• Purpose
• To provide health care professionals
• In-depth knowledge of management principles
• the opportunity to learn leadership skills that
  they will be able to apply in the health care
  setting.
• Target audience
• People working in the health care field who
  currently are in management positions (or desire
  to become managers) and have little or no formal
  management education.

21
Marketing the Program

• Identifying the target audience
• Statewide announcements through letters and
  brochures
• CEOs and Administrators of all hospitals and
  nursing homes
• Carolina Society for Healthcare Planning and
  Marketing group
• Regional efforts
• Health Alliance members from area hospitals
• Lander University HCMT Advisory Board members
• Educational Fairs held by health care agencies
• Lander University online nursing students
• Press releases to hometown newspapers
• Advertising
• Students recruiting students

22
Engaging Students

• Working with potential students
• Help with Admission and Registration
• Help before classes begin
• Orientation to WebCT and class Website
• Semester activities
• First week of class
• Strategies throughout the semester
• Preparation for upcoming semester
• End of semester wrap-up
• Celebrating Student Achievement
• Follow-up with Alumni

23
Strategies throughout the semester

• Keep students informed of progress
• Feedback on discussion and assignments
• Grade assignments in timely manner
• Solicit and incorporate student ideas for course
  management
• Encourage student

24
Working with Potential Students

• Personal contact by phone or email
• Explain the program
• Provide information about individual courses
• Determine the fit for individual students
• Assess student readiness
• Adequate educational and work background for
  coursework
• Adequate computer knowledge and resources to
  complete coursework
• Email and phone follow-up

25
Admission and Registration

• Coordinate with Admissions Office
• Mail instructions for submitting application to
  Lander (Paper vs. online admission processes)
• Email follow-up when applications received
• Assist with registration process
• Mail information on course offerings each
  semester and instructions about registration
• Phone or email follow-up with interested students
  on registration status
• Mail or email information on books and required
  course materials

26
Before the Semester Begins

• Contact registered students by phone or email
• Class start dates and preliminary schedule
• How to contact course instructor
• How to obtain course materials
• How to logon to to course site through WebCT
• How to navigate class website
• Assist with financial aid or tuition
  reimbursement information as needed

27
Course Website

• Posting Announcements
• Read This First!
• Provides basic instructions about how use
  features of WebCT
• Syllabus
• Topic/Date Outline

• Email
• Reading Quizzes
• Discussion
• Assignment Information
• My Grades
• Additional Course Information

28
First Week of Class

• Welcome students as a group and individually
• Posting Introductions
• Purpose
• Provide background information about instructor
  and individual students
• Familiarize students with Discussion module
• Instructor posts personal information for
  students to use a guide for personal
  introductions
• Each student posts Introduction
• Students and instructor respond to Introductions

29
First Week of Class

• Easing anxiety
• Initiate emails to students with helpful hints
• Respond to students questions on daily basis
• Provide positive feedback and encouragement
• Encourage veteran students to assist new
  students with hints and tips

30
Strategies Throughout the Semester

• Provide detailed instructions for each assignment
• Provide students with evaluation criteria along
  with instructions
• Keep students informed of progress
• Grade assignments in timely manner
• Provide detailed feedback on assignments

31
Strategies Throughout the Semester

• Incorporate student ideas for course management
  and assignments
• Assign role of Discussion Leader to students
• Develops leadership skills
• Increases interaction among students
• Requires behind the scenes coaching from
  instructor

32
Course Activities

• Student to Instructor Interaction
• Weekly reading quizzes
• Written assignments
• Student to Student Interaction
• Weekly discussion topics
• Current event reports
• Student to Community Interaction
• Field activities and interviews
• Application of course material in personal or
  work environment

33
Preparation for Upcoming Semester

• Notify students of upcoming course offerings
  mid-way through semester
• Provide information about course requirements and
  materials needed
• Identify those who are planning to enroll
• Assist with financial aid or tuition
  reimbursement information as needed
• Encourage students to pre-register
• Follow-up with those who did not pre-register
• Encourage students to recommend classes/ program
  to others

34
End of Semester Wrap-Up

• Online course evaluation tool IDEA
• Confidential students cannot be identified
• Administered at end of semester
• Faculty do not have receive summary until after
  all grades are posted
• Student feedback and reflection
• Course requirements
• Assignments
• Discussion topics
• Texts and other required resources

35
End of Semester Wrap-Up

• Obtain student recommendations and ideas for
  improvement
• Acknowledge student success
• Inform class of those graduating from University
  or receiving Health Care Certificate
• Post Final Grades

36
End of Semester Wrap-Up

• Begin engagement of students for next semester
  
• Information about books and other requirements
• Registration deadlines
• Starting date for classes
• Availability of course websites prior to official
  class start date.

37
Celebrating Student Achievement

• Completion of Health Care Management Certificate
  program
• Certificate completion noted on official
  University transcript
• Students receive Certificate suitable for framing
• Students recognized along with list of those
  graduating each semester and posted on Lander
  Website
• Press releases sent to each students hometown
  newspaper.
• Alumni Association

38
Follow-up with Alumni

• Receive correspondence from Office of Alumni
  Affairs
• Informal follow-up with faculty
• Alumni recommend and refer new students
• Alumni promote program within their work
  environment

39
Strategies to Enhance Engagement

• Post cards
• Information about how to complete online
  registration
• Reminders about pre-registration deadlines and
  registration procedures
• Information about regular registration deadlines
  and procedures
• Basic information about how to logon to WebCT and
  access course information
• Updates about the HCMT Program
• Maintaining contact with Alumni

40
Strategies to Enhance Engagement

• Incorporate Learning Styles Assessment into
  program information for students
• Help students determine if they are candidates
  for online learning programs
• Student contact information
• Standardized information sheet to be used in each
  class (each semester) to ensure correct student
  contact is available.

41
Strategies to Enhance Engagement

• Incorporate multimedia presentations and audio
  bridges
• Develop group project assignments
• Develop interactive decision-making modules to
  enhance critical thinking.

42
Program Outcomes

• Program initiated fall semester 2003
• 58 students have enrolled in courses
• 23 - HCMT Certificate program only
• 19 - Online RN-BSN completion program
• 16 - Lander undergraduate students
• HCMT Certificates awarded
• 9 have completed the certificate program since
  May 2005
• 6 anticipated in 2006-07

43
Model for Engagement
Presented at SSCEL 2006 by Lorraine Angelino and
Deborah Natvig
Interviews
Mentoring
Promote Program
Assignments
Start of Class
Discussions
Course Activities
Course Website
Pre-registration
Alumini Association
Class Information
Recommendations
Course evaluation
Registration
Potential Students
Student Feedback
Celebrate Success
Initial Contact
Engagement
Marketing
Graduation