Andrea Henne

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Online Student Retention  What Does it Take for
Students to Go the Distance? 

• Andrea Henne
• September 23, 2009
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Online Student Retention What Does it Take for
Students to Go the Distance? Andrea Henne,
EdD Dean, Online and Distributed
Learning District Instructional Services and
Planning San Diego Community College District
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FTES Growth
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Online Enrollments
Duplicated Headcount
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Facts at a Glance - CCCs
Distance Education (DE) Retention and Success
Rates Source CCC DataMart http//www.cccco.edu
Statewide Snapshot Spring 2009 DE 11 of all
credit enrollments 423,433 DE enrollments
duplicated headcounts
Retention DE 78.67
Non-DE 84.72 6.05 difference
Success Rate
DE 58.01 Non-DE 68.06 10.05 difference
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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.

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Reasons at the SDCCD?
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Top Reasons for Dropping DE Course?

• Preliminary Results from California Community
  Colleges Distance Education Retention (W and DR
  in Fall 2008)Survey February 2009
• 3,227 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.

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Reasons at the SDCCD?
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What Does it Take to Retain Online Students?
Student Services
Student Preparation
Online Students
Course Design and Continuous Improvement
Faculty Training and Support
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What Does it Take to Retain Online Students?
Student Services
Student Preparation
Online Students
Course Design and Continuous Improvement
Faculty Training and Support
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Essential Student Support Services
Admissions Counseling/Advising Financial
Aid Placement Tutoring Library
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Essential Student Support Services
Tuesday, October 6 Thursday, October 8 _at_ 1-230
EDT(2-part workshop)http//www.innovativeeducato
rs.org/retention_p/722.htm
A 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.
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What Does it Take to Retain Online Students?
Student Services
Student Preparation
Online Students
Course Design and Continuous Improvement
Faculty Training and Support
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Student 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

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Well-Prepared Students are More Likely to
Persist
Online Learning Readiness Assessmenthttp//www.s
dccdonline.net/assess.htm Course Information
Pageshttp//www.sdccdonline.net/infoPages.cfm Tut
orials and Student Orientation http//www.sdccdonl
ine.net/students/training
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Consistent Look and Feel
Sample Course _at_ http//online.sdccd.edu Login
newstudent/newstudent
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What Does it Take to Retain Online Students?
Student Services
Student Preparation
Online Students
Course Design and Continuous Improvement
Faculty Training and Support
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Faculty 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

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Systematic 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, Modeling Breakfast of
Champions Online Teaching Excellence Symposium
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Pedagogy of Online Retention

• Motivation
• Engagement
• Communication
• Sense of Achievement and Progress
• Support

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Communication

• 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).
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Engagement

• Encourage active learning.
• Vary the activities.
• Emphasize the relevance.
• Ask students opinions/feedback.
• Experiment with online collaboration toolsblogs,
  wikis, VoiceThread, Google Docs, Elluminate

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Sense of Achievement Progress

• Give prompt, personalized feedback.
• Use rubrics to streamline grading.
• Recognize accomplishments.

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Motivation

• Relevant
• Varied
• Interesting
• Challenging
• Encouraging

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What Does it Take to Retain Online Students?
Student Services
Student Preparation
Online Students
Course DesignandContinuous Improvement
Faculty Training and Support
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Framework for Course Development /Review/Revision
http//www.sdccdonline.net/faculty/resources

• Online Teaching Proficiency Checklist
• Recommended Components of a Learning Module
• Checklist of Course Readiness
• Syllabus Quality Checklist

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Positive 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.

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Positive 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.

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Positive 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.)

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Positive 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.

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Positive Feedback from Online Students

• The Instructor was amazing! The discussion boards
  really helped to put things into perspective.

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Student Name
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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.

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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.

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6.87 Difference
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2.93 Difference
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6.12 Difference
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Following Up
http//www.sdccdonline.net Andrea
Henneahenne_at_sdccd.edu619-388-6750 Follow me on
Twitter http//www.twitter.com/andreahenne
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