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Monroe Community College
Practices to Retain Students in Online Learning
Dr. Jeffrey P. Bartkovich Marie J. Fetzner
Monroe Community CollegeMay 11, 2004
Monroe Community College 2
Introduction and Welcome
Presenter introductionsPresentation protocolsThanks to ITC
Monroe Community College 3
Purposes of Presentation
Evolving online program
Researching non-retained students
Reviewing basic results
Managing online services
Developing online policy
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MCC’s Online Program
MCC is part of SUNY• Founded in 1961; 13,326 FTE in 2003
Joined SUNY Learning Network (SLN) in 1997
Spring 2004 MCC SLN Summary Data• Headcount = 3,434• Online FTE = 328.43• Courses = 86; Sections = 121
Sharing in the development and delivery of SLN courses
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MCC Online Courses and Sections
Fall 1997 to Spring 2004Source: MCC Academic Affairs and Educational Technology
86
778187
7371
55
41
2513
4
83 80 85
121
112
109
113
9097
69
49
32
13
4
110 104 110
0
10
20
30
40
50
60
70
80
90
100
110
120
130
140
FA97
SP98
FA98
SP99
FA99
SP00
FA00
SP01
FA01
SP02
FA02
SP03
FA03
SP04
Semester
0
10
20
30
40
50
60
70
80
90
100
110
120
130
140
Courses
Sections
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MCC Educational Technology Services (ETS)
Organization
CIO
Communications &Network Services
Computing Services Library ServicesInstructional Technologies
Telecommunication &PC Support
Distance Learning
Electronic Learning Centers
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MCC Online Student Retention Study #1
Characteristics and Attitudesof Non-Retained Online
Students
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Online Retention Study Method
Archival Data Analysis• Grades and demographics for online
courses retrieved from student records database
Student Survey• Survey created and administered to
sample of students who received an “F” or “W” in an online course for the Fall semesters in 2000, 2001 and 2002
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Archival Data Analysis
MCC Online vs. MCC On-site Grade Distribution Grade Rates Success Rates in Matched (ftf vs.
same section online) Courses
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Survey Instrument
Total of 45 questions in three areas• Expectations at time of registration• Satisfaction at time of withdrawal• Reasons for withdrawal
Likelihood of enrolling in another online course
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Grade RatesOL vs. Site-based, Fall
Semester
1999 2000 2001 2002
OL N 970 1,417 1,916 2473
C and Higher
69.7% 65.8% 65.3% 63.6%
F/W 24.8% 26.4% 29.7% 30.2%
MCC N 43,779 45,235 48,288 52,428
C and Higher
70.3% 69.7% 70.7% 70.7%
F/W 20.0% 21.3% 20.6% 20.5%
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Success Rates in Matched Online and Site-based
Courses
Site-based, n = 16,291
Online, n = 1,719
% C or Better PercentagePoint
DifferenceOnline Site-based
Total 64.2 69.6 -5.4
Full-timePart-time
56.472.3
70.366.7
-13.95.6
1st time FT1st time & at risk1st time & not at risk
39.747.266.3
72.266.674.0
-32.5-19.4-7.7
Under 25 years of age25 years of age or older
54.575.2
67.875.7
-13.30.5
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Expectations* at Time of Registration
% First-Time Students
% Experienced Students
Can Begin Anytime 41.4 18.8
Online Easier than On-Campus
40.4 22.3
Less Homework than On-Campus
40.0 20.0
Faculty Interaction Required 35.6 15.0
Need Basic Computer Skills 28.3 14.1
Participate Independently 18.9 35.0
*Definitely what I expected + Sort of what I expected
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Satisfaction* at Time of Withdrawal
% First-Time Students
% Experienced Students
Own Performance in Course 30.0 14.0
Technical Help with the Course
28.6 13.5
Registration/Orientation 26.4 9.8
SLN in General 23.4 13.9
Directions Provided by Faculty
22.8 14.0
Directions to Get Started 10.9 15.1
*Somewhat satisfied + Extremely satisfied
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Explanation for Non-Success
in Online Course
Top Five Factors% First-
Time Students
% Experienced Students
Lack of Motivation 46.3 24.4
Course Taking too Much time
43.0 18.8
Instructor’s Teaching Style
43.0 18.4
Too Many Technical Difficulties
41.9 19.8
Got Behind/Couldn’t Catch Up
41.7 22.1
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General FindingsArchival Analysis
When compared to site-based courses at MCC Online students are more likely to
earn a grade of C or better if they are >25 years of age and are part-time students
First-time, full-time online students are least likely earn a grade of C or better
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General FindingsSurvey Analysis
Expectations Online format expectations not accurate Level of online interaction with faculty and
other students not accurate Technical expectations (needed PC and
typing skills) not accurate
Percentage of W/F students’ likelihood to take another online course is decreasing Approximately 1/3 are likely or somewhat
likely
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General FindingsSurvey Analysis
Levels of Satisfaction First-time students more satisfied at
time of withdrawal in general, and with their own performance
Experienced students less satisfied with• Registration procedures• SLN in general• Directions from faculty
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Significant Positive Correlations*
Likelihood to take another online course SLN in general (.604) Interaction with other students (.518) Directions provided by faculty (.491) Directions to get started (.483) Interaction with the faculty (.428) Technical help with course (.408)
GPA and credit hours are not significant with likelihood to take another online course
*Significant at 0.01 level
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Research Informing Practice: Applications
Online student orientation project Development and distribution of student CD Phone calls made to first-time online students On-site student orientations implemented* Development of Ten Myths Videostream Expansion of PC access for MCC students
• Wireless laptops for check-out in Libraries• Learning Center support for online students
*An analysis was conducted on online student performance outcomes for those students who attended on-site MCC orientations.
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Research Informing Practice
Additional materials development SLN Student Awareness Sheet Retention strategies included in online faculty
course development trainings Emphasis placed on pre-course activities and
first week of course interactions Promote self-paced free technology training
to MCC students Preliminary discussion of MCC policies
• Forwarded to Academic Leadership Council
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MCC Online Student Retention Study #2
An Analysis of Online Students’Performance and Differentiation
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The Research
Previous research identified characteristics of students at risk of F/W grades in online courses. These were:
First-time online students Full-time students with less than 30
earned credits Students under the age of 25 Minority students
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The Research
Current study reviewed impact and correlation of the following factors on retention: Time of registration Age Experience Part/full time students Basic academic skills
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Some Results
Students who registered during the first week of classes had a 50/50 chance of earning a grade of C or better
65% of the F/W grades were among students under the age of 25
For students to have a 50/50 chance of earning a C or better in an online course, their basic academic skills should be at the college English level
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Some Results
Between the ages of 21 & 25, a student had a 50/50 chance of earning a C or better
The best chance of getting a C or better• Register 5 weeks before the start of the
semester • Be age 25 or above
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What Does the Analysis Show?
Factors important to success in online courses: Time of registration The age of the student The academic preparedness of the
student
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Summary of Key Findings
Retention of online MCC students is impacted by these characteristics:• First-time (vs. Experienced) online students• Amount of previous higher education
credits for full-time online students• Student age (<25)• Lack of PC skills and lack of access to a PC
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Policy Analysis
Policy Factors College is enrollment driven The online program is supporting
enrollment growth The demographics of enrollment
growth for the College are the same demographics of non-success in online courses
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Policy Questions
Should policy account for motivation? At what “odds of failure” do we restrict
enrollment? Should online growth be allowed to
continue to support college enrollment growth?
What is the balance between student success and online enrollment growth?
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Program Development
Advice from the literature The course design/level of interaction The experience of the faculty The level of technical support A student pre-course orientation Manage student expectations upfront Professional development and training for
faculty Standardized course management system
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Advice from Students
Be ready for independent learning. Must be self-motivated.
Once you get started, stay on track. Online courses require lots of reading,
homework and research. Get ready for the demands.
Must develop a schedule to go online, must manage your time.
Talk to other people and to other students before you take the class, and during the class.
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Managing Services
Manage the Expectations Welcome letter from Academic Vice
President has been expanded Face-to-face student orientations offered*
MCC Online Orientation CD distributed
Phone calls made to all Fall 2002 online students and 1st-time Spring 2003 online students
*additional analysis conducted
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Managing Services
Manage the Support Services Student Services web page
expansion Revisions made to the service
gateway to online learning web page Brochures at Records and
Registration and at the Counseling Center
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Research to Inform Practice:
Managing Services
Manage the Academics Retention strategies integrated into
faculty trainings Discipline-specific retention studies Discussions on other academic support
—online tutoring, writing centers, etc. Pilot test CourseSpace (use of online
template for web course enhancement)
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Next Steps:Things to Consider
Services Policies Definition of “Retention” for data
collection Replicate studies at other
institutions
Recommended