Student Retention in Online Education

Adkins, Mac; Nitsch, Wanda

doi:10.4018/978-1-60566-198-8.ch287

Cited by 3 publications

(2 citation statements)

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“…--i.e., a virtual classroom that is schedule-friendly (within bounds) and geographyindependent. And, students quickly discover, online classes are generally harder than their on-campus counterparts, requiring strong communication and time management skills, self-discipline, and intrinsic motivation (Adkins and Nitsch 2005;Hartley and Bendixen 2001).…”

Section: The Third Step: the Curriculum Goes Onlinementioning

confidence: 99%

The Design of an Undergraduate Degree Program in Computer & Digital Forensics

Kessler

Schirling

2006

JDFSL

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Champlain College formally started an undergraduate degree program in Computer & Digital Forensics in 2003. The underlying goals were that the program be multidisciplinary, bringing together the law, computer technology, and the basics of digital investigations; would be available as on online and oncampus offering; and would have a process-oriented focus. Success of this program has largely been due to working closely with practitioners, maintaining activity in events related to both industry and academia, and flexibility to respond to ever-changing needs. This paper provides an overview of how this program was conceived, developed, and implemented; its evolution over time; and current and planned initiatives.

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Section: The Third Step: the Curriculum Goes Onlinementioning

confidence: 99%

The Design of an Undergraduate Degree Program in Computer & Digital Forensics

Kessler

Schirling

2006

JDFSL

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“…York and Longden argue that retention is a "supply-side concept ... managerial-orientated, signalling a focus on the effectiveness and efficiency of an institution or a system" (2004, p.5). Attrition is normally understood as the opposite of retention (Adkins & Nitsch, 2005) and generally refers to voluntary withdrawals, rather than failures or exclusions (Evans, 2000). Yorke and Longden (2004, p.37) observe neutral terms such as 'attrition', 'discontinuance', 'withdrawal' and 'non-completion', have replaced the term 'dropout'.…”

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confidence: 99%

Come in spinner! Opportunities and meanings emerging through distance study for professional educators

Rensburg

Cleary

2008

International Journal of Pedagogies and Learning

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This article has been anonymously peer-reviewed and accepted for publication in the International Journal of Pedagogies and Learning, an international, peer-reviewed journal that focuses on issues and trends in pedagogies and learning in national and international contexts. ISSN 1833-4105. © Copyright of articles is retained by authors. As this is an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. This paper reports on emergent meanings, professional dilemmas and the students' need to negotiate workplace commitments while balancing off-campus study with family and personal responsibilities. By examining data from a participant-orientated study, we explore the burning issue of student retention within their complex and evolving contexts. Our research investigates the reasons why students take a break from their study and then resume. As one student explains, "1 actually find this break experience rejuvenating because 1 am savouring the learning journey. 1 don't feel obliged to race through the MET [Master of Education Technology]. 1 want the time to learn in a course and then take the time to apply what 1 have learned on the job"Through the data we observe 'in practice' opportunities and meanings that emerge from these students' contexts, cognisant of the complementary imperatives of retention and progression -typical concerns of educational providers.Three relevant themes were identified from survey data to be elucidated through focus groups: students' jobs, university administration processes, and personal or life dilemmas. The demands of the job appear to be an important factor why people take a break. University protocols may contribute to, or compromise retention. Personal circumstances, related to family and health issues, might influence students' ability to continue studying. Our students, postgraduates, face the challenge of fine-tuning competing demands. Thrust into novel situations and sometimes unexpectedly caught off balance, students pool their 'war time' stories and share pragmatics -playing the game.University-based retention initiatives are founded upon an understanding of the relationship between institutions and their students. Assimilation and adaptation models of retention vie for attention with many institutional initiatives premised on the assimilation model: counselling services, mentoring, orientation and transition programs. Retention models typically reflect a managerial-orientated view, either integrating the students to institutional norms through an assimilative culture, or, less frequently, adapting institutional infrastructure and policies to better align with student needs (Zepke, Leach, & Prebble, 2006). This dichotomy correlates with earlier 59

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