Keep them coming back for more! Eight Strategies to Increase Student Retention
By Tanya Scott
Attrition rates range from 20% to as much as 70% in online classes (Murray, 2001; Tyler-Smith, 2006), though the general belief is that attrition falls most commonly around 50% (Rovai, 2002; Wang & Wu, 2004). Whereas it is obvious we cannot control all factors that cause students to drop out of an online class, such as a lack of time, motivation, or finances (Wang & Wu, 2004), there are strategies an online facilitator can incorporate into their online class to strengthen student-student and student-instructor bonds, increase overall satisfaction in the online class, and ultimately, increase student retention. Eight strategies are detailed here.
Strategy One: Engage the student from the start and make them feel connected
Developing relationships and engaging the online learning community will increase levels of satisfaction (Rovai, 2002). Instructors should help students to make connections and engage students with the community from the start (Murray, 2001). A friendly welcome email a day or two before class that introduces the instructor on a personal level sets the tone for student participation, builds enthusiasm for the course, and creates an instant bond between student and instructor. Student-student bonds are initiated in the first week through introductory activities such as icebreakers that encourage sharing of personal thoughts and information outside the scope of the course content. The aim is to engage students in open dialogue that reflects and builds their identity within the learning community from day one, connecting them as an important member of the happenings of the class, and building relationships beyond pleasantries and perfunctory dialogue.
Strategy Two: Dispel misconceptions
and convey expectations early on
Brettschneider & Mather (2005) found that retention improves when expectations regarding student enrollment in online programs is clear. Students need to be aware that online classes are not carbon copies of their face-to-face counterparts and that they need a higher level of self-discipline and self-motivation to succeed. In addition, students need to know what successful participation in the course entails. Examples of A-level work, rubrics, instructor modeling and scaffolding in discussions, and clearly outlined expectations on performance and attendance policies can aid a student in not only getting a good grade in the course, but also ensuring the viability of the online community as a whole.
Strategy Three: Create a sense of intimacy and immediacy
Physical divide amongst students in an online class can contribute to higher dropout rates (Rovai, 2002). Reio & Crim (2006) recommend increasing a sense of community, intimacy, and immediacy to reduce feelings of isolation and loneliness caused by this lack of geographic proximity. Personally investing in the overall success of the group, forming bonds, and creating trust amongst the members of the learning community will motivate students to abide by their duties and obligations to not just the course requirements but also to the other members of the class (Rovai, 2002). Creating an environment that leads to the sharing of personal stories, providing general discussion areas where students can meet during free time, allowing access to communication tools in the course CMS such as email, online chat, or VoIP, and encouraging a casual and friendly atmosphere can afford the development of an intimate community that surpasses physical boundaries.
Strategy Four: Offer flexibility
Students registering in online courses are often attracted to the perception that the online courses will be more flexible than face-to-face classes. Instructors can accommodate this desire by offering flexible schedules for students who may be hard pressed to meet deadlines (Murray, 2001). In addition, flexibility among units, classes, and choice of assignments will increase student motivation (Wang and Wu, 2004). Furthermore, Universal design and adult learning theory recommend three ways to offer flexibility in online learning: (a) providing flexible means of representation, (b) providing flexible means of support for action and expression, and (c) providing a flexible means of engagement (Rose, 2005).
Strategy Five: Offer support
A supportive community will increase the likelihood that students will remain in an online class (Rovai, 2002; Wang and Wu, 2004). Support can come from many levels, such as technical, academic, and moral (Murray, 2001). The academic institute must provide student resources to ensure their success in online learning (Levy, 2003). The student must feel part of a community, not just within the class but also as part of a campus. Online resources such as registration, library resources that can be accessed remotely such as electronic databases, e-counseling at the academic and personal level, online technical support, as well as online tutoring can create a sense of belonging to the academic community as a whole.
Strategy Six: Promote interactivity
Student satisfaction increases when all participants are actively involved in the online learning environment (Wang and Wu, 2004). Furthermore, interaction that promotes social engagement has positive effects on the learning experience (Reio & Crim, 2006). A student’s comfort level with the online environment is a key factor in their level of interactivity. According to Chang (2005), students experienced in online learning displayed a higher level of performance than students not experienced in online learning. This finding is supported by Masters & Oberprieler’s (2004) conclusion that student computer literacy was tied to discussion participation in online learning.
Strategy Seven: Divide students into small teams and groups
Building smaller teams amongst members of the learning community serves as a strategy to create meaningful connections amongst each other (Murray, 2001). Chickering (1996) found that a student’s involvement in learning increased while working with others; a student is responding and sharing ideas, thereby deepening understanding. In addition, smaller group size affords prompt feedback through asynchronous and synchronous tools such as email, chat, wikis, etc. Students can give and receive feedback and assess what they know and where their weaknesses lie while in the supportive structure of the group (Chickering, 1996). Learning activities such as discussion groups, debates, projects, and learning groups can promote a sense of community, thereby increasing satisfaction and desire to continue with the class (Rovai, 2002).
Strategy Eight: Keep them accountable
Increasing accountability and personal responsibility in students will establish a sense of worthiness in attending the class (Neal, 2002). Providing context and maintaining course relevancy and usefulness will build a sense of enthusiasm for the class (Neal, 2002). Instructors should track student progress to make sure students do not fall through the cracks; maintaining personal contact with students will help establish this (InTime, 2002; Murray, 2001).
Conclusion
High attrition in online learning can be remedied. Online instructors cannot control all factors that lead to a student’s motivation for dropping a class. Designing an online learning environment that capitalizes on the power of computer and internet technology, as well as sound educational theories and practice relevant to the online learning environment to create a motivating and supportive experience for the student may eliminate a good portion of these factors. The eight strategies outlined above are far from conclusive; they do offer a good starting point in increasing overall student satisfaction, building social communities of learning, and subsequently leading to higher retention.
Author
In addition to completing her Master of Science in Education, Specialization in Online Teaching and Learning (CSUEB), Tanya Scott is an Adjunct Professor in the community college system in San Diego, CA. She has taught college-level business and computer courses online for the past five years. She holds a Graduate Diploma in Instructional Technology from Concordia University, Montreal. She can be reached at tscott@swccd.edu.
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