Online Student Retention

Real world practice to support external students

Introduction

Online adult education pathways have been enabled with technology for two decades. For many adult students online education has been the only pathway available to them due to work-life balance issues, family commitments and geographical isolation. Throughout my career I have been fortunate to lead online learning course development and facilitation across four education organisations. For those educators involved with similar long-term online facilitation roles we appreciate the rewarding experience of delivering training to diverse communities.  During 2020 and the world-wide pandemic many institutions should be commended for their willingness to rapidly adapt to online learning to meet the needs of their cohorts. Perhaps now many are grappling with how to enhance online student retention rates? A recent Australian government report suggests an institution can expect an average of 46% of online students will graduate compared with 76.6% for internal students[i]. This article will provide some practical steps to enhance online student retention.

Factors Influencing Online Retention

Research[ii] and practical experience can assist to inform us that there are four common areas that may diminish online student retention, including:

1.       Student learning environment

2.       Demographic of the student

3.       Course design

4.       Student and trainer relationship.

Retention strategies

Student Learning environment

An adult education institution cannot control the student learning environment. However, they can offer induction support and ongoing online student services support to enhance academic success. Provide direct connections with support services such as librarians early in the learning journey so that they can create an environment that enables them to access resources in a timely manner. Prepare the student for what online study is like and what to expect. Paint a picture of ‘a day in the life of’ an online student and tips for managing their study and developing an organised study plan.

Demographic of the student

An institution may possibly be able to adapt to meet the needs of a particular student demographic, although this is often a bespoke process. Importantly, the influence of student demographic is difficult to evaluate due to the variations within research.

Course design

Course design is complex and perhaps a separate article is required to do the subject justice. However, an online course must engage the student. Consideration should be given to videos, embedded facilitated discussions, blogs, course wikis and similar tools. The online design process should enable the cohort to collectively discuss, and problem solve, while collaborating with the trainer. Importantly, the trainer needs to be ‘present’ within the online course context to ensure the student feels valued.

Student and trainer relationship

Student and trainer relationship is perhaps the most influential issue in the control of a trainer. There is a need to consider both intentional and spontaneous acts to affirm the value of the students. Consider the following:

·         Initiate monthly phone calls/texts

·         Distribute fortnightly emails on relevant industry developments

·         Aspire to a 48hr response rate to a student question

·         Record the geographical location and industry context of the student – add this information to online facilitated discussions

·         Record serious family events that may affect study progress – check with the student as the weeks progress to demonstrate understanding and empathy

·         Publish quarterly newsletters celebrating student achievements

·         Promote industry opportunities in their regions

·         Listen!

·         Ask students to contribute via programmed flipped classroom events

·         Consistently demonstrate kindness and interest.

Much of the above is about consistent and intentional student support. Importantly, this support should never be displayed as a systematic approach to student follow up!

Conclusion

When a trainer implements the above steps, they are reaching out to students as they would in a face-to-face training room environment. Internal and external/online students deserve our time and empathy regardless of the training delivery method. I have witnessed an online educational program grow threefold over a decade simply by implementing these steps and via the development of a student pastoral care record system to ensure the cohort remains central to the learning journey.

Author profile: Leigh Ridge

Leigh is the Director of Transformation Consultancy. Transformation Consultancy staff have developed 39 online courses, both accredited and non-accredited, across four training organisations. He was the primary eLearning Lecturer of a large TAFESA state-wide educational programme for over a decade. Transformation Consultancy delivers online training and assessment courses to global educators, including the topic instructional design.  Follow Transformation Consultancy on LinkedIn.

References

[i] 2019. Online learning in Australian higher education: Opportunities, challenges and transformations.

ISSN: 2205-0795, 10:2, 1-11

[ii] Rebecca A. Glazier (2016) Building Rapport to Improve Retention and Success in Online Classes, Journal of Political Science Education, 12:4, 437-456, DOI: 10.1080/15512169.2016.1155994