factors & strategies that impact online cc student persistence,
DESCRIPTION
SLN Campus Research Engagement Program http://wiki.sln.suny.edu/display/SLNED/Current+Research+ProjectsStudy of Online Student Persistence in SUNY Research proposal problem statement:SUNY's DOODLE group has conducted a multi-year study of student persistence, attrition, and success with online courses. Overall, the rates of attrition are similar among the DOODLE institutions as are success rates which is interesting in itself given the institutions are often quite different in size, number of courses offered online, and in demographic make-up. SUNY and its DE faculty often consider the attrition rate outcomes to be high, and indeed, compared to research such as the National Community College Benchmark study, SUNY's rates are high - typically 5% or greater in similar categories of measurement (higher attrition = not a favorable outcome). In other words, SUNY looks normative compared 'to itself' and appears as an underperformer when compared to aggregate institutions participating in the NCCB study. (DOODLE has less than 20 institutions participating in its persistence study; NCCB has over 200.) While the reasons for such a gap may be simple, such as survey criteria being different, explaining the phenomenon is important as SUNY faculty look at 'national' outcomes and deduce (perhaps quite incorrectly) that SUNY (and their own SUNY college) are doing a bad job of both attracting and keeping students in online courses toward successful outcomes. * The affected population are SUNY students enrolled in online and blended courses. * The target 'population' are SUNY colleges and university centers who are members of Directors of Online and Distance Learning (DOODLE) and also any SUNY institutions that become members of DOODLE. (All offer fully online and/or blended modalities of mediated teaching and learning at course and/or program levels to enrolled students, typically using a commercial or open-source CMS/LMS platform)TRANSCRIPT
FACTORS AND STRATEGIESTHAT IMPACT ONLINECOMMUNITY COLLEGESTUDENT PERSISTENCE
Jennifer Boisvert, Pamela Culbertson,Peter Shea, PhD
May 24, 2011
The University at Albany,
State University of New York
ISSUES AND CONTEXT
Question:
After three years what % of first time communitycollege students complete a credential of anysort?
A) 25% (i.e. 75% do not finish on time) B) 35% (i.e. 65% do not finish on time) C) 50% (i.e. 50% do not finish on time) D) Other
ISSUES
“…if success is based on the outcomes of allentrants, performance will be depressed unlesssuccess is very broadly defined.”
“By the same token, measuring success only for aselect group (e.g., those who indicate degreeintentions or achieve credit thresholds) mayproduce a falsely positive appearance of successwhile also encouraging access to diminish (e.g.,through creaming).”
Goldrick-Rab, 2010
ISSUES
All that said…
After 3 years just 16% of first-time communitycollege students who began college in 2003attained a credential of any kind (certificate,associate’s degree, and/or bachelor’s degree).
So 84% of first time cc students do not finish ontime
After 6 years the number without a credential ofany sort is still 64%.
Goldrick-Rab, 2010
WHY IS THIS SO?
With a partner create a list of the top 3 reasonscommunity college students do not finish adegree or certificate program.
What are the top 3 solutions to these problems?
ADDED CONTEXT: NO RESEARCHREALLY
One area that is popularly discussed but notaddressed here (because of the dearth ofresearch in the public 2-year sector) is thepotential for online solutions (for more, see U.S.Department of Education, 2009).
Goldrick-Rab, 2010
OVERVIEW
Definitions Research Questions Review of Literature Limitations Conclusion
RESEARCH SPECIFICATIONS
Time Period 2004-2011
Keywords Attrition, online, persistence, community college,
leaving early, retention, drop out, student engagement,gender, ethnicity, major, and SUNY Learning Network
Resources The University at Albany’s online library resources
database Peer-reviewed articles
DEFINITIONS
Persistence: Students returning for future courses
Retention: Students completing a course in which they enrolled
PROBLEM
Lack of research in relation to online communitycollege student persistence
Limited research regarding online learnersenrolled in SUNY community colleges
RESEARCH QUESTIONS
What are the factors that impact onlinecommunity college student persistence?
What strategies can community collegeprofessionals implement to increase studentpersistence?
How does a sample of community colleges withinthe State University of New York compare tonational norms for persistence in onlineeducation?
SUNY COMMUNITY COLLEGES
http://nyshei.wordpress.com/2008/02/02/suny-caucus-forms/
FACTORS IDENTIFIED
Student Engagement in Online Courses Instructor and Course Designer Influence Learning Communities Online Class Community Support
Finance-Related Effects on Persistence Importance of Interest – College Major Selection
FACTORS INFLUENCING COMMUNITYCOLLEGE ONLINE COURSEPERSISTENCE
Push Effects Self-Efficacy Time Management Engagement Motivation
Pull Effects Financial Struggles Family and Personal Obligations Work Demands
STUDENT ENGAGEMENT
Instructor and Course Designer Influence Academic Support Social Support
Learning Communities Groups of Students Benefits 4-Year Longitudinal Study (Engstrom & Tinto, 2008)
Online Class Community Support Technology Sense of Community Communication Introductory Computer Course
FINANCIAL AND MAJOR SELECTIONINFLUENCES
Finance-Related Effects Increase in Local Employment Opportunities
Decrease in Community College Persistence Access to Student Loans Increase in Persistence Student Loan Availability Students Receiving Aid in 2008-2009 (AACC)
Importance of Interest – College Major Selection Person-Environment Fit Community of Inquiry (CoI) Increased Motivation Science, Technology, Engineering, and Mathematics
(STEM) Majors
LIMITATIONS
Small Sample Sizes Unknown Duration of Online Courses Preparation
Tutorials Self-Assessment Survey
Intent – Required or Elective Courses Unknown Delivery Method
Percentage Online – Full, Blended
CONCLUSION
Limited Research on Online Persistence: Community Colleges SUNY Community Colleges
More Research Needed on: Student Engagement Learner Fit
Implementation Strategies Clubs/Organizations Learning Communities
RESOURCESAllen, J., & Robbins, S.B. (2008). Prediction of college major persistence
based on vocational interests, academic preparation, and first-yearacademic performance. Research in Higher Education, 49(1), 62-79.
American Association of Community Colleges. (n.d.). Fast Facts. RetrievedApril 17, 2011, fromhttp://www.aacc.nche.edu/AboutCC/Pages/fastfacts.aspx
Aragon, S. R., & Johnson, E. S. (2008). Factors influencing completion andnoncompletion of community college online courses. The AmericanJournal of Distance Education, 22(3), 146-158.
Artino, A. R. (2007). Online military training: Using a social cognitive view ofmotivation and self-regulation to understand students’ satisfaction,perceived learning, and choice. The Quarterly Review of DistanceEducation, 8(3), 191-202.
Barbatis, P. (2010). Underprepared, ethnically diverse community collegestudents: Factors contributing to persistence. Journal of DevelopmentalEducation, 33(3), 14-24.
Barnes, R. A., & Piland, W.E. (2010-2011). Impact of learning communitiesin developmental English on community college student retention andpersistence. Journal of College Student Retention, 12(1), 7-24.
RESOURCES CONT’D
Dodge, T. M., Mitchell, M.F., & Mensch, J.M. (2009). Student retention inathletic training education programs. Journal of Athletic Training, 44(2),197-207.
Dowd, A. C. (2004). Income and financial aid effects on persistence anddegree attainment in public colleges. Education Policy Analysis Archives,12(21), 33.
Engstrom, C, & Tinto, V. (2008). Access without support is not opportunity.Change, 4(1), 46-50.
Fike, D. S., & Fike, R. (2008). Predictors of first-year student retention in thecommunity college. Community College Review, 36(2), 68-88.
Goldrick-Rab, S. (2010). Challenges and opportunities for improvingcommunity college student success. Review of Educational Research,80(3), 437-469.
Griffith, A.L. (2010). Persistence of women and minorities in STEM fieldmajors: Is it the school that matters?. Economics of Education Review,29(6), 911-922.
RESOURCES CONT’D
Kienzl, G. S., Alfonso, M., & Melguizo, T. (2007). The effect of local labormarket conditions in the 1990s on the likelihood of community collegestudents’ persistence and attainment. Research in Higher Education,48(7), 751-774.
Lehr, C. A., Clapper, A. T., & Thurlow, M. L. (2005). Graduation for all: Apractical guide to decreasing school dropout. Thousand Oaks, CA: CorwinPress.
Morris, L. K., & Daniel, L. G. (2008). Perceptions of a chilly climate:Differences in traditional and non-traditional majors for women. Researchin Higher Education, 49(3), 256-273.
New York State Higher Education Initiative. (2008, February 2). SUNYcaucus forms. Messaged posted tohttp://nyshei.wordpress.com/2008/02/02/suny-caucus-forms/
Shea, P. & Bidjerano, T. (2010). Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online andblended learning environments. Computers & Education, 55(4), 1721-1731.