You are here:

An Exploration of the Relationship between Indicators of the Community of Inquiry Framework and Retention in Online Programs
ARTICLE

, , , , ,

Journal of Asynchronous Learning Networks Volume 14, Number 1, ISSN 1939-5256

Abstract

As the growth of online programs continues to rapidly accelerate, concern over retention is increasing. Models for understanding student persistence in the face-to-face environment are well established, however, the many of the variables in these constructs are not present in the online environment or they manifest in significantly different ways. With attrition rates significantly higher than in face-to-face programs, the development of models to explain online retention is considered imperative. This study moves in that direction by exploring the relationship between indicators of the Community of Inquiry Framework and student persistence. Analysis of over 28,000 student records and survey data demonstrates a significant amount of variance in re-enrollment can be accounted for by indicators of Social Presence. (Contains 4 tables.)

Citation

Boston, W., Diaz, S.R., Gibson, A.M., Ice, P., Richardson, J. & Swan, K. (2010). An Exploration of the Relationship between Indicators of the Community of Inquiry Framework and Retention in Online Programs. Journal of Asynchronous Learning Networks, 14(1), 3-19. Retrieved August 22, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.