More Hard Lessons Learned in Online Student Retention
Roy Sutton, Jones International University, United States ; Ruth Gannon-Cook, DePaul University, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Assessment criteria of online courses, faculty, and students may vary, however, lessons can be learned and shared regarding factors that increased student online course completion rates.This study looked at an associate dean's search for strategic factors that could contribute to increased course completion rates and identified assessment strategies to improve those course completion rates. The associate dean's collaboration with researchers from another university led to research that revealed best practices and assessments factors that could be successfully applied in online courses. Administrative changes at the associate dean's university led to retention efforts that have positively impacted student retention. Another factor the associate dean researched included analytical writing assessments and their predictive value for doctoral student retention.
Sutton, R. & Gannon-Cook, R. (2013). More Hard Lessons Learned in Online Student Retention. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 2659-2673). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).