Literaturnachweis - Detailanzeige
| Autor/in | Heald, Stephanie M. |
|---|---|
| Titel | Exploring the Implementation of Synchronous Student Support Sessions and Student Retention in an Online Course |
| Quelle | (2018), (105 Seiten)
PDF als Volltext Ph.D. Dissertation, The University of the Rockies |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4381-5899-3 |
| Schlagwörter | Hochschulschrift; Dissertation; Postsecondary Education; College Students; Virtual Universities; Online Courses; Program Implementation; Synchronous Communication; Computer Mediated Communication; School Holding Power; Early Childhood Education |
| Abstract | Understanding how to best support online postsecondary students is critical for student success and the credibility of online education as measured by student retention. With the growing trend of online education as an alternative to traditional face-to-face instruction, meeting the needs of online learners is essential. It is also essential that online institutions recognize the unique challenges of these more diverse student populations. With online learning continuing to grow and change, it is crucial that student retention in online learning environments be equal to or better than other higher education models. Implementing synchronous frameworks that can provide interactive, engaging, and relevant support that meets the needs of today's learners could be beneficial to the asynchronous learning environment. Such support could result in greater retention in online learning. The focus of this quantitative ex post facto study was on examining whether synchronous support sessions impacted student retention in an early childhood education course at a fully online higher education institution. Course retention rates of 13 courses with synchronous support sessions and 13 courses without synchronous support sessions were analyzed using the Mann-Whitney U. The results showed that implementing synchronous student support sessions in an online early childhood education course did not significantly impact student retention as compared to the same course in which synchronous sessions were not offered. The results of this study could be used as a starting point for further research exploring effective implementation of synchronous student support sessions in online learning environments to support student retention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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