Building Rapport to Improve Retention and Success in Online Classes

Autor/in	Glazier, Rebecca A.
Titel	Building Rapport to Improve Retention and Success in Online Classes
Quelle	In: Journal of Political Science Education, 12 (2016) 4, S.437-456 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2016.1155994
Schlagwörter	Online Courses; Teaching Methods; Teacher Student Relationship; Academic Achievement; Hypothesis Testing; Video Technology; Electronic Mail; Regression (Statistics); Assignments; Qualitative Research; Student Attitudes; Academic Persistence; Grades (Scholastic); Intervention; Political Science; Introductory Courses; College Students; College Faculty; Statistical Analysis + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Hypothesenprüfung; Hypothesentest; Elektronischer Briefkasten; Regression; Regressionsanalyse; Assignment; Auftrag; Zuweisung; Qualitative Forschung; Schülerverhalten; Notenspiegel; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Einführungskurs; Collegestudent; Fakultät; Statistische Analyse
Abstract	As the prevalence of online education continues to grow, so do concerns about student success. Online students tend to withdraw more often and earn lower grades, compared to students in traditional classrooms. Explanations for this disparity range from student characteristics to institutional shortcomings to course design. Attempts to counter this trend are often resource intensive and yield mixed results. I hypothesize that the difficulty of establishing student-instructor rapport in online classes contributes to lower student success. Without rapport, students are less likely to remember and prioritize online classes. Thus, improving rapport with online students may lead to improvements in student success. To test this hypothesis, I implemented rapport-building teaching strategies--including video updates, personal e-mails, and personalized electronic comments on assignments--in some online classes (student n = 143) and compared student outcomes in those classes to online classes taught without rapport-building strategies (student n = 322). Difference of means tests, logit models, and OLS regression models all show significantly lower attrition and significantly higher grades in the rapport-building courses. Qualitative student comments identify the high-rapport relationship with the instructor as a key factor in student success. Thus, rapport building represents a simple, instructor-driven intervention that can significantly improve online retention and grades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01