10 Best Practices for Student Retention in Online Courses

Student retention in an online course or program is absolutely vital. However, this continues to be a potent issue in many online programs. In the IDPT Program at Franklin University, we have recently focused on this topic.

To provide insight on this issue, a former coworker of mine, Kevin Shanley, recently reviewed the literature on the most important factors in retaining students in online courses. His focus was on general education courses at the undergraduate level, but I believe that most of the recommendations can and should be applied in in nearly all online courses. I provide a summary of his suggestions below, but I definitely recommend reviewing his entire publication. He provides some excellent ideas on improving student retention. (Here is a link to his review of literature.)

Summary of strategies for improving online student retention:

1. support services - provide students with technology and other support
2. early submission of work - allow students to get feedback on assignments before final submission
3. clear expectations - be clear about work and grading expectations
4. orientation - overview course and assignments at the beginning of each course
5. content relevancy and accuracy - be sure everything is up to date in your course
6. faculty preparedness - make sure faculty understand their expectations
7. student control - allow students to have some control over the learning process
8. age factors - be aware of age factors affecting student success
9. participation - encourage participation from all students
10. social integration - ensure plenty of relevant, positive social interaction

These strategies can be organized according to different levels within the university or college offering the course or program:

1. University Level
2. Program/Department Level
3. Course Design Level
4. Instructor Level

The difficult thing in implementing these and other strategies is that support must be provided at all levels. Without the necessary infrastructure and support from the university, student success is unlikely. Without support and resources from the program level, implementing effective course design and staffing with quality instructors is not possible. Without excellent course design, students are less likely to persist and succeed. And without great instructors, student success diminishes.

So, what are your best strategies for improving student retention in online courses?  I am definitely interested in hearing best practices that I can use in my own program and teaching.

4 Fundamental Ways to Engage Students in an Online Course

In my experience as over the last several years, an important part of providing a quality learning experience is engaging students- having them actively interact in meaningful learning experiences. This is particularly important in online courses where students may tend to feel isolated or removed from others. In this post I describe what I call the the 4 fundamental ways to engage students in an online course. 

Four Fundamental Ways to Engage Online Students.

There are 4 basic ways to engage students in an online course:

1. Have students engage in doing real world tasks and solving real-world problems. This provides concrete, meaningful experience for the students and is much more intrinsically motivating to the students than learning content that doesn't seem relevant to them. It means having students do relevant things that they will likely do in their careers or in their lives.
2. Engage students with the content in meaningful ways. this means having students use course content to solve problems or perform real-world tasks. It means providing students with well-designed multimedia. It means providing students with enough content that they can learn it and use it, but not so much content that they are overwhelmed.
3. Engage students with their peers. Students should interact with peers in the context of solving real-world problems. Students should present ideas, critique, give feedback, and collaborate together. This interaction builds a sense of community and there is a great deal of peer-to-peer teaching that can take place.
4. Engage students with the instructor. Students need guidance, support and feedback in the learning process. As one of my students wrote, instructors should "lead us through the fog." The teacher should make themselves available and provide feedback and guidance quickly so that students can progress in their learning.

As I have taught online courses at several universities, I have found that students continually ask for and appreciate these kinds of interaction. And when I design my course to include these kinds of interaction, students seem more satisfied with and excited about the online experience. Students seem to thrive and enjoy with successful, effective, satisfying learning experiences.

What do you think? Are these really the 4 fundamental ways to engage students in an online course? What else would you add? What are your experiences with engagement as a teacher or a student in online courses?

The 5 Most Fundamental Strategies for Helping Your Students Learn

What do good teachers do? What strategies are most effective at helping students learn? This has been the subject of thousands of studies over many decades, and it can be hard to really focus in on what teaching strategies are most effective.

One instructional theory that has had a lot of influence on my own work as an instructional designer and a scholar is Merrill's First Principles of Instruction (2002, 2007, 2009). After spending many years researching and discovering effective teaching strategies, Merrill set out to identify the most fundamental principles of instruction. He reviewed many theories and based on this review, he identified what he calls the 5 most fundamental principles of instruction. When you apply these first principles in your teaching and instructional design, you will engage students in activities that will help them learn more. Here are the 5 principles:

1. Problem or Task-Centered - Students learn more when they see real-world examples and solve real-world problems or tasks.
2. Activation - Students learn more when they actively consider what they already know about a topic and relate what they learn to what they already know.
3. Demonstration - Students learn more when the learn relevant knowledge and skills in the context of a real-world task or problem.
4. Application - Students learn more when they apply what they have learned in a real-world context and receive feedback and guidance on how their performance.
5. Integration - Students learn more when they are directed reflect on, discuss, debate, present on, or plan how to use new knowledge and skills.

First Principles of Instruction (Merrill, 2002).

Personal Experience with First Principles

I've realized that the university courses and teachers that have had the greatest impact on me have used most or all of these principles. For example:

• My public speaking teacher, Karla Bassett, used these principles when she taught us how to speak. She provided us with a structure for giving speeches (activation). She showed many videos and personally demonstrated the principles and skills of public speaking (task-centered, demonstration) and also had each student perform multiple speeches (application) and gave us feedback on our speeches. This task-centered approach gave me a deep interest in communication and speaking and I went on to earn a bachelor's degree in communication.
• My Spanish teacher, Carolina Bond, used these principles in class by speaking Spanish throughout the class (task-centered, demonstration, application) and by having us build vocabulary and use sentence structures in real-world scenarios (application). These courses prepared me to later speak Spanish as an English teacher in Guatemala. 
• Later as a graduate student, my Qualitative Methods instructor Dr. Sherry Marx shared many real-world examples (task-centered, demonstration) of  how she and others had conducted research and directed me and my peers to conduct multiple full-scale studies on our own (application). This task-centered approach to learning gave me an incredible learning experience and I was able to later publish the results of that research.

For more detailed examples of how First Principles of Instruction have been used in educational settings, and how to use these principles, see my recent published articles:

• Applying Merrill's First Principles of Instruction
• How Award-winning Professors in Higher Education Use Merrill’s First Principles of Instruction.

These are just a few examples of how these principles can be used. I believe that if you reflect on the most meaningful formal learning experiences you had as a student, you would find that the instructor used some or all of these principles effectively .

Do You Agree?

So, the question is, do you agree that these truly are the First Principles of Instruction? Or are there other principles that are more foundational than these? Are there other principles that enhance learning more than these? What do you think?

References

Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59. (Click for copy from mdavidmerrill.com)

Merrill, M. D. (2007). First principles of instruction: a synthesis. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology, 2nd Edition (Vol. 2, pp. 62-71). Upper Saddle River, NJ: Merrill/Prentice Hall. (Click for copy from mdavidmerrill.com) 

Merrill, M. D. (2009). First Principles of Instruction. In C. M. Reigeluth & A. Carr (Eds.), Instructional Design Theories and Models: Building a Common Knowledge Base (Vol. III). New York: Routledge Publishers. (Click for copy from mdavidmerrill.com)