Monroe Community College Practices to Retain Students in Online Learning Dr. Jeffrey P. Bartkovich Marie J. Fetzner Monroe Community College May 11, 2004

Monroe Community College 2 Introduction and Welcome  Presenter introductions  Presentation protocols  Thanks to ITC

Monroe Community College 3 Purposes of Presentation  Evolving online program  Researching non-retained students  Reviewing basic results  Managing online services  Developing online policy

Monroe Community College 4 MCC’s Online Program  MCC is part of SUNY Founded in 1961; 13,326 FTE in 2003  Joined SUNY Learning Network (SLN) in 1997  Spring 2004 MCC SLN Summary Data Headcount = 3,434 Online FTE = Courses = 86; Sections = 121  Sharing in the development and delivery of SLN courses

Monroe Community College 5 MCC Online Courses and Sections Fall 1997 to Spring 2004

Monroe Community College 6 MCC Educational Technology Services (ETS) Organization

Monroe Community College 7 MCC Online Student Retention Study #1 Characteristics and Attitudes of Non-Retained Online Students

Monroe Community College 8 Online Retention Study Method  Archival Data Analysis Grades and demographics for online courses retrieved from student records database  Student Survey Survey created and administered to sample of students who received an “F” or “W” in an online course for the Fall semesters in 2000, 2001 and 2002

Monroe Community College 9 Archival Data Analysis MCC Online vs. MCC On-site  Grade Distribution  Grade Rates  Success Rates in Matched (ftf vs. same section online) Courses

Monroe Community College 10 Survey Instrument  Total of 45 questions in three areas Expectations at time of registration Satisfaction at time of withdrawal Reasons for withdrawal  Likelihood of enrolling in another online course

Monroe Community College 11 Grade Rates OL vs. Site-based, Fall Semester OLN9701,4171, C and Higher69.7%65.8%65.3%63.6% F/W24.8%26.4%29.7%30.2% MCCN43,77945,23548,28852,428 C and Higher70.3%69.7%70.7% F/W20.0%21.3%20.6%20.5%

Monroe Community College 12 Success Rates in Matched Online and Site-based Courses Site-based, n = 16,291 Online, n = 1,719 % C or BetterPercentage Point Difference Online Site-based Total Full-time Part-time st time FT 1 st time & at risk 1 st time & not at risk Under 25 years of age 25 years of age or older

Monroe Community College 13 Expectations* at Time of Registration % First-Time Students % Experienced Students Can Begin Anytime Online Easier than On-Campus Less Homework than On-Campus Faculty Interaction Required Need Basic Computer Skills Participate Independently *Definitely what I expected + Sort of what I expected

Monroe Community College 14 Satisfaction* at Time of Withdrawal % First-Time Students % Experienced Students Own Performance in Course Technical Help with the Course Registration/Orientation SLN in General Directions Provided by Faculty Directions to Get Started *Somewhat satisfied + Extremely satisfied

Monroe Community College 15 Explanation for Non-Success in Online Course Top Five Factors % First-Time Students % Experienced Students Lack of Motivation Course Taking too Much time Instructor’s Teaching Style Too Many Technical Difficulties Got Behind/Couldn’t Catch Up

Monroe Community College 16 General Findings Archival Analysis When compared to site-based courses at MCC  Online students are more likely to earn a grade of C or better if they are >25 years of age and are part-time students  First-time, full-time online students are least likely earn a grade of C or better

Monroe Community College 17 General Findings Survey Analysis Expectations  Online format expectations not accurate  Level of online interaction with faculty and other students not accurate  Technical expectations (needed PC and typing skills) not accurate Percentage of W/F students’ likelihood to take another online course is decreasing  Approximately 1/3 are likely or somewhat likely

Monroe Community College 18 General Findings Survey Analysis Levels of Satisfaction  First-time students more satisfied at time of withdrawal in general, and with their own performance  Experienced students less satisfied with Registration procedures SLN in general Directions from faculty

Monroe Community College 19 Significant Positive Correlations* Likelihood to take another online course  SLN in general (.604)  Interaction with other students (.518)  Directions provided by faculty (.491)  Directions to get started (.483)  Interaction with the faculty (.428)  Technical help with course (.408) GPA and credit hours are not significant with likelihood to take another online course *Significant at 0.01 level

Monroe Community College 20 Research Informing Practice: Applications  Online student orientation project  Development and distribution of student CD  Phone calls made to first-time online students  On-site student orientations implemented*  Development of Ten Myths Videostream  Expansion of PC access for MCC students Wireless laptops for check-out in Libraries Learning Center support for online students *An analysis was conducted on online student performance outcomes for those students who attended on-site MCC orientations.

Monroe Community College 21 Research Informing Practice  Additional materials development  SLN Student Awareness Sheet  Retention strategies included in online faculty course development trainings  Emphasis placed on pre-course activities and first week of course interactions  Promote self-paced free technology training to MCC students  Preliminary discussion of MCC policies Forwarded to Academic Leadership Council

Monroe Community College 22 MCC Online Student Retention Study #2 An Analysis of Online Students’ Performance and Differentiation

Monroe Community College 23 The Research Previous research identified characteristics of students at risk of F/W grades in online courses. These were:  First-time online students  Full-time students with less than 30 earned credits  Students under the age of 25  Minority students

Monroe Community College 24 The Research Current study reviewed impact and correlation of the following factors on retention:  Time of registration  Age  Experience  Part/full time students  Basic academic skills

Monroe Community College 25 Some Results  Students who registered during the first week of classes had a 50/50 chance of earning a grade of C or better  65% of the F/W grades were among students under the age of 25  For students to have a 50/50 chance of earning a C or better in an online course, their basic academic skills should be at the college English level

Monroe Community College 26 Some Results  Between the ages of 21 & 25, a student had a 50/50 chance of earning a C or better  The best chance of getting a C or better Register 5 weeks before the start of the semester Be age 25 or above

Monroe Community College 27 What Does the Analysis Show? Factors important to success in online courses:  Time of registration  The age of the student  The academic preparedness of the student

Monroe Community College 28 Summary of Key Findings  Retention of online MCC students is impacted by these characteristics: First-time (vs. Experienced) online students Amount of previous higher education credits for full-time online students Student age (<25) Lack of PC skills and lack of access to a PC

Monroe Community College 29 Policy Analysis Policy Factors  College is enrollment driven  The online program is supporting enrollment growth  The demographics of enrollment growth for the College are the same demographics of non-success in online courses

Monroe Community College 30 Policy Questions  Should policy account for motivation?  At what “odds of failure” do we restrict enrollment?  Should online growth be allowed to continue to support college enrollment growth?  What is the balance between student success and online enrollment growth?

Monroe Community College 31 Program Development Advice from the literature  The course design/level of interaction  The experience of the faculty  The level of technical support  A student pre-course orientation  Manage student expectations upfront  Professional development and training for faculty  Standardized course management system

Monroe Community College 32 Advice from Students  Be ready for independent learning. Must be self- motivated.  Once you get started, stay on track.  Online courses require lots of reading, homework and research. Get ready for the demands.  Must develop a schedule to go online, must manage your time.  Talk to other people and to other students before you take the class, and during the class.

Monroe Community College 33 Managing Services Manage the Expectations  Welcome letter from Academic Vice President has been expanded  Face-to-face student orientations offered*  MCC Online Orientation CD distributed  Phone calls made to all Fall 2002 online students and 1 st -time Spring 2003 online students *additional analysis conducted

Monroe Community College 34 Managing Services Manage the Support Services  Student Services web page expansion  Revisions made to the service gateway to online learning web page  Brochures at Records and Registration and at the Counseling Center

Monroe Community College 35 Research to Inform Practice: Managing Services Manage the Academics  Retention strategies integrated into faculty trainings  Discipline-specific retention studies  Discussions on other academic support— online tutoring, writing centers, etc.  Pilot test CourseSpace (use of online template for web course enhancement)

Monroe Community College 36 Next Steps: Things to Consider  Services  Policies  Definition of “Retention” for data collection  Replicate studies at other institutions

Monroe Community College 37 Contact Information Dr. Jeffrey P. Bartkovich Marie J. Fetzner  MCC Web Page:  MCC Online Learning page: