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Exploring the Implementation of Synchronous Student Support Sessions and Student Retention in an Online Course.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Exploring the Implementation of Synchronous Student Support Sessions and Student Retention in an Online Course./
作者:	Heald, Stephanie M.
面頁冊數:	1 online resource (105 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
標題:	Higher education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438158993

Exploring the Implementation of Synchronous Student Support Sessions and Student Retention in an Online Course.
Heald, Stephanie M.

Exploring the Implementation of Synchronous Student Support Sessions and Student Retention in an Online Course. - 1 online resource (105 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ph.D.)--The University of the Rockies, 2018.

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438158993Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

Exploring the Implementation of Synchronous Student Support Sessions and Student Retention in an Online Course.
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504 $a Includes bibliographical references
520 $a 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.
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