Factors and Strategies That Impact Online Community College Student Persistence

August 9, 2011 - 8:05pm | by Anonymous
Presenter(s)
Pamela Culbertson (University at Albany, US)
Jennifer Boisvert (SUNY Empire State College, US)
Peter Shea (University at Albany, US)
Session Information
November 10, 2011 - 3:50pm
Track: 
Student Services and Learner Support
Areas of Special Interest: 
Research Study
Institutional Level: 
Community Colleges
Audience Level: 
All
Session Type: 
Information Session
Location: 
Europe 4
Session Duration: 
35 Minutes
Concurrent Session: 
10
Abstract

In order to explore the internal and external factors that impact student retention and persistence in online community colleges, we reviewed related literature on community and four year colleges. Areas studied included student engagement, self-efficacy, social communication and technology, learning styles, demographic background, economic implications, and college major selection.

Extended Abstract

In our quest for research, we found over-arching areas that led to online community college student persistence included a feeling of belonging in the course, high motivation and time-management skills, academic readiness, student major in alignment with their interest, and technological skills. Approaches that can be implemented to increase persistence range from the instructor acknowledging students as individuals and being available, instructional designers being creative with course learning objects, families providing support, and students making an engaged effort in their own learning (Aragon & Johnson, 2008; Barbatis, 2010; Shea & Bidjerano, 2010). We reviewed a range of studies to discover more about why some students succeed while others experience frustration. Furthermore, we investigated instructional strategies and methods that may be implemented to help increase community college retention and persistence in the online environment. Based upon our findings, there is limited research in regards to online community college persistence. In particular, there is no evident research on online persistence in SUNY Community Colleges in New York State. This states the need for more research in these two areas. As online education is growing dramatically, factors such as student engagement, meaningful experiences, and learner fit need to be researched. From the study findings, strategies can then be implemented into online courses to increase the likelihood of students persisting and enrolling in future online courses.

Lead Presenter

Pam Culbertson is an Educational Data Analyst with the Mohawk Regional Information Center in central NY. She works in this role two days per week in Adirondack CSD and two days per week in Waterville CSD. Pam analyzes a variety of student data and collaborates with administrators and teachers in using this information to guide instruction. Prior to this, Pam worked in the Mohawk Region as a Model Schools Coordinator and was a K-5 and 6-8 technology teacher/building leader in North Carolina. Pam is working on her PhD in Curriculum and Instruction with an emphasis in Instructional Technology and her School Building Leadership certification. She earned her MAEd in Instructional Technology at East Carolina University, NC, her BS in Mathematics and BS in Business Administration - Accounting at University of South Carolina. Additionally, Pam has earned associate degrees in computer programming. Pam Culbertson has special interests in online learning, high school and college student retention and persistence, integrating writing across the curriculum, and increasing student mathematical ability through use of technology.

Presenter 1 Email: 
pamela.culbertson01@albany.edu