This document summarizes surveys conducted in 2001 and 2010 at MCC to identify factors influencing online student retention and withdrawal. The top factors in both 2001 and 2010 were too much time required and too much work. Other significant factors included lack of interaction, untimely communication from instructors, and inflexible schedules. The surveys found that withdrawal rates peaked around the 5th week of classes. Based on the survey results, the college aims to provide more information to students upfront, ensure consistent course design, and address time management and workload challenges to improve online student retention.

1. Factors Impacting Online Student Retention at MCC MoDLA 2011 July 21, 2011

2. A Little History Distance Ed at MCC 1990 – Telecourses via local PBS 1994 – Live Classes through local Cable 1999 – Online Pilot (5 courses & 100 students) 2000 – Live Classes via Video Conferencing 2003 – Distance Ed Unit Created TV – 560 students (30 sections) IN – 1500 students (100 sections) 2010 – No TV: IN 5200 students (310 sections); HYB 1950 students (95 sections)

3. Survey History 2001 – Original Survey Paper/Mailed Survey Online Students only 2010 – New Survey in Fall Pilot in Spring 2010 Survey Monkey – contacted via e-mail Online and Hybrid Students Focused on factors that influenced Students to Withdraw

4. 2001 Survey - Factors 1st Task – Identifying Factors: Time Commitment Amount of Work Interaction (Student-Student & Student-Faculty) Timeliness of communication with Instructor Lack of Schedule Flexibility Access to Technology Technology Skill Knew that the Course was Online N = 160

5. 2001 Survey – Top Factors #1 – Too Much Time (68%) #2 – Too Much Work (63%) #3 – Lack of Interaction (46%) #4 – Timeliness of Communication (38%) Interventions For All – but especially #s 3 & 4

6. 2001 Survey - Patterns Withdrawal Week indicated certain patterns 1 – Too Much Work 2 – Technology 4/5 – Too Much Time Peak Week was #5

7. 2010 Survey Started with Same Set of Factors New for 2010: Hybrid Courses Students Rate the Importance of Factors What can Distance Ed do? Would you take another Online/Hybrid course? Would you recommend to another student? Pilot – New Factor identified, ‘Financial Issues’

8. 2010 - Factors 1 - Too Much Time 54% (46%) 2 - Too Much Work 45% (34%) 3 - Schedule Not Flexible 28% (15%) 4 - Timeliness of Communication 25% (14%) 5 – Lack of Interaction 16% (12%) Other* Financial Aid & Medical Problems N = 185

9. Comparing 2001 - 2010 2001 #1 – Too Much Time (68%) #2 – Too Much Work (63%) #3 – Lack of Interaction (46%) #4 – Timeliness of Communication (38%) #5 – Schedule not Flexible (17%) 2010 1 - Too Much Time (54%) 2 - Too Much Work (45%) 3 - Schedule Not Flexible (28%) 4 - Timeliness of Communication (25%) 5 – Lack of Interaction (16%)

10. 2010 – Other Stats No immediate time related patterns Computer Access & Access to Software – weeks 4/5 Week 6 Now Peak for Drops Importance Analysis Too Much Time & Too Much Work 1st Time Students & Time/Work/Schedule Would You Take Another? 58.3% Yes & 31.7% No Would You Recommend to Another? 61.1% Yes & 27.2% No

11. 2010 Student Feedback What Can Distance Ed Do ? Access to Syllabus/Calendar in advance of class Consistency of Course Design Bookstore

12. Survey 2011 Now using every semester Goals to Increase Hybrid participation Identify ways to collect 2nd 8 Week responses Short Duration courses? Alternate Instruments

13. Final Impressions Still struggling with the three ‘general’ misconceptions of Distance Learning – Marketing & Education Student’s Expect more information – “truth in advertising” – Access to Syllabus/Calendar Communication – Distance Learning vs Correspondence Individual Factors and Faculty Training

14. Contact/Files Leo Hirner leo.hirner@mcckc.edu Slideshare-