Aarhus University Seal / Aarhus Universitets segl

Per Lysgaard

A quantitative and qualitative analysis of online student retention

Publikation: Bidrag til bog/antologi/rapport/proceedingKonferencebidrag i proceedingsForskningpeer review

Dokumenter

DOI

In 2015, the Electronics Engineering study programme at Aarhus University School of Engineering in Herning decided to provide an online learning option in addition to the traditional classroom instruction. Consequently, the flipped learning approach was introduced in both the online and on-campus teaching, allowing online students to join the classroom teaching synchronously and asynchronously. But, with a high dropout rate, various initiatives for improving online student retention have been implemented since 2016, and despite heavy legislation affecting the university, making it almost impossible to work full-time while also studying full-time, the majority of the 2016 online student intake are still actively engaged; a number that continues to increase with the 2017 intake.
Using various tools to analyse collected data from 2016-2017, this study will explore what it is like to be an online student. As such, the study also serves as a useful platform for future online students.
The first step included a data mining process where an overall analysis of existing student data was performed in order to review the quantitative data used as indicators of success (student retention). These indicators combined with key factors relating to the students’ success in terms of online environment, collaboration, student-centred learning and optimised learning spaces were subsequently collected in a questionnaire survey given to the online students to fill out. Next, a number of online workshops to evaluate the online students’ need to be socially connected with their fellow students were held, and personal conversations with the programme mentor conducted, serving as a useful tool to help understand the online students. Finally, questionnaires from semester evaluations were analysed to gain a better understanding of the ‘DNA’ of an online student.
Providing a further insight into what it is like to be an online student, the findings have led to new strategies for collaboration, student-centred learning and optimised learning spaces for the way we conduct flipped learning at Aarhus University School of Engineering in Herning.
Keywords: Online learning, flipped learning, Insights Discovery, teamwork, student life satisfaction, mentoring, interaction, retention.
OriginalsprogEngelsk
TitelEDULEARN18 Proceedings : 10th International Conference on Education and New Learning Technologies
Antal sider8
ForlagInternational Association of Technology, Education and Development (IATED)
Udgivelsesår2018
Sider2443-2450
ISBN (trykt)978-84-09-02709-5
DOI
StatusUdgivet - 2018
BegivenhedEdulearn : 10th annual International Conference on Education and New Learning Technologies - Spanien, Mallorca, Spanien
Varighed: 2 jul. 20184 jul. 2018
Konferencens nummer: 10
https://iated.org/edulearn/

Konference

KonferenceEdulearn
Nummer10
LokationSpanien
LandSpanien
ByMallorca
Periode02/07/201804/07/2018
Internetadresse

Se relationer på Aarhus Universitet Citationsformater

Download-statistik

Ingen data tilgængelig

ID: 145270050