The Persistence Model for Online Student Retention.

In the Persistence Model for Online Student Retention (Conceição & Lehman, 2012) the student is at the center of the online learning experience and has some amount of control over the learning process, as well as takes responsibility for course learning. It is important that the student be aware of the difference between the online and face-to-face environment, the way the online environment works, the process for learning, and what is needed to stay motivated when participating in an online course. The instructor assists in this process by providing a blueprint for the course through the course design.

Design Strategies
Think of the Persistence Model for Online Student Retention (Conceição & Lehman, 2012) as a snow globe. In the outer sphere of the globe, are the design strategies that denote the intentional course design elements: course structure, teaching process, and learners’ needs. These course elements have qualities that provide the instructor with criteria on how to efficiently and effectively design the online course. Creating a course structure helps present the content with consistency, variety, relevancy, and strategic arrangement. It is during the planning for the teaching process that these elements take effect and the instructor must set up clear expectations, personalize the experience, and incorporate feedback throughout the course. Another element of the intentional course design is learners’ needs; this occurs when the instructor identifies students’ needs, predicts course challenges, and preempts problems.

Student Strategies
The inner sphere of the globe contains the student strategies, which are based on a process that students go through in an online course and form a pathway. This process begins with a student’s awareness of self, situation, and consequences. It progresses to self-efficacy, the conviction of a student’s value, how a person thinks, feels, and behaves. Then, it goes on to a purpose or goal to take an online course and provide the student with intrinsic motivation. To achieve the goal, the student uses self-management, time management, prioritizing, and learning strategies. Finally, the student gains rewards after achieving the goal in the form of extrinsic incentives. This process is cyclical as the student embarks on new online courses because each course may have its unique characteristics based on the discipline, format, interactivity, instructor role, technology, and support. By understanding this process, instructors can incorporate effective and efficient design strategies.

Support Strategies
An online course may have excellent course design and engaging teaching strategies, but may lack sound instructional, institutional, and student support services. This is an area where institutions often fail. For example, if many of the students require remedial support for course success, the course may be inefficient and ineffective to meet these students’ needs. Students who need a lot of human, institutional, and self-support are less likely to stay motivated and persist in an online course. For this reason, support strategies are very important for retaining students online. Again, envisioning the model as a snow globe, the support strategies are located at the bottom. They are the foundation for making the environment conducive to learning (institutional support), giving students a sense of control over their learning (instructional support), and providing tools for self-reflection and self-awareness (student self-support).

The Persistence Model for Online Student Retention can help instructors design an online environment that meets students’ needs, helps the instructors teach efficiently and effectively, and integrates support into online courses. The Model can help students understand what it means to be an online learner and identify a pathway and strategies for successful online learning.

References

Conceição, S.C.O., & Lehman, R. M. (November, 2012). Motivation and Support Strategies for Online Adult Learners in the 21st Century. American Association for Adult and Continuing Education. Las Vegas, NV

Motivating and Retaining Online Students

Online education participation continues to grow in the United States (Allen & Seaman, 2010; 2011). Due to the difference between face-to-face learning and the virtual environment and concerns for online student retention and factors for student persistence must be taken into consideration.

Reasons for Lack of Student Retention
We know that among the reasons for lack of student retention in the virtual environment are feelings of isolation, frustration, and disconnection; technology disruption; lack of contact with faculty; inadequate contact with students on the part of faculty; lack of student and technology support; lack of instructor participation during class discussion; lack of clarity in instructional direction or expectation; and lack of social interaction.

Study to Identify Motivation and Retention Strategies
Because of these concerns, we conducted a study to identify students’ strategies for staying motivated online and instructors’ strategies for retaining and supporting online students. The Persistence Model for Online Student Retention (Conceição & Lehman, 2012) emerged from the empirical study conducted in spring 2012. This model is student-centered with the student at the center of the online learning experience, focuses on the pathway students go through as they progress in an online course, and provides a framework for instructors to design courses, teach, and support students online.

Designing With Motivation and Retention Strategies
By being aware of the pathway students go through when taking an online course, instructors can intentionally and strategically design their course and better develop supporting materials. The elements of the pathway are self-awareness, self-efficacy, purpose or goal(s), means to achieve the goal(s), and rewards. Self-awareness was the awareness of the learning process, situation, and consequences of not moving forward. Students considered self-efficacy as the belief that one is capable of organizing, putting into action, and moving ahead to complete a course. Students explained that to keep them motivated in completing online coursework, they needed to have a purpose of goal. To accomplish this, students used strategies to achieve a goal or small goals throughout the online course. These strategies were time management, prioritizing, and learning. As the goal or goals were achieved, they gained rewards or rewarded themselves. The design, student, and support strategies that emerged from the model can provide benefits for both students and instructors.

References

Allen, I., & Seaman, A. (2010). Learning on Demand: Online Education in the United States, 2009: Babson Survey Research Group. Retrieved August 10, 2012 from
http://www.sloanconsortium.org/publications/survey/pdf/learningondemand.pdf

Allen, I., & Seaman, J. (2011). Going the Distance: Online Education in the USA 2011. Wellesley MA: Babson. Retrieved August 10, 2012 from
http://www.tonybates.ca/2011/11/09/online-enrollments-in-the-usa-grow-10-in-2011-oers-becoming-accepted/

Conceição, S.C.O., & Lehman, R. M. (November, 2012). Motivation and Support Strategies for Online Adult Learners in the 21st Century. American Association for Adult and Continuing Education. Las Vegas, NV.

Next Week: Motivating and Retaining Online Students (Continued). The Persistence Model for Online Student Retention.

Managing Workload for Maintaining Quality of Life (Continued)

As we noted in our last posting, our “Being There for the Online Learner Model” and “Framework for Creating Presence” (Lehman & Conceição, 2010) were developed to help you understand that presence, which is “perceptual” in nature, is an important part of designing and delivering an online course. With this in mind, you are better able to bring the human aspect into your online course, make it a personal experience, and more effectively engage your students.

Using Our Template for Managing Tasks and Prioritizing Time 
This week, we’re introducing our “Template for Managing Tasks and Prioritizing Time,” found in our book, Managing Online Instructor Workload: Strategies for Finding Balance and Success (Conceição & Lehman, 2011). This template helps you look at any type of course from a broad perspective and better manage your tasks and time.

• For new courses, the template can help you estimate the tasks you may do and the time you may spend during the design and delivery of the course. 
• For converting courses, the template can assist you in rethinking how you can teach your course in the new environment.
• For existing online courses, the template can help you revisit your tasks and your time spent to become more efficient and effective when teaching the same course again. 

          Template for Managing Tasks and Prioritizing Time

Course Sequence                  Type of Task       Week #    Time Spent

Before the course                 Design

During and end of course       Administrative

                                          Facilitative

                                          Evaluative

In addition to the template, our book provides examples of how this template can be used in each of the three instances. It also suggests strategies that instructors can use to maintain their quality of life. Teaching online can be overwhelming if you let it control you. Managing workload and prioritizing time help put you “in control.”

Instructor Strategies to Maintain Quality of Life 
Being an online instructor gives you more flexibility in terms of where and when you can work, but it can also be a trap, unless you allocate your time strategically and balance your work and personal life. Organization, discipline, and flexibility are essential.

Organization - provides structure and helps with pre-planning and course delivery. Blocking out specific time for course design and delivery prior to the course can help you predict how many hours you would spend on your online course. This can also give you more time to concentrate on actual teaching during course delivery. For some instructors, this can mean being able to balance workload more efficiently between co-instructors and cohort groups. In addition, pre-course organization can help you allocate time for non-course administrative, research, and service responsibilities.

Discipline - can help you adhere to your schedule and maintain a set routine during the term of their course and can be a time-saver. Blocking out specific time during the day or weekend for learner responses and sticking to it can reduce workload. To avoid letting work take over your personal life, learn to set boundaries. Setting aside time for personal obligations is an important aspect of maintaining quality of life. Using the following strategies can help you maintain a work-life balance:

• Work from home, in a family environment, to gain freedom.
• Avoid working on the online course on weekends.
• Maintain a separate physical location for teaching online to allow for mental separation between work and personal life.
• Avoid responding to emails on weekends. If you have the need to write your response, do so, but wait to send it during regular work hours to prevent learner expectation that you are constantly available.
• Distinguish between work and personal life when teaching online exclusively from home.
• Manage learner expectations through explicit communication about email response and assignment feedback.

Flexibility - is important in the area of personal matters. For a period of time you may have to rearrange your schedule to accommodate personal issues. This is okay. You must find a way to manage workload and prioritize your time to find balance and success in your personal and work life. Below is a Table of Strategies for Balancing Workload that will help you accomplish this and, as a result, enhance your quality of life.

             Table of Strategies for Balancing Workload

DESIGN                  SUPPORT      TEACHING       TIME ALLOCATION

Pre-planning           One-on-one   Administrative   Being organized

Anticipating course   Institutional   Facilitative       Being disciplined
responsibilities                                                                          
                               Peer             Evaluative       Work/personal life
Prioritizing course
activities                   External                              Being Flexible
                                                                             
Anticipating learners'                                                              
needs                                        

Reflecting on/revising
past courses

References

Lehman, R. M. & Conceição, S. C. O. (2010). Creating a Sense of Presence in Online Teaching: How to “Be There” for Distance Learners. San Francisco: Jossey-Bass

Conceição, S. C. O, Lehman, R. M. (2011). Managing Online Instructor Workload: Strategies for Finding Balance and Success. San Francisco: Jossey-Bass.

Next Week: Motivating and Retaining Online Students

Managing Online Instructor Workload: Strategies for Finding Balance and Success (Continued)

Revisiting the Framework for Creating a Sense of Presence
As we mentioned last week, once a starting point for course design has been determined, you should select a framework for designing the course. Our suggested framework is the “Framework for Creating Online Presence” (Lehman & Conceição, 2010): http://tinyurl.com/qc5z6rq

Framework for Creating Online Presence
Looking at our Framework, you see the “Being There for the Online Learner Model” on the left. The Model and Framework can help you become aware of and understand what is necessary to make presence happen online and also help manage your workload (Lehman & Conceição, 2011). The arrow running from the model to the instructor represents the instructor’s awareness of how presence occurs online. The arrow from the instructor to the determinants of presence represents the path the instructor takes to design the course with a sense of presence. The determinants of presence are the components of the design process that guide the instructor’s creation of presence in the online environment and determine the strategies used. The arrows from the determinants of presence to the model and from the model to the determinants of presence show the continuous action involved in using and revisiting the components of the framework.

Determinants of Presence
Lets look at the determinants of presence more closely:

Content is the first determinant and can be process-based, content-based, or a mix of the two. In process-based courses, workload is more intense in the beginning, diminishes as learners become more independent and also diminishes as learners work collaboratively in teams. In content-based courses, there is a steady flow of discussion on topics throughout and workload can vary based on the depth of the discussions. In a mix of both approaches, there is a need to balance workload between the two.

Format is the second determinant and can be either self-paced, group-based, or a mix of both. In self-paced courses learners’ background and needs dictate instructor workload. In group-based courses, group structure and learner interaction and working with others in the group affects workload. In a mix of both formats, by interspersing periods of high and low intensity, the instructor can control and manage workload.

Strategies is another determinant. In instructor-led strategies, workload is contingent on intensity and the management of tasks. When strategies are logistical/Instructional, workload varies depending on preplanning and instructor role(s). If they are cooperative/collaborative, workload can be high in the beginning of course and then diminish as learners become more independent. Group grading and periodic feedback are other strategies that can greatly reduce workload.

Instructor Role is a fourth determinant. Before the course begins, planning ahead can reduce workload as the course continues and then comes to an end. Instructor roles vary depending on whether the courses are self-paced or group-based. In self-paced courses, learners work independently and the instructor plays the roles of tutor, mentor, and support personnel. In group-based courses, the instructor engages in course activities as facilitator, catalyst, observer, and supporter. The choice of role(s) affects workload. Always, advance planning is suggested.

Technology is another determinant that has a definite impact on workload. Technologies can be either asynchronous, synchronous, or a blend of both. Asynchronous technologies provide flexibility with place, time, and pace, but also give the instructor and learner the feeling of always being connected. With these technologies it is important to define boundaries to eliminate the 24/7 feeling. Synchronous technologies that are used in real time, require preplanning, but once the event is completed it is over. A blend of both is a method we often use for specific design purposes and for added interest and variety.

Support is the final determinant in our Framework. Support can be either instructional or technical and can include a well-designed orientation that will reduce future questions and provide one-on-one time with learners. Support can also be included in the form of “help forums” to allow learners to help each other and minimize instructor involvement for technical problem. Another suggestion is timely instructor feedback on assignments which can help learners become more independent and self-motivated.

By using the Framework in this way you can better manage workload for your online course.

Next week - Managing Workload for Maintaining Quality of Life 

References

Lehman, R. M. & Conceição, S. C. O. (2010). Creating a Sense of Presence in Online Teaching: How to “Be There” for Distance Learners. San Francisco: Jossey-Bass.

Conceição, S. C. O, Lehman, R. M. (2011). Managing Online Instructor Workload: Strategies for Finding Balance and Success. San Francisco: Jossey-Bass.

Managing Online Instructor Workload: Strategies for Finding Balance and Success (Continued)

Looking at Online Instructor Workload From a Design Perspective
The difference between face-to face and online environments has implications for designing online courses and managing instructor workload. It’s essential to understand this difference and then to look at the overall course and identify course tasks.

You can accomplish this by looking at tangible course factors such as: the number of students in the course, the type of course content, the course format, the interactive strategies, the instructor role or roles that you’ll be taking on, the types of technology you’ll select, and the support that will need to be provided. By looking at these tangibles, you will be able to determine the time you will spend on each task before, during and at the end of the course. You’ll also be able to plan the entire course experience, prioritize the tasks, and be better able to manage your workload.

Course Task Categories
It’s helpful to divide the tasks into categories. Though not all-inclusive, we’ve identified four categories:

• Design
• Administrative
• Facilitative, and 
• Evaluative.

Design Tasks occur mainly before the course begins and are determined by the type of course that is being taught - a new course, a converted course, or a revised course. These tasks also indicate your role or roles and clarify your workload, which depends on the type and focus of the content, the course format, interactive strategies, technology use, and the support provided.

Administrative Tasks involve those non-content course areas of communication, management, and support. Workload in this category is determined by the number of students enrolled, their experience, and the technology used. Administrative tasks start before the course begins with the orientation activities for learners. During the course, these tasks involve continuing communication (for example, twitter), managing assignments, and providing technical support.

Facilitative Tasks require instructor and learner engagement. Here, workload is determined by the depth of engagement during the delivery of course. To help manage workload in this category, you can limit the number of learner posts, set strict discussion guidelines, use group work to share class leadership with learners, and avoid group work when there is high enrollment or when learners have time constraints. You might also choose to hold synchronous chats when course content requires demonstration, language skills, or participation with guest speakers.

Evaluative Tasks include individual and group/team assessment and involve formative feedback on learner experience. To manage evaluation, first determine appropriate approaches, then consider enrollment, course strategies, the technology used, and the time of evaluation. You might also want to use a grading grid and create a file with feedback comments to help save. Other options are group rather than individual grading, peer grading, prompt feedback to save time, and assigning virtual team projects.

Once a starting point for course design has been determined, you should select a framework for designing the course. A suggested framework is our "Framework for Designing Online Courses With a Sense of Presence."

Next Week – Revisiting the Framework for Creating a Sense of Presence