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Library of Congress Cataloging-in-Publication Data
CIP data is available on file at the Library of Congress.
ISBN 978-1-118-53170-9 (pbk)
List of Tables, Exhibits, and Figure
TABLES |
Common Reasons for Online Student Dropout |
Study Participants Demographics |
Factors Distinguishing Face-to-Face and Online Environments |
Course Design Elements, Strategies, and Ways to Integrate the Strategies into Course Design |
Ways to Incorporate Motivating Strategies into Course Design |
Instructional Support Strategies for Online Courses |
Course Blueprint for the Seminar in the Philosophy and History of Adult Education |
Managing Tasks and Prioritizing Time for the Seminar in the Philosophy and History of Adult Education (Existing Course) |
EXHIBITS |
Time Management Strategies |
Prioritizing Strategies |
Learning Strategies |
Use of Synchronous Communication to Support Online Students |
Learning How to Learn Online: Supporting Early and Persistent Success for New Online Students |
Self-Care Resources |
Instructor Checklist for Designing Online Courses |
FIGURE |
Persistence Model for Online Student Retention |
Preface
Participation in online education continues to grow in the United States (Allen & Seaman, 2010, 2011). However, concerns for online student retention and factors for student persistence must be taken into consideration. We know that among the reasons for student dropout 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.
Based on the literature, we also know some factors that have a positive influence on retaining students and reducing dropout rates. Among these factors are previous experience in online courses, student preparation for online education, relevance of the course to students, learning community engagement, desire to complete a degree, and workplace support.