ELearning/Course design/Supporting strategies - Revision history

Thomas.Eyre: 3 revisions imported

2025-01-07T20:39:51Z

3 revisions imported

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en>Thomas Eyre: Fixed links

2018-06-19T01:12:07Z

Fixed links

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	The reasons for these unwanted student outcomes are complex and multifaceted. Student characteristics and personal circumstances are the most common causes of dropping out, failing courses, and failing to graduate. However, this fact begs the question of what institutions and individual instructors, especially working together, can do to increase student success.		The reasons for these unwanted student outcomes are complex and multifaceted. Student characteristics and personal circumstances are the most common causes of dropping out, failing courses, and failing to graduate. However, this fact begs the question of what institutions and individual instructors, especially working together, can do to increase student success.

	This module discusses three student support categories. These issues and strategies are highly relevant to the design and teaching ends of instruction, and so this section is located within both the [[Course design]] and [[Teaching online]] modules.		This module discusses three student support categories. These issues and strategies are highly relevant to the design and teaching ends of instruction, and so this section is located within both the [[ELearning/Course_design \| Course design]] and [[ELearning/Teaching_online \| Teaching online]] modules.

	==[[Student retention issues]]==		==[[ELearning/Course_design/Student_retention_issues \| Student retention issues]]==

	As an introduction to the articles, we summarize here those individual characteristics and circumstances associated with student retention and dropping out, progress and stalling out, and graduation. The authors cited below include extensive literature reviews.		As an introduction to the articles, we summarize here those individual characteristics and circumstances associated with student retention and dropping out, progress and stalling out, and graduation. The authors cited below include extensive literature reviews.

	==[[Cognitive support]]==		==[[ELearning/Course_design/Cognitive_support \| Cognitive support]]==

	We can consider cognitive support as any action or piece of information that assists users as they execute the cognitive aspects of learning tasks and planning for future tasks.		We can consider cognitive support as any action or piece of information that assists users as they execute the cognitive aspects of learning tasks and planning for future tasks.

	==[[Motivational support]]==		==[[ELearning/Course_design/Motivational_support \| Motivational support]]==

	Motivation is a complicated human phenomenon, and is difficult to encapsulate into a coherent whole. Keller (2010) created a four-part model to deal with the problem of student motivation, called the ARCS model, discussed here.		Motivation is a complicated human phenomenon, and is difficult to encapsulate into a coherent whole. Keller (2010) created a four-part model to deal with the problem of student motivation, called the ARCS model, discussed here.

	==[[Technical support]]==		==[[ELearning/Course_design/Technical_support \| Technical support]]==

	While technical support is not a design or teaching issue, we know that technical issues do impact the student experience and thus learning and teaching. This article addresses important issues designers and instructors need to consider.		While technical support is not a design or teaching issue, we know that technical issues do impact the student experience and thus learning and teaching. This article addresses important issues designers and instructors need to consider.
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en>Thomas Eyre: 1 revision imported

2018-06-18T19:09:21Z

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en>Klwilcoxon: /* Technical support */

2017-02-22T22:19:28Z

Technical support

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<seo title="eLearning wiki: Supporting strategies" titlemode="append" keywords="retention, student retention, cognitive support, student motivation, technical support" description="Student support strategies home page"></seo>
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Student retention, progress, and graduation have become big concerns on college campuses as critics have questioned the value of a college degree, low retention and graduation rates. Online course drop rates are commonly reported to be 10-20% higher than the traditional classroom and hybrid settings (Nistor & Neubauer, 2010; Patterson & McFadden, 2009; Aragon & Johnson, 2008; Tyler-Smith, 2006; Carr, 2000). Year to year retention hovers around 72% for first-year full-time online learners but only 48% for part-time students (Department of Education, 2011). After six years, 82% of full-time students graduate but only 22 percent of part-time students do; 68 percent drop out (National Student Clearinghouse, 2014). Overall graduation rate for all students was 59% in 2013 (Digest of Education Statistics, 2015).

The reasons for these unwanted student outcomes are complex and multifaceted. Student characteristics and personal circumstances are the most common causes of dropping out, failing courses, and failing to graduate. However, this fact begs the question of what institutions and individual instructors, especially working together, can do to increase student success.

This module discusses three student support categories. These issues and strategies are highly relevant to the design and teaching ends of instruction, and so this section is located within both the [[Course design]] and [[Teaching online]] modules.

==[[Student retention issues]]==

As an introduction to the articles, we summarize here those individual characteristics and circumstances associated with student retention and dropping out, progress and stalling out, and graduation. The authors cited below include extensive literature reviews.

==[[Cognitive support]]==

We can consider cognitive support as any action or piece of information that assists users as they execute the cognitive aspects of learning tasks and planning for future tasks.

==[[Motivational support]]==

Motivation is a complicated human phenomenon, and is difficult to encapsulate into a coherent whole. Keller (2010) created a four-part model to deal with the problem of student motivation, called the ARCS model, discussed here.

==[[Technical support]]==

While technical support is not a design or teaching issue, we know that technical issues do impact the student experience and thus learning and teaching. This article addresses important issues designers and instructors need to consider.

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