About this paper

Appears in:
Pages: 2443-2450
Publication year: 2018
ISBN: 978-84-09-02709-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2018.0664

Conference name: 10th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2018
Location: Palma, Spain

A QUANTITATIVE AND QUALITATIVE ANALYSIS OF ONLINE STUDENT RETENTION

H. Slavensky, P. Lysgaard

Aarhus University (DENMARK)
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 2015-2017, 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 the 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 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 have been 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 has 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.
@InProceedings{SLAVENSKY2018AQU,
author = {Slavensky, H. and Lysgaard, P.},
title = {A QUANTITATIVE AND QUALITATIVE ANALYSIS OF ONLINE STUDENT RETENTION},
series = {10th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN18 Proceedings},
isbn = {978-84-09-02709-5},
issn = {2340-1117},
doi = {10.21125/edulearn.2018.0664},
url = {http://dx.doi.org/10.21125/edulearn.2018.0664},
publisher = {IATED},
location = {Palma, Spain},
month = {2-4 July, 2018},
year = {2018},
pages = {2443-2450}}
TY - CONF
AU - H. Slavensky AU - P. Lysgaard
TI - A QUANTITATIVE AND QUALITATIVE ANALYSIS OF ONLINE STUDENT RETENTION
SN - 978-84-09-02709-5/2340-1117
DO - 10.21125/edulearn.2018.0664
PY - 2018
Y1 - 2-4 July, 2018
CI - Palma, Spain
JO - 10th International Conference on Education and New Learning Technologies
JA - EDULEARN18 Proceedings
SP - 2443
EP - 2450
ER -
H. Slavensky, P. Lysgaard (2018) A QUANTITATIVE AND QUALITATIVE ANALYSIS OF ONLINE STUDENT RETENTION, EDULEARN18 Proceedings, pp. 2443-2450.
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