Skip to main content

Home/ UA DDS/ Group items tagged retention

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
wlampner

9 Proven Ways for Instructors to Address Online Student Retention - TeachOnline - 1 views

teachonline.asu.edu/...dress-online-student-retention

retention online

shared by wlampner on 28 Mar 17 - No Cached
  • wlampner on 28 Mar 17
     
    Includes citations that could be helpful as we develop our retention series.
wlampner

Data on student engagement with an LMS is a key to predicting retention - 2 views

www.insidehighered.com/...t-lms-key-predicting-retention

LMS analytics UADDS_BP4TO retention

shared by wlampner on 13 Jun 16 - No Cached
  • ata accounted for two of the 10 top predictors for the retention of first-year students. Sometimes it was the No. 1 predictor.
wlampner

Tips for college leaders to make online programs work | Inside Higher Ed - 0 views

www.insidehighered.com/...ders-make-online-programs-work

elearning TalkingPoints

shared by wlampner on 11 Feb 13 - No Cached
  • “Why are we doing e-learning?”  Is it to increase tuition revenue?  Decrease costs? Create greater access? Allow greater flexibility for our students? Experiment with new pedagogical approaches to teaching and learning, so as to better educate a different generation of students? All of the above?
  • ultimately the senior no-wake proponents on campus will delay and/or sabotage any meaningful e-learning strategy.
  • all must understand the risks of NOT advancing one.
  • ...11 more annotations...
  • key to succeeding is to incentivize faculty and senior staff.
  • sharing of tuition revenue generated from online courses and/or financial support for scholarly activities
  • same individuals must be engaged in defining and ensuring the highest level of quality of the online student experience
  • houghtful use of both internal and external resources, including independent marketing research
  • course development standards, teaching expectations, proper advisement and support services
  • measurable retention strategy
  • baseline for retention must be established
  • retention “dashboard” created to enable the provost to monitor all online programs
  • student-faculty engagement
  • careful use of third-party vendors and consultants to properly assess your institution’s market niche is typically a good expense.
  • more personalized, technologically advanced and affordable online degree program.
Steve Kaufman

What can we learn from first year GPA? - 1 views

www.eab.com/technology/student-success-collaborative/student-success-insights/2014/04/what-can-we-learn-from-first-year-gpa?WT.mc_id=Email|Daily+Briefing+Spotlight|Blog|SSC|Mar-23-2016|Retention||&elq_cid=1781057&x_id=003C000001phYe9IAE#lightbox/0/

education retention

shared by Steve Kaufman on 23 Mar 16 - No Cached
  • Steve Kaufman on 23 Mar 16
     
    It's no surprise that graduation rates correlate with grade performance. However, few of our members are using this reliable graduation indicator to target advising efforts and success initiatives. The chart below illustrates graduation rates, broken down by first year GPA, from one of our members (a public flagship in the Midwest).
wlampner

Brightspace system helps Deakin uni psych up students to perform | The Australian - 0 views

m.theaustralian.com.au/...story-e6frgakx-1227074233525

D2L brightspace engagement

shared by wlampner on 02 Oct 14 - No Cached
  • Using the platform, she employed 27 intelligent agents, automated notifications based on specific course performance criteria. The agents allow Dr Broadbent and her team to monitor student performance in ways previously not possible.
  • f they have done really well or if they are struggling they get sent an email
  • You can personalise it and put their name in and lots of students think that I have personally sat down and written them an email at that point in time, which is really great
  • ...5 more annotations...
  • verwhelmingly positive, with the ­retention rate in the unit now 90 per cent
  • student satisfaction averaged 4.44/5, which was well above the average at the university of 3.9/5.
  • features such as audio note and video note had made a difference to the quality and the amount of feedback
  • e have easily doubled the amount of feedback that students are getting, which is obviously really good for them
  • ESULT: Improved retention rates in the unit to 90 per cent, with greater student satisfaction, increased the feedback amount and quality
wlampner

The Hope and Hype of the Academic Innovation Center - The Chronicle of Higher Education - 0 views

www.chronicle.com/...242284

innovation ITL Mission

shared by wlampner on 24 Jan 18 - No Cached
  • wlampner on 24 Jan 18
     
    "A 2015 survey found that a growing number of colleges were marrying their academic-technology units with their teaching and learning centers in hopes of igniting fundamental reforms across campus. A common mission for innovation centers, particularly at large public universities like Michigan State, is improving student success. That may include revamping large introductory courses, training professors in design thinking and active learning, and using analytics to improve retention and graduation rates."
wlampner

Design Matters « higher education management group - 2 views

highereducationmanagement.wordpress.com/...design-matters

elearning_design design LWT2011

shared by wlampner on 09 Nov 11 - No Cached
  • growing recognition that design is not simply about making products attractive
  • easier to use, fit better into the flow of people’s lives, suit the needs of a broader range of end-users, increase productivity, and even influence emotions (which in turn can influence cognition).
  • digital higher education – both its software and content – has managed to remain untouched by good design.
  • ...19 more annotations...
  • esign is not even on the agenda
  • just like educators.
  • design and education have remarkably similar objectives
  • Design
  • quality of design in screen-based environments dramatically influences the end-user’s experience.
  • passive form of communication
  • Both design and education attempt to leverage the user’s existing knowledge
  • maximize the audience’s retention of relevant information
  • seeks to make the complex simple
  • move beyond a one-way
  • the end-user become an active participant in the process
  • y organizing the user’s attention; encouraging them to focus on what the designer/educator feels is most important.
  • establishing a competitive difference for institutions
  • students approach education like consumers
  • seeking out meaningful differences
  • Thoughtfully designed software and content can serve as a competitive differentiators
  • tangible; students can see (and experience) the difference
  • few institutions have the talent and resources in place to leverage design
  • Nimble and intelligent institutions can use design to stake out a significant difference
wlampner

Beyond Videos: 4 Ways Instructional Designers Can Craft Immersive Educational Media | E... - 1 views

www.edsurge.com/...ft-immersive-educational-media

online videos retention

shared by wlampner on 31 Mar 17 - No Cached
  • Harvard reportedly spends $75,000-$150,000 building each new MOOC, most of which goes towards video production costs.
  • resourceful teachers and nonprofits like Khan Academy are still creating low-budget screencasts.
  • et, until we get the learning design right, these questions about production values are premature
  • ...22 more annotations...
  • makes little sense to convert your narrated PowerPoint into a 360 video if you’re still not sure whether students walk away having learned from the content.
  • This is where instructional designers come in
  • ven if an instructional designer can get an expert to explain a concept clearly, this sometimes has little effect on student understanding
  • students bring their own prior knowledge and misconceptions to educational media
  • ideo presents concepts in a clear, well-illustrated way, students believe they are learning, but they do not engage with the media on a deep enough level to realize that what has been presented differs from their own prior knowledge,
  • ou need a little friction in your educational media to actually modify the viewer’s understanding of the world and get the new understanding to stick
  • talk through the steps that people will need to take to apply their learning or complete an assignment
  • Relate” videos get the student to feel connected to the instructor. They seek to establish instructor presence. They also prompt students to reflect on their own prior experiences with the topic and reasons for taking the course.
  • arrate” videos share stories, anecdotes, or case studies that illustrate a concept or put the learning in context. They tap into the power of narrative to make learning sticky.
  • Demonstrate” videos illustrate how to do something in a step-by-step way.
  • “Debate” videos are perhaps the most important if you want students to actually change the way they think. These videos explicitly surface and address the misconceptions that students have about a domain and showcase competing points of view.
  • that social belonging interventions can be the key to helping students persis
  • coaching your experts to unfold their narratives in ways that will be riveting to an audience
  • A study by Columbia University School of Continuing Education found that videos in an online course that get the highest number of views have a direct connection to the course assignments
  • videos turn out best if I help the expert do four things: relate, narrate, demonstrate, and debate
  • focus on the places where people tend to make mistakes
  • gaps between novice understanding and expert knowledge
  • As the instructional designer, you should also be looking for controversies that might have surfaced about the expert’s work
  • minefields of misconceptions and asking the instructor to unpack them can yield rich pedagogical footage
  • o film a “debate” video, you can also invite someone else into the shoot—such as a colleague or a student—and have them discuss a topic with the instructor or receive feedback on a piece of work
  • alternative viewpoints or ways of doing things, you trigger higher cognitive load for viewers, but also prompt deeper engagement
  • tudents who watched a video dialogue involving alternative conceptions reported investing greater mental effort and achieved higher posttest scores than students who received a standard lecture-style presentation
1 - 9 of 9
Showing 20▼ items per page