RETENTION, PROGRESSION AND THE TAKING OF ONLINE COURSES
As the amount of students taking an eLearning course at BRCC continues to grow, our focus on student success in courses offered online also grows. Scott James, Karen Swan and Cassandra Daston conducted some interesting research in the area of student success in face-to-face (f2f) and online classes. What they found was there really is no difference. Just as students experience success barriers in f2f classes, the same can happen in online classes. One of the more interesting findings is that older students typically have higher retention rates than younger students in the online environment. They conclude the article with the validation that online courses offer the best access to the widest number of students. You can read the entire article here.
MORE SUPPORT FOR STUDY GROUPS
By now we are used to hearing about issues related to student success and persistence. We also know that it is rarely one issue that causes a student to fail. Elizabeth J. Krumrei, Fred B. Newton, Eunhee Kim, and Dan Wilcox took a look at the various factors that can assist student success. Their findings are useful because they specifically sought to identify real solutions that could be implemented to help students succeed. They write, "An initial strategy is to help students increase opportunities for successful performance. Professionals can aid students in selecting courses in which success is probable. Second, finding role models in the domain where the student lacks efficacy is a helpful strategy for increasing self-efficacy. Students can be encouraged to observe peers who are performing successfully (this is where our Spring 2017 Student Success Initiative: Study Groups can play a big part). You can find more solutions in the full article here.
ARE YOUR READY FOR YOUR STUDENTS AND ARE THEY READY FOR YOU
I find it fascinating to look at lists and I can say with confidence that most of us do. If not, why would so many of the websites we browse provide lists of things like most viewed article, top story of the day, or other articles you might be interested in? The most read article from the Journal of College Student Retention: Research, Theory & Practice is "Are College Faculty and First-Generation, Low-Income Students Ready for Each Other?" Now I think we can all understand why it would be popular. Doesn't the title just draw you in wanting for more? So I did take a look at the article and found it to be useful. Three major findings that emerged from the study are: (a) faculty beliefs about student readiness impact the degree to which faculty serve as cultural agents for First-Generation Low-Income (FGLI) students, (b) faculty who serve as cultural agents enact particular practices and dispositions that enable students to become more academically prepared, and (c) FGLI students arrive at college with diverse forms of readiness that require varying forms of nurturing and support. Read the entire article here.
HOW TO MONOTASK
Here is an interesting article about the battle for attention that our reading assignments face. Stop what you’re doing. Well, keep reading. Just stop everything else that you’re doing. Mute
your music. Turn off your television. Put down your sandwich and ignore
that text message. While you’re at it, put your phone away entirely.
(Unless you’re reading this on your phone. In which case, don’t. But the
other rules still apply.) Just read. You are now monotasking. Maybe this doesn’t feel like a big deal. Doing one thing at a time isn’t a new idea. Indeed, multitasking, that bulwark of anemic résumés everywhere, has come under fire in recent years. A 2014 study in the Journal of Experimental Psychology
found that interruptions as brief as two to three seconds — which is to
say, less than the amount of time it would take you to toggle from this
article to your email and back again — were enough to double the number
of errors participants made in an assigned task.