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Supporting engagement and retention of online and blended‑learning students: a qualitative study from an Australian University
Citation
Fan, Si and Trimble, A and Kember, D and Muir, T and Douglas, T and Wang, Y and Masters, J and Mainsbridge, C, Supporting engagement and retention of online and blended‑learning students: a qualitative study from an Australian University, The Australian Educational Researcher pp. 1-19. ISSN 0311-6999 (2023) [Refereed Article]
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DOI: doi:10.1007/s13384-022-00605-5
Abstract
Enrolment numbers in online higher education courses have continued to increase
over the last decade. The challenges brought about by the COVID-19 pandemic have
further accelerated the growth in online and blended course oferings. The development of institutional support services, however, does not refect this growth. Many
students are not equipped with the skills or given adequate support to engage and
succeed in their courses, leading to student disengagement and attrition. This study
investigated the perceptions of students in online and blended subjects, regarding
both the academic and institutional support they were provided. The research team
collected interview data from 41 online and blended-learning students and then analysed these data using an iterative thematic analysis approach. This article introduces
the key findings with two models: one presenting support strategies at multiple levels within this university; the other presenting three key elements of subject-level
teacher support, which were identifed by the interviewees as the most signifcant,
efective, and relevant support mechanism in this context. The findings will inform
higher education institutions who aim to engage and support online and blended students better, through an improved understanding of how support is perceived by this
student cohort. This study was conducted at one Australian university; however, the
findings are relevant to higher education institutions in other countries that strive to
bring about positive experiences and enhance retention rates for online and blended
students.
Item Details
| Item Type: | Refereed Article |
|---|---|
| Keywords: | online and blended learning, teacher-student interaction, higher education, engagement, retention, support |
| Research Division: | Education |
| Research Group: | Education systems |
| Research Field: | Higher education |
| Objective Division: | Education and Training |
| Objective Group: | Learner and learning |
| Objective Field: | Higher education |
| UTAS Author: | Fan, Si (Dr Frances Fan) |
| UTAS Author: | Trimble, A (Ms Allison Trimble) |
| UTAS Author: | Kember, D (Professor David Kember) |
| UTAS Author: | Muir, T (Associate Professor Tracey Muir) |
| UTAS Author: | Douglas, T (Ms Tracy Douglas) |
| UTAS Author: | Wang, Y (Dr Isabel Wang) |
| UTAS Author: | Masters, J (Dr Jennifer Masters) |
| UTAS Author: | Mainsbridge, C (Mr Casey Mainsbridge) |
| ID Code: | 155312 |
| Year Published: | 2023 |
| Deposited By: | Education |
| Deposited On: | 2023-02-10 |
| Last Modified: | 2023-02-22 |
| Downloads: | 0 |
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