Student Attrition: An Argument for Synchronous Learning Online

Rosemary R. Reigle

The purpose of this study was to determine how online instructors make use of synchronous tools, and whether the use of these tools is correlated with retention. One hundred twenty randomly selected instructors from community colleges, public and private colleges, and universities were questioned. Results indicated most instructors do not use synchronous lectures, webcams, or meeting platforms. In addition, there was a higher percentage of incompletes with those that did use these tools.

     She begins her study by stating a high attrition rate has a major negative impact. She cites the problem with students who drop classes tend to not pay their student loans. This has a negative effect on the institution and possible denial of another student to obtain federal aid. She cites two studies by Carr and Adkins & Nitch which state that dropout rates can be as high as 50%. The reasons are many and complex, ranging from difficulty in using technology to personal crises. One area she tries to address is how to keep students engaged in the learning process.

     She addresses several points of interest:

·         Most online students are in the 30-49 age bracket. She feels this group needs instant gratification. One way to address this is weekly synchronous learning sessions.

·         Synchronous learning may prevent cognitive overload.

·         There are challenges for new students in an online environment: technical access, text-based discussions, multiple conversations, information overload, and isolation.

     At the time of the study, this is the number of instructors using synchronous methods:

·         89.1% of the respondents did not use synchronous learning.

·         85.8% never used a webcam in their online courses.

·         81.7% did not use meeting delivery platforms.

·         91.7% did not require students to attend synchronous lectures, and those that authorized more than 4 incompletes, none required such attendance.

     The numbers suggest few instructors make use of synchronous technology. Those that do, however, are less likely to lose students. 80% of the instructors who held weekly synchronous lectures that students were required to attend did not authorize any incompletes.

     In summary, the author states, “Improving student retention in online classes is an essential component of maintaining quality online programs and retaining federal financial aid.” Instructors need to be encouraged to implement some of the available technology. Synchronous lectures provide classroom interaction which will boost retention.

Reigle, R. R. (2010). Student Attrition: An Argument for Synchronous Learning Online.