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Title: The impact of student retention strategies: an empirical study

 

Author: Elke Leeds; Stacy Campbell; Hope Baker; Radwan Ali; Dorothy Brawley; John Crisp

 

Address: Distance Learning Center – Academic Affairs Coles College of Business, Kennesaw State University, 1000 Chastain Road, MD #5800 Kennesaw, GA 30144, USA ' Department of Management and Entrepreneurship, Kennesaw State University, 1000 Chastain Road, MD #0404 Kennesaw, GA 30144, USA ' Department of Economics, Finance & Quantitative Analysis, Kennesaw State University, 1000 Chastain Road, MD #0403 Kennesaw, GA 30144, USA ' School of Accountancy, Kennesaw State University, 1000 Chastain Road, MD #0402 Kennesaw, GA 30144, USA ' Department of Management and Entrepreneurship, Kennesaw State University, 1000 Chastain Road, MD #0404 Kennesaw, GA 30144, USA ' Department of Computer Information Systems, Georgia State University, 35 Broad Street, NW P.O. Box 4015 Atlanta, GA 30302, USA

 

Journal: Int. J. of Management in Education, 2013 Vol.7, No.1/2, pp.22 - 43

 

Abstract: A major concern for institutions and instructors is the high dropout rate of students in online courses. This study investigated the impact of student retention strategies on retention rates in an online information systems course. A treatment group exposed to retention strategies related to student engagement, learning communities, student services and learner centred environments was compared with a control group. Results suggested that retention strategies may not impact retention rates. This is important as faculty are routinely encouraged to implement similar strategies in online course design and delivery.

 

Keywords: e-learning; electronic learning; online learning; internet; world wide web; online education; retention strategies; engagement strategies; student retention; dropout rates; student dropouts; online courses; information systems; student engagement; learning communities; student services; learner centred environments; retention rates; course design; course delivery; Kennesaw State University; USA; United States; education management; higher education; universities; distance learning; innovation; innovative learning.

 

DOI: 10.1504/IJMIE.2013.050812

10.1504/13.50812

 

 

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