AN EXPLORATION OF THE RELATIONSHIP BETWEEN INDICATORS OF THE COMMUNITY OF INQUIRY FRAMEWORK AND RETENTION IN ONLINE PROGRAMS

Wally Boston · Sebastián Díaz · Angela M. Gibson · Phil Ice · Jennifer C Richardson · Karen P. Swan

105 citations0/0 files storedOnline Learning

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Online and Blended Learning Higher Education Research Studies Online Learning and Analytics

Abstract

As the growth of online programs continues to rapidly accelerate, concern over retention is increasing. Models for understanding student persistence in the face-to-face environment are well established, however, the many of the variables in these constructs are not present in the online environment or they manifest in significantly different ways. With attrition rates significantly higher than in face-to-face programs, the development of models to explain online retention is considered imperative. This study moves in that direction by exploring the relationship between indicators of the Community of Inquiry Framework and student persistence. Analysis of over 28,000 student records and survey data demonstrates a significant amount of variance in re-enrollment can be accounted for by indicators of Social Presence.

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References

1975Dropout from Higher Education: A Theoretical Synthesis of Recent Research 1988Leaving College: Rethinking the Causes and Cures of Student Attrition 1994What Matters in College? Four Critical Years Revisited.2009Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies 2001Critical thinking, cognitive presence, and computer conferencing in distance education 1997Social presence as a predictor of satisfaction within a computer‐mediated conferencing environment 2007Researching the community of inquiry framework: Review, issues, and future directions 2003EXAMINING SOCIAL PRESENCE IN ONLINE COURSES IN RELATION TO STUDENTS' PERCEIVED LEARNING AND SATISFACTION

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