Online Learning

Retain students

Utilize strategies for maximizing student retention, persistence and success.


As part of the “What Works Well in Online Teaching” (WWWOT) series, Tammy Dowd Shearer & Roberto Suarez about strategies they use to retain students in their online courses at Portland Community College (Part 1).


As part of the “What Works Well in Online Teaching” (WWWOT) series, Tammy Dowd Shearer & Roberto Suarez about strategies they use to retain students in their online courses at Portland Community College (Part 2).

Practices

Retention strategies help students persist in their learning in order to successfully achieve the outcomes of the curriculum and as well as their long-term educational goals. Here are the essential practices for this category.

Essential Practices
  • Inform students about the “No-show” policy before the term begins and provide a reminder during the first week of class, as outlined in the syllabus.
  • Initiate contact with students with approved academic accommodations, and work with Accessible Ed & Disability Resources to ensure that accommodations are provided in a timely manner.
  • Prominently place student support resources in the course, and regularly promote and proactively connect students to those services.
  • Regularly review student engagement and academic progress, and proactively initiate communication to support student participation and advancement, or to recognize student growth and development.
  • Provide detailed and constructive feedback on assignments early enough for students to adjust course performance.
  • Use the CPN or other Early Alert systems to provide official feedback on course progress.
High-Impact Practices for Continuous Improvement
  • Look for opportunities to connect with students during the first week of the term to encourage one-on-one communication.
  • Communicate the course organizational structure to students to reduce confusion, deviations, or distractions.
  • Schedule a time to meet with students who have academic accommodations to discuss individual needs.
  • Provide alternatives to technologies and resources needed for the class when applicable.
  • Remind students of expectations for workload, due dates, and end of term deadlines.
  • Normalize and encourage the use of support resources.
  • Encourage students to engage in and promote campus extracurricular and community-based events related to area of study or discipline.

Examples for any online course

  • Utilize intelligent agents in D2L to track student progress and automate messages to students who are missing work.
  • Provide a student-centered space where students feel comfortable sharing any issues or challenges they face in completing the course. Demonstrate openness to address any issues or challenges students face in completing the course by being approachable, positive, and encouraging.
  • Remind students that the Start Guide for Online Learning is always available in Brightspace if they want to revisit its tips and strategies for student success.
  • Offer flexibility with learning activities when possible to help students achieve learning outcomes.
  • Include student support resource information with assignment instructions, such as library, tutoring services, Basic Needs, and counseling contact information, etc.
  • Provide access to alternative technologies when subject-specific applications may not be compatible for all operating systems.
  • Use the CARE reporting service through the Office of Student Conduct and Community Support to express a concern about a student.

Examples for online courses with scheduled meetings

  • Begin live sessions by turning on virtual closed captioning in Zoom.
  • Record live Zoom meetings for students to access through D2L. Post links to the recordings in announcements or share by email.
  • Share your screen to walk students through the course shell (modules, assignments, weekly routines). Use annotation tools to highlight “where to start” in the D2L.
  • Share your screen to highlight where tutoring, library, and advising links are located in the D2L.
  • Drop clickable resource links in the Zoom chat at natural breakpoints during class. Collect any shared resource links provided in the chat and post them in D2L.
  • Invite a guest from the tutoring center or library to join a session for a 5-minute spotlight.
  • Share your screen to show students how to submit a CARE for students referral for themselves. Also show and share the reporting process for faculty so students know what to expect if a report is made.
  • Privately message students with accommodations in Zoom to confirm needs before a breakout activity (e.g., “Would extra time be helpful for this activity?”).
  • Offer an alternative participation method during synchronous sessions for students with accommodations (e.g., responses in chat instead of verbal contributions).
  • Reduce fatigue with well-paced activities, Zoom downtime and work breaks, or worksprints with the option to turn off cameras and mics.
  • After class, send a brief follow-up message in D2L or email to students who didn’t participate or who may be falling behind.

Resources

Understanding and Supporting Student Retention
Connecting Students with Support Services
Grading Practices that Support Equity and Retention
Instructor-Learner Interaction and Engagement