Noel-Levitz and SmarterServices are excited to announce their latest collaboration on a 2011 White Paper - Online Student Readiness as a Predictor of Online Student Satisfaction. 

In an effort to determine whether online student readiness, as measured by the
SmarterMeasure™ Learning Readiness Indicator, is predictive of satisfaction as measured by the Noel-Levitz Priorities Survey for Online Learners™, research was conducted comparing
the readiness measures with satisfaction measures of 1,560 students at five institutions. Suggestions for good practice are included, so that online learning leaders can assist students in becoming satisfied with their online learning experience. This study was a collaborative effort between SmarterServices and Noel-Levitz.

Significant findings show there is a strong relationship between online student readiness and satisfaction/retention.  Two components measured in SmarterMeasure - Individual Attributes and Life Factors proved to be predictors of whether a student was satisfied with his/her classes and whether they would enroll again.  The full report can be found here.

Online Student Readiness as a Predictor of Online Student Satisfaction

Student retention is currently a buzz word getting a lot of attention.  Thousands of people, on  thousands of committees, spending countless hours discussing, brainstorming, and researching student retention.  Where the problem starts, who's responsible, how to fix it, and everything in between.  There are many solutions including early intervention programs, mentoring, orientations, personal letters, phone calls, emails, and even specialized learning field trips that involve wilderness hikes and other extreme bonding experiences.  While experts may not agree on the solution, they all agree students need to be heard, feel supported, obtain proper training, and feel connected. 

You don't hear about as many articles, seminars, and round table discussions pertaining to faculty retention.  But this is a valid subject that should be closely examined especially for schools who struggle with high turnover, particularly in the adjunct or online faculty department.  Many times adjunct or part-time faculty may be teaching a course or two as a side job and may consider it a temporary gig.  Of course this is not always the case.  However, if an individual is working on a part-time basis for a company, he/she may not feel a strong loyalty to the company.  The individual may feel empathetic to the highs and lows of the company and be disconnected with the big picture.  He/she may be easily swayed if something better comes along with preferred working conditions and an increase in pay.  Or in some cases just to try something new.  The same holds true for an adjunct faculty member.  There are many opportunities for part-time faculty and it may be an easy sell to coax them away.

Just like students who may feel lost of disconnected, online faculty may experience this feeling.  Since they can physically be anywhere, many times out of state or across country, the online instructor may feel disconnected to the school as a whole and potentially be less engaged.  In the case of the disconnected student he/she may be homesick and choose to go home every weekend; thus missing out on the sporting events on campus.  Historically having a strong tie to one's alma mater through extracurricular events helps students fit in and feel a part of something bigger than themselves.  The same holds true for an online faculty member.  While the college may be located in the deep south, the instructor could be living up north.  Just the demographic can be a huge separator and thus cause a lack of connection.  Being unable to attend local faculty meetings, walk the campus, eat lunch with colleagues, and talk with students face to face could be a hindrance to relationship building.

A recent article featuring Ellis University, lays out their systematic, comprehensive training program for new faculty.  Much like a student retention plan, it includes a strong training component, mentoring, personal communication, and feedback.  Making the process personal is the key, Dr. Jeanne Widen of the English Department describes.  Dr. Widen believes correction is necessary but should always be done in the context of positive comments.

Learn more about Dr. Jeanne Widen's webinar of "10 Ways to Support Adjunct Faculty in Small Online Programs" here.

If you are looking for a postition as adjunct faculty or an online instructor, create a free profile at SmarterFaculty.com.

Faculty Retention - They Need Support Too

Last week, SmarterServices sponsored the "Designing Early Alert Systems for At-Risk Students" seminar put on my Academic Impressions in Atlanta, Georgia. A packed house of 138 participants enjoyed practical sessions from a talented group.  We spent time working in groups with targeted brainstorming and action plans. After each session, attendees were given time to actively use the suggestions and recommendations in the workbook with specific objectives.  It was time well spent.

Four unique case studies were highlighted from Grays Harbor College, University of Alabama, Elizabethtown College, and Northern Arizona University.  Speakers Diane Smith, Dr. Jennifer Jones, Stephanie Rankin and Mikhael Star did an outstanding job presenting their early alert tools and plans.  For a complete list of Academic Impressions training events, seminars, and webcasts go here.

Designing Early Alert Systems for At-Risk Students Seminar

Last week Angela Cantrell and Rachel Sipper attended the eLearning 2011 conference put on by the Instructional Technology Council.  While there, Angela co-presented with a long time client and friend of SmarterServices, Ray Mercer of Columbus Technical College (seen in the photo during presentation).  It's always a pleasure to visit with clients, meet new people, network, and learn the latest in elearning!

eLearning 2011 Conference

Innovations 2011, sponsored by the League for Innovations in the Community College, will officially kick off next week.  Tara Boozer will be representing SmarterServices as an exhibitor and presenter.  The presentation is called "Services for Retaining Online Students" and Tara will be co-presenting with Dr. Yi Guan-Raczkowski on Wednesday, March 2nd, at 9:15-10:15 am.  Dr. Guan-Raczkowski of Middlesex Community College will be presenting findings of their online program and how they implemented SmarterMeasure™.  To learn more about the findings read the synopsis of our most recent case study below!

The case study was produced by Middlesex Community College (MCC) in Middletown, CT. Over a three year period from 2008 to 2011, more than 2200 of their students took the SmarterMeasure™ Learning Readiness Indicator. This case study contains information about the integration plan that MCC used to encourage students to take the assessment. Their plan included promoting the assessment on their web site, in a video, printed flyers, information cards, newsletter articles, and presentations to faculty. SmarterMeasure™ was also integrated into their online orientation course. Distance learning staff were assigned to regularly monitor student scores and to communicate with the students about their scores. All of these efforts resulted in a culture in which students were aware of their level of readiness and aware of the resources the school could provide to help them succeed. MCC conducted a correlational study to determine the relationships between SmarterMeasure™ scores and learner success. They found statistically significant correlations between the construct of Personal Attributes and student grades. The study concluded that “personal attributes, represented by self-motivation, self-discipline, and time management, plays a very important role in student success of online learning.” MCC also analyzed the differences in grades between online students who did complete SmarterMeasure™ and on-ground students who did not. The finding of that study was that “Noticeably, before SmarterMeasure™ was implemented, 6% to 13% more students failed online courses than students taking on-ground courses. After the implementation, the gaps were narrowed, 1.3% to 5.8% more online students failed than on-ground students.” The finding implies that SmarterMeasure™ assessment helps “at-risk” students to do better in online learning. In other words, the use of the SmarterMeasure™ assessment has contributed to better success in online learning particularly for students who are more likely to fail. This finding has moved the distance learning support beyond technical assistance to inspiring students to be highly motivated and disciplined, accompanied with using appropriate study strategies to ensure greater success.

Innovations 2011