ONLINE STUDENT ATTRITION &

THE ADMISSIONS PROCESS

MEGHAN BIRDSEYPOST UNIVERSITY
 TABLE OF CONTENTS

Abstract
Problem Statement
Research Question
Literature Review
Research Design & Methodology
Assessment and Evaluation
Discussion and Reflection
References
 ABSTRACT

Online higher education is well known for its high attrition rates
when compared to traditional universities. While online
education has provided many students with the ability to pursue
and further their education while maintaining their busy
schedule, many students do not complete their degrees.
Through the review of literature the various causes of high
attrition rates among online students were determined as well as
possible solutions to this problem. Among these causes were
lack of student support, lack of community feeling, lack of
preparedness, and unclear understanding of an online
classroom environment. This research assisted in the creation of
the deliverable for this capstone project. In order to collect data
on preparedness of students a webinar was created to be
administered during the admissions process. This webinar would
determine whether clearly set expectations helped to lowers
attrition rates among online students at an online university.
 PROBLEM STATEMENT

Online education in the United States is no longer a trend; it is

mainstream (Kentnor, 2015). With the growth and development of
online education it is evident that there are many challenges that still
need to be addressed in order to lower attrition rates. Although many
efforts have been made to assist students in being successful in online
programs, studies continue to show that student attrition rates are
between 3% and 5% higher than attrition rates at traditional universities
(Shaw et al, 2016). High attrition rates can be caused by lack of support
offered to online students as well as lack of preparedness.

The online student experience begins during the admissions process.

Little focus has been placed on the very beginning of a students
experience but is rather pointed towards the support while students are
in classes. There is a strong relationship between the beginning of the
process (i.e. admissions) and the continuation of the college process
(i.e. retention and advising). Throughout this project, a focus will be
placed on how the admissions and retention processes at online
universities can better prepare students and support students in order
to lower attrition rates.
 RESEARCH QUESTION

Will clearly explaining an online classroom, deadlines,

and setting clear expectations using a webinar in the
admissions process better prepare online students for
their courses and decrease attrition rates?
 LITERATURE REVIEW

The world of higher education has taken a huge turn over the
past twenty years. As technology has advanced and changed,
higher education has moved forward as well. Online education
or distance learning has grown in popularity during this time.
Higher education has become more accessible to all students
because of this growth. Unfortunately, as online education has
become increasingly popular, it has also developed a bad
reputation. Online universities are well known for their high
attrition rates. The literature reviewed for this project discusses
the causes of high attrition rates as well as possible solutions. This
research is broken down into three categories:
Admissions
Retention and Advising
Methods for Success
LITERATURE REVIEW: ADMISSIONS

According to Carr (2014), online students are successful when they feel
comfortable in an online environment.
The survey studied by Doe (2017) addressed questions that ensured students
were comfortable in this environment. Doe (2017) concluded that an online
student's readiness is directly correlated to their motivation and self-efficacy.
A student that has not taken online courses compared to a student who has
taken online courses before is much less prepared to be successful in their
chosen program (Doe et al, 2017).
Robichaud (2016) explains to readers that students need to be guided to
know exactly what will be expected of them. Robichaud (2016) also suggests
that these expectations need to be made clear in several different areas or
locations to get the point across.
According to Carr (2014) online students must be comfortable within the
online classroom environment. Carr (2014) also suggests that online training for
students is essential to preventing future problems and frustrations that may be
encountered once the student is in class.
 LITERATURE REVIEW: RETENTION &
ADVISING
Wilging and Johnson (2009) suggest the following reasons as
contributors to high attrition rates: "too many low-level assignments,
too difficult working on the group assignments, lack of one-to-one
interaction with the instructors and students, the academic program
was too difficult/demanding, and a lack of interested in the material
or the program did not meet expectations (Wilging and Johnson,
2009, 10).
Schroeder et al (2016) made similar conclusions and stated that
student retention rates are negatively affected by a lack of
institutional support, little to no connection made between the
student, and their university, and the feeling of being isolated.
. Properly engaging students "enables meaningful interactions
between the student and internal and external factors of learning,
such as student participation, attention, and desire (Lee, 2015, 54).
"Research has shown that students perceive autonomy in their
learning when the instructor supports their interests, preferences,
values, and psychological needs (Lee et al, 2015, 55)."
 LITERATURE REVIEW: METHODS FOR
SUCCESS
"The orientation must be easy to use, must be offered at the right time, and
must be specific to the learning management system being used. Some
important factors to include are a clear communication of the expectations
of the student, clear instructions on using the LMS, a chance to work out
technology barriers, and how the course and its material are organized (Lee,
2014, 61-62).
Moody (2004) also suggests that connecting with students and walking them
through the technology needed prior to beginning classes would prevent
issues in the future when they are in class.
Mannay and Wilcock (2015) conducted a study on student success and what
online students want. Based on their findings, online students have a busy
schedule outside of their school responsibilities. In order to better support
these students, the authors suggest providing students with an introductory
packet of information that details what to expect once they begin classes.
This packet details a breakdown of course setup, resources, and different
ways to reach out for assistance (i.e. social media groups with other students,
tutoring, advisors, etc)
RESEARCH DESIGN & METHODOLOGY

This capstone project focused on how to better

prepare students for their academic career during
the admissions process. The end goal of this project
was to collect data that further supports the notion
that preparedness of students helps to lower
attrition rates at online universities.
For this project, a mixed method approach was
used; this means that both quantitative and
qualitative data was collected and reviewed.
RESEARCH DESIGN & METHODOLOGY

When designing this project, the end goal was to

create a way to better educate prospective
students on the setup and expectations of online
higher education.
A webinar was also created to accompany the
presentation and review the online classroom and
first required course with prospective students.
This presentation was meant to be facilitated by
Admissions Counselors during the admissions
process.
 PROSPECTIVE STUDENT
PRESENTATION/WEBINAR
 PROSPECTIVE STUDENT
PRESENTATION/WEBINAR
 ASSESSMENT & EVALUATION

Self Assessment
For this project a self-assessment rubric was drafted based on
the EDU 699 Capstone grading rubric.
Once the project was completed, the researcher reviewed
their work and filled out the self-assessment rubric.
Panel of Experts
A panel of five experts in the online admissions field was
created for the purpose of reviewing the deliverable for this
capstone project.
With their high level of experience it was expected that their
feedback would help to strengthen this project and also
collect honest and constructive feedback.
After viewing this project, the panel was asked to complete a
questionnaire with specific questions on the effectiveness of
the project. They were also asked to give open feedback.
 ASSESSMENT & EVALUATION
SELF EVALUATION RUBRIC
Exemplary Superior Proficient Missing Notes

Deliverable
Does not include
Met 2 or more program Met 1 program
Demonstrates full understanding of three learning Met 3 or more program any objectives
objectives throughout this objective in this
objectives from the M. Ed. program objectives throughout this project from M. Ed.
project project
program

Contents of project are Contents of project

designed to be utilized by are minimal and are
Contents of project are designed Does not include
higher educational not effective for use
Project is presented to an appropriate audience to be utilized by students and presentable
professionals but not by students or higher
professionals in higher education project
realistic for use of students education
or vice versa professional

Is not original
Project is original and creative in design. Project also Project is original in design and Project contains some Project contains few
and does not
displays research and concepts developed over the ideas. Content is backed up by original ideas and a few original ideas and
use scholarly
course of the capstone courses. scholarly research. scholarly sources resources.
source

Final Report and Presentation

Problem Statement is clearly Problem Statement is Problem statement is

Problem
identified and backed up by identified and backed up identified and and
Problem Statement statement is not
multiple sources of scholarly by some scholarly backed up by one
provided
research research scholarly source

Does not include

Met 2 or more program Met 1 program
Met 3 or more program any objectives
Objectives objectives throughout this objective in this
objectives throughout this project from M. Ed.
project project
program

Proper APA formatting and APA formatting

6+ APA errors are
APA Formatting citations are used throughout 3-6 APA errors are present and citations are
present
entire project not present
 ASSESSMENT & EVALUATION
PANEL OF EXPERTS QUESTIONNAIRE
Strongly Agree Agree Disagree Strongly I do not wish to Notes:
Disagree reply
Do you feel that the current
admissions process at your
university effectively
60% of experts 40% of experts
prepares students for their
degree program?
Do you feel that this webinar Students will be able to not stress so much
process is something that about the how to of everything when they
would benefit prospective begin their courses.
100% of experts A walkthrough and a visual as well as audio
students?
will better guide them through their first
courses.

Do you feel that this webinar
process is something that
would benefit admissions
counselors?
100% of experts
This webinar clearly
presents the Blackboard
100% of experts
classroom environment to
prospective online students
This webinar clearly
presents the coursework
deadlines and expectations
to prospective online
students
This webinar allows
prospective students to
learn to navigate resources
available to online students
This webinar makes students
feel more comfortable with
their upcoming courses
Not all Admissions Counselors have hands on
experience with the classroom. This webinar
gives them the ability to explain expectations
to students.
Admissions would be able to build a stronger
bond with students and all students would be
able to participate in class.
Counselors who are not students themselves
do not know what the web page looks like.
80% of experts 20% of experts
Clear instructions are given as to which tab
includes what information.
80% of experts 20% of experts
This walkthrough will make students more
100% of comfortable with online classroom and feel
experts more supported by their Post university
support team.
 DISCUSSION & REFLECTION

Based on the research conducted the Panel of

Experts agreed that a new student webinar and
presentation would be beneficial to the admissions
process and set students up for success in their
courses.
The Panel of Experts determined if this was
implemented, attrition rates may lower among this
particular online university.
DISCUSSION & REFLECTION: PROGRAM
OUTCOMES
Program Outcomes
Students will identify,
analyze, evaluate and
implement research-based
education practices
matched to an area of
concentration
Students will demonstrate
an understanding of
creativity and innovation as
applied to education
Students will develop and
demonstrate leadership
thinking in critical areas of
interest within their field.
Concentration Outcomes
Students will be able to analyze
demographic and social trends, student
service models, and higher education
delivery models in terms of the
implications for college recruitment,
retention, graduation, and gainful
employment
Students will be able to identify current
policies that drive higher education,
analyze the political, social, and
technology climate, and predict the
effect on the future of higher
education
Students will be able to identify and
apply research based strategies for
teaching and adult learners
(Post University Master of Education
Program Outcomes, n.d.)
 REFERENCES
Boton, E., Gregory, S. (2015) Minimizing Attrition in Online Degree Courses. Journal of Educators Online, 12(1).
Capstone Project Instructions. Post University, 2016.
Carr, M. (2014). The Online University Classroom: One Perspective for Effective Student Engagement and Teaching in
an Online Environment. Journal of Effective Teaching, 14(1), 99-110.
Doe, R., Castillo, M., Muskoya, M. (2017). Assessing Online Readiness of Students. Online Journal of Distance Learning
Administration, 20(1), 1-13.
Kentnor, H.E. (2015). Distance Education and the Evolution of Online Learning in the United States. Curriculum &
Teaching Dialogue, 17(1/2). 21-(Sp)34.
Lee, E., Pate, J., & Cozart, D. (2015). Autonomy Support for Online Students. Techtrends: Linking Research & Practice to
Improve Learning, 59(4), 54.
Mannay, D. & Wilcock, C. (2015). What Students Want? Exploring the Role of the Institution in Supporting Successful
Learning Journeys in Online Distance Education. Widening Participation & Lifelong Learning, 17(1), 49-63.
Moody, J. (2004). Distance Education: Why are the Attrition Rates so High? Quarterly Review of Distance Education,
5(3), 205-228.
Post University (n.d.). Post University Masters of Education Program Outcomes.
Robichaud, W. 2016. Orientation Programs to Increase Retention in Online Community College Courses. Distance
Learning, 13(2). 57-64.
Schroeder, S., Baker, M., Terras, K., Mahar, P., & CHiasson, K. (2016). Students' Desired and Experienced Levels of
Connectivity to an Asynchronous, Online, Distance Degree Program. Online Learning, 20(3), 244-263.
Shaw, M., Burrus, S., & Ferguson, K. (2016). Factors that Influence Student Attrition in Online Courses. Online Journal of
Distance Leaning Administration, 24-31.
Thorngren, J.M., Nelson, M. D., Baker, L. J., Zuck, B., & Koltz, R. L., (2013). On Track: A University Retention Model of
Utilizing School Counseling Program Interns. Journal of School Counseling, 11(16).
Wilging, P. & Johnson, S. (2009). Factors That Influence Students' Decision to Drop out of Online Courses. Journal of
Asynchronous Learning Networks, 13(3), 115-127.