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The effects on student retention by implementing contextualised, program-specific learning modules in an online student success course

Abstract

This practice report examines the results of inserting program-specific, contextualised modules and instructors into an online student success course in a two-year college environment.  The results of multiple semesters of pre-contextualised instruction (Northern Hemisphere Spring and Fall 2015) and post-contextualisation instruction (Northern Hemisphere Fall 2016 and Spring 2017), showed an increase in next semester retention.  Additionally, ten student success course instructors were interviewed to determine critical elements of the course.  Instructors revealed that time management, stress management, and program-specific assignments were the most beneficial components of the course.

Published:
Pages:141 to 146
Section: Practice Reports
0 citation(s) in Scopus
0 citation(s) in Web of Science
How to Cite
McLeod, J. (2019). The effects on student retention by implementing contextualised, program-specific learning modules in an online student success course. Student Success, 10(1), 141-146. https://doi.org/10.5204/ssj.v10i1.1095

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Author Biography

Sandhills Community College
United States United States

Dr Jaime J. McLeod has over 12 years of experience as a technologist, educator and instructional designer in higher education. Dr. McLeod is currently an instructional designer and associate professor at Sandhills Community College in Pinehurst, NC. His educational background includes a Doctorate in Educational Leadership with a focus on Community College Leadership from Wingate University and a Master of Science in Instructional Technology from East Carolina University. Dr. McLeod started his career in technical support and computer technologies and transitioned into the field of teaching and instructional design after graduating from East Carolina University.