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

Authors

  • Jaime J McLeod Sandhills Community College

DOI:

https://doi.org/10.5204/ssj.v10i1.1095

Keywords:

First Year Experience, online courses, Retention, Student Success Course, Community College

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.

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Author Biography

Jaime J McLeod, Sandhills Community College

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.

Student Success Volume 10

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Published

2019-03-07

How to Cite

McLeod, J. 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

Issue

Vol. 10 No. 1 (2019): Volume 10, Issue 1 2019

Section

Practice Reports

License

Authors retain copyright and grant the Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution International Licence (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.