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Learning Design for Student Retention

Weller, Martin; van Ameijde, Jitse and Cross, Simon (2018). Learning Design for Student Retention. Journal of Perspectives in Applied Academic Practice, 6(2)

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DOI (Digital Object Identifier) Link: https://doi.org/10.14297/jpaap.v6i2.318
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Abstract

Student retention is an issue of increasing interest to higher education institutions, educators and students. Much of the work in this area focuses on identifying and improving interventions that occur during the presentation of a course. This paper suggests that these represent only one set of factors that can influence student withdrawal, and equally important are design based factors that can aid retention throughout the course. The main research question addressed by the paper is what design-related factors impact on student retention. An analysis of student withdrawal at the UK Open University conducted by the researchers produced a synthesis of seven key factors in the design phase that can influence retention. These factors have been given the ICEBERG acronym: Integrated, Collaborative, Engaging, Balanced, Economical, Reflective and Gradual. Examples of how these factors can be implemented are provided, and conclusions focus on how the model has been embedded in the module production process at the Open University.

Item Type: Journal Item
Copyright Holders: 2018 Journal of Perspectives in Applied Academic Practice
ISSN: 2051-9788
Keywords: Retention; learning design; higher education; distance education; student completion
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS)
Learner and Discovery Services (LDS) > Development & Production
Learner and Discovery Services (LDS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 57277
Depositing User: Martin Weller
Date Deposited: 26 Oct 2018 13:48
Last Modified: 03 May 2019 12:03
URI: http://oro.open.ac.uk/id/eprint/57277
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