Student perceptions of support services and the influence of targeted interventions on retention in distance education

Abstract

To improve student retention in distance education, Simpson suggested in 2003 that institutions analyse their own retention characteristics and ‘spot the leaks.’ In 2008 the Centre for Distance Learning at Laidlaw College, New Zealand, employed two part‐time academic support coordinators in an effort to improve student retention and success. This study compares the retention statistics for first‐time student outcomes across two semesters, one without and one with specific course retention interventions. Results are benchmarked across national data. Interviews with students who were retained revealed that students frequently attribute their success to their own efforts. Student support services in distance education might therefore be perceived by its beneficiaries as a ‘hygiene’ factor (Herzberg, 1968, 2008) in that their presence is not generally appreciated by students. However, their absence is noticed. The similarity of this finding with Shin’s institutional transactional presence (2002, 2003) is also explored.

Keywords:

• distance education
• student retention
• student support
• student persistence

Acknowledgements

This study was funded by Ako Aotearoa.

Notes

1. One hundred and twenty credits is considered a full‐time equivalent study load for a year.

2. The SDR is a reporting mechanism used by the New Zealand Ministry of Education. The SDR is a standard reporting framework used by all New Zealand institutions. One field in the SDR isolates extramural courses.

3. The CDL also offers courses at level 4. However, these courses use a different instructional approach. Level 4 courses were removed from analysis in case these instructional differences influenced results.

4. Students who withdraw (or are withdrawn for non‐attendance) during the semester but after funding is legitimately received for them are typically reported as DNC in the SDR.