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ERIC Number: ED438469
Record Type: Non-Journal
Publication Date: 1999-Sep
Pages: 97
Abstractor: N/A
Reference Count: N/A
Increasing Retention of Adult Learners in Telecourses through the Incorporation of Learning-Centered Instructional Strategies and the Use of Multiple Modalities for Content Delivery and Interaction.
Nelson, Lin M.
A project was undertaken to increase retention in a health education telecourse by incorporating a competency-based orientation to distance learning and learner-centered instructional strategies into the telecourse, and by using multiple media for content delivery and interaction. A general orientation to distance learning was developed that addressed seven competencies: transition to technology-mediated instruction; use of technology tools; effective communication; problem solving; collaboration; research techniques; and reflection. The telecourse was delivered via four media (cable television, print, on-campus meetings, and a course World Wide Web page), and all assignments were designed to reinforce development of the seven competencies. Student retention data and responses to participant surveys established that the new retention strategies achieved the following results: (1) withdrawal of more students earlier in the semester (following the general orientation to distance learning) and a higher retention rate for telecourse students using the Internet for course support; (2) increased student satisfaction with instructor preparedness, quality of interaction, instructor feedback, and self-responsibility for learner-centered instruction; and (3) higher collective grade-point average for the course (from 2.45 to 3.19). Appended are the following five items: original and revised telecourse readiness questionnaires; telecourse evaluation; rubric of competency standards; orientation objectives; and memorandum containing frequently asked questions. (Contains 97 references.) (MN)
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A