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ERIC Number: ED563299
Record Type: Non-Journal
Publication Date: 2013
Pages: 201
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-2073-0
A Study of College Students' Perceptions on the Use of New and Emerging Technologies on Student Retention in a Higher Education Setting
An, Jin S.
ProQuest LLC, Ph.D. Dissertation, Keiser University
Student retention is a major concern of many higher education administrators and educators in the United States. The American College Testing Program (ACT) studies conducted between 1983 and 2010 indicated that one out of three students who started college did not return as sophomores and one out of two college students were unable to graduate. Student integration theory, theory of connectivism, and high popularity and wide availability of technologies among many college students suggests technologies could be the solutions for this retention problem by helping to improve connection, communication, integration, and support among students and faculty. However, there are not enough studies available to confirm the effectiveness of the use of technologies on student retention and to have a full understanding of the correlation between technologies and student retention. Many researchers also suggested that focusing on high-risk groups of college students (low-income, first-year, first-generation and ethnic minority college students) is one of the best strategies to solve the retention problem. This case study served to explore the perceptions of high-risk groups of college students on the use of new and emerging technologies on student retention in order to have a better understanding of the correlation between technologies and student retention from college students' perspectives. This study suggests that high-risk groups of college students perceived mobile technologies and social networking services as technologies with high potential to help improve student retention; while they perceived texting and Web 2.0 as technologies with low potential. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A