Retaining the Online Learner: Profile of Students in an Online MBA Program and Implications for Teaching Them

By Joe Bocchi, J. Eastman, C. Swift. 2004

284 citations recorded by the source corpus.

Research regarding student cohorts entering the Georgia WebMBA$$ program (an online MBA program in the University System of Georgia) shows consistent demographic characteristics as well as students' reasons for joining the program, experience with online learning, and perceptions of teamwork. The program has a high retention rate, and in this article the authors focus on retaining online learners. They discuss the profile of program students and the teaching approaches that have been successful in addressing potential attrition issues with these learners. To retain virtual learners, the program provides a cohort- and team-based learning experience with extensive faculty feedback and interaction to address isolation concerns, provide application-based content and activities, and help students meet expectations for personal and professional growth. The authors also stress the need to offer a well-managed program and faculty members who are both interested and competent in teaching in the online learning environment.

Subfields: Education, Information Systems and Management, Management of Technology and Innovation

View Paper: https://www.semanticscholar.org/paper/dec5496f48ce1d597c3617929996b1caffbe197b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Information Systems and Management

In Management of Technology and Innovation

Traci Sitzmann

Citations in the corpus

THE COMPARATIVE EFFECTIVENESS OF WEB-BASED AND CLASSROOM INSTRUCTION: (2006, background): “Bureau of the Census, 2006) and in WBI than CI (Bocchi, 2004; Schneider & Germann, 1999; Tallent-Runnels et al., 2006).”
Development of a new model on utilizing online learning platforms to improve students’ academic achievements and satisfaction (2020, background): “In addition, Bocchi, Eastman, and Swift (2004) investigation claimed that prior knowledge of students ’ concerns, demands along with their anticipations is crucial in constructing an efficient instruction.”
Teaching Courses Online: A Review of the Research (2006, result): “In a more recent study, Bocchi (2004) confirmed these results.”
Factors Associated With Student Persistence in an Online Program of Study: A Review of the Literature (2012, background): “Bocchi, Eastman, and Swift (2004) provide evidence that this feedback should be consistent and individualized.”
Online Course Delivery: An Empirical Investigation of Factors Affecting Student Satisfaction (2009, background): “Bocchi et al. (2004) maintained "that there is significant growth in the online market because students working fulltime are the fastest growing segment of the student population and they bring corporate tuition dollars with them” (p. 245).”
Effective Online Instructional and Assessment Strategies (2007, result): “These findings are also consistent with Bocchi, Eastman, and Swift (2004), whose research found that increased interaction resulted in increased learning as reflected by test performance, grades, and student satisfaction.”