Student Success Strategies

For most eCampus courses, a good retention rate (86 percent or higher) is an important indicator of your success as an online instructor. When students withdraw from your course, everybody - including the student and the eCampus program, suffers. Note: There are a few subject areas - chemistry, physics, and some of the maths - where student attrition is expected to be somewhat higher. Review of course retention is a part of the eCampus evaluation of faculty each term.

Here are some of the key things that you are expected to do to help your students complete your course:

Be a visible presence in your course.

Login to your course at least five days per week, and make a minimum of five discussion postings every week (more is better!).

Have short response and feedback times.

Reply to all private mails within 24 hours (48 hours on the weekend). Post grades for all assignments within one week after they are turned in.

Attempt to contact or report students who are struggling.

It is suggested that you request the cell phone numbers of your student during the first week of class so that you may contact a student who hasn't participated for several days or has missed more than one assignment. If you are unable to reach a student or resolve performance issues, you should report them in SEADS. You will learn about the SEADS process later.

Encourage students to ask for help.

When students ask questions such as where to turn in an assignment, provide a prompt, complete and encouraging response. "Look in the syllabus." is not the most helpful response.

Be flexible - within reason.

While deadlines are important, what is most important is that students learn the material and have the chance to succeed. Students who are new to online learning may struggle in the beginning with course navigation. Consider giving students the chance to make up missed work on occasion, or perhaps drop the lowest quiz or assignment grade.

Have virtual office hours.

Make sure they are clearly posted, and make sure you are easy to reach and visible.

Conduct one or more formative evaluations during the course.

For example, starting around the fourth or fifth week of the course. These can be quite informal, and could just include a discussion board posting asking students what they like most and least about the course. Be sure to share the results of the evaluation, and what you are changing about the course based on their suggestions.