ocial presence has also been linkedto student retention and intention to reenroll in online course rates

Research has shown us that students’ relationshipswith faculty have a direct and significant effect on their scholarly engagement

A study by Glazier (2016) of 465 studentsover six years compared one course that used built-in rapport-buildingstrategies, such as humanized instruction features like video, extensivepersonalized feedback on assignments, and personalized emails, to anonline course with none of the above rapport-building strategies. The studyexamined rapport through course grades and an anonymous studentsurvey. Both qualitative and quantitative data show that rapport buildingby the instructor can improve student success as measured by coursegrades and retention rates (Glazier, 2016)

posit that without specialconsideration, the typical asynchronous discussion format of many onlinecourses aligns poorly with constructivist theory and the nature of learningcomplex course material, such as that which is found in most MAEdcourses.

They also need to communicate their potential, i.e., what they are able to learn, as well as toreceive guidance on how to realize their potential

they performed slightly better in their identical and blind-marked final assessments -- a finding the study hailed as “the first rigorous evidence that we know of showing that an online degree program can increase educational attainment.”

I had the privilege of having breakfast with that student panel, and they were even more lovely before they got up on stage.

Devices connected to the cloud allow professors to gather data on their students and then determine which ones need the most individual attention and care.

Either way, student motivation and engagement are closely related elements of student learning that can have an impact on learning outcomes. Beer etal. (2010)state that in spite of the fact that there is no universally accept-ed definition of what comprises engagement, student and college success, student retention and student motivation are always linked to engagement.

mis-read or failed to read the labor market for different degree types.

The aggressive recruiting did not extend to aggressive retainment and debt management.

under-motivated or differently motivated students

"In a personalized learning environment, a student’s success is defined by knowledge, skills, habits and mindsets," she wrote. "Though we have a lot more work to do, we’re encouraged by student growth and survey results."

play to their strengths while mitigating their weaknesses

this model of “personalization” is still building off of a deficit model in which students are steered away from doing the things they are good at so they can focus on the things they are bad at

Improve Admissions ROI

which applicants are most likely to matriculate

Colleges using data analytics have to make sure their students have “open futures” — that their programs create educational opportunities, not the other way around.

"We know the day before the course starts which students are highly unlikely to succeed,"

that learning is defined by “student achievement,”

The differences in their outcomes, though, is astounding.

a professor who made them excited about learning professors who cared about them as a person a mentor who encouraged them to pursue their goals and dreams worked on a long-term project had a job or internship where they applied what they were learning were extremely involved in extra-curricular activities

If you want to help low-income students succeed, it’s not enough to deal with their academic and financial obstacles. You also need to address their doubts and misconceptions and fears. To solve the problem of college completion, you first need to get inside the mind of a college student.