Attrition and first time eLearners

In my current work, it is likely that the Web 2.0 resources I develop will be used by distance learners, with little or no face to face with tutor, although a workplace mentor may be involved.  This means I am particularly interested in how to keep distance students engaged in online learning, and how feedback can be used to support engagement and learning.

I was really excited to find this 2006 article by Keith Tyler-Smith on early attrition among first time elearners. http://jolt.merlot.org/vol2no2/tyler-smith.htm .  At the time, Tyler-Smith was leading the elearning programme at the Christchurch Polytechnic Institute of Technology.  This article focuses on “mature adult learners undertaking part-time education by distance eLearning course for the first time” (p 73).  Perfect.

He reviews research carried out in the area of eLearner attrition and concludes that there are many and complex reasons for course attrition, and no simple solutions.  Sociological, psychological, technical and cognitive factors all play a part in attrition.  For example, the degree to which an individual perceives themselves to be influenced by external events affects learner performance and persistence (or attrition).  A learner less influenced by external events, such as technical problems, work pressure or family needs, is more likely to persist in a eLearning course. 

Tyler-Smith has developed a “conceptual model which identifies the multiple learning tasks that a first-time eLearner must deal with immediately and simultaneously on embarking on an eLearning course” (p79).  These multiple tasks have the potential to overwhelm a new eLearner. Tyler-Smith describes this phenomenon as eLearners as experiencing cognitive overload in the early stages of an online course.  This contributes to high drop-out or withdrawal rates in the first weeks of a course.

In summary, the tasks identified in the conceptual model are:

1.       Negotiating the technology: using a new range of computing technologies in new ways.  Stress can be caused by using unfamiliar technology, often with little technical support immediately available. 

2.       Negotiating the Learner Management System (LMS) interface: developing a strong mental model of the structure and content of the LMS which often requires the unfamiliar approach of going ‘down’ through multiple layers within a website.  A learner can become frustrated or unconfident due to navigation confusion.

3.       Negotiating the learning content: engaging with the learning materials, readings, activities and assessments in the learning programme.  Stress can be caused by the unfamiliar content and the challenge of becoming a learner again.

4.       Becoming an eLearner: changing a learner’s mental model of what it is to be a learner in a formal education setting from being teacher-led to learning being self-directed, self-motivatied and physically isolated (from a tutor).

5.       Negotiating CMC interaction: learning to interact with peers through computer mediated communication (CMC). 

As a relatively new eLearner, as I read this article it felt like the author was describing my personal experience!

Tyler-Smith has identified a number of strategies to help reduce eLearner attrition. 

·         A face to face workshop at the start of an online distance course provides an opportunity for learners to meet each other and be introduced to the technology.  Where a workshop is not possible, a guide to getting started could be provided.

·         Using simple online activities in the initial stages of a course and scaffolding into more complex tasks over time. 

·         Using introductory and meaningful discussion board activities to create early engagement and reduce the isolation of learners.

·         Explaining to learners the complexities of the learning tasks at the start can help learners set realistic expectations.

·         Actively supporting and following-up with learners who are struggling or not participating.

·         Keeping the initial content load light and interesting to help learners build confidence and technical capability.

Once again, these were things I recognised in my current eLearning experience.  This was a helpful article that I look forward to discussing with other eLearners.

As an aside, I googled Keith to see if he was still at CPIT and found that in 2010 he set up an eLearning development company Learning@Work Ltd. For more details visit:  http://community.articulate.com/members/KeithTyler_2D00_Smith/default.aspx