Date of Graduation
Spring 2014
Degree
Master of Science in Education in Educational Technology
Department
Reading, Foundations, and Technology
Committee Chair
Ching-Wen Chang
Abstract
Studies have shown that when students interact with their institution, faculty, and classmates as well as their course material they tend to stay in college longer and have a more successful collegiate experience (Astin, 1984; Tinto, 1993; Pascarella, 1982). Using multiple student retention studies as a foundation, this multiple case study is focused on how nontraditional students feel about student and faculty interactions in courses that use technology-based communications. This study also addresses faculty perceptions associated with technology-based interactions in online distance learning courses. It is also necessary to examine the role of institutional retention planning and technology planning in successful student outcomes. Through analysis of student and faculty comments during their interviews, casual or social communications in online courses are limited, and in some cases, discouraged by the faculty. Both student-participants and faculty-participants agreed that student success is a combined effort of the students, faculty, and institutional support systems.
Keywords
student-faculty interaction, student persistence, nontraditional student, distance learning technologies, online learning
Subject Categories
Instructional Media Design
Copyright
© Johna Patrice Walsh
Recommended Citation
Walsh, Johna Patrice, "A Qualitative Study on the Effect of Technology-Based Student and Faculty Interactions on Nontraditional Student Persistence" (2014). MSU Graduate Theses. 1517.
https://bearworks.missouristate.edu/theses/1517
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