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

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