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Retention and Completion Retention and Completion

Retention and Completion - PowerPoint Presentation

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Retention and Completion - PPT Presentation

with OER Implementation OER and Retention Completion OERs have been around for a long time MERLOT 1997 MIT Open Courseware 2002 BCCampus OpenEd 2003 State or regionwide OER Textbook replacement programs are rather new ID: 557671

retention oer 2012 completion oer retention completion 2012 student open learning degree students textbook textbooks case successful academic college

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Slide1

Retention and Completion

with OER ImplementationSlide2

OER and Retention / Completion

OERs have been around for a long time:

MERLOT: 1997

MIT Open Courseware: 2002

BCCampus

OpenEd

: 2003

State- or region-wide OER Textbook replacement programs are rather new:

CSU Affordable Learning Solutions: 2010

UMN Open Textbook Library: 2012

Affordable Learning Georgia: 2013Slide3

Large retention and completion analyses in these new statewide programs are still forthcoming.We can look at both related and measurable factors to retention and completion within

case studies to predict the effects OER

will

have in the future. Slide4

Related Retention Factors

Availability of Academic Resources

Satisfaction with CostsSlide5

Academic Resources

From research literature, we do know that:

Medium or high levels of

academic resources available

at an institution lead to a higher probability of degree completion.

Correlation was even

stronger with students of lower socioeconomic status

(SES), but positively correlated at

all SES levels.Potential Impact from OER: The creation, adaptation, and adoption of OER within courses increases the availability of academic resources.

Cabrera, A. et al. (2012).

Pathways to a four-year degree.

In

Seidman

, A., ed. (2012).

College Student Retention

, 2

nd

ed. Lanham:

Rowman

and Littlefield, Inc. Slide6

Satisfaction with Costs

Also from the literature:

Satisfaction with the costs

of a four-year degree program leads to higher degree completion rates among low-SES students.

Potential Impact from OER:

OERs reduce the associated costs of a degree program, leading to increased satisfaction with costs.

OER replacements of commercial textbooks have saved students millions of dollars, including over $1 million in USG FY 2014.

The UGA Biology pilot project alone saved students over $150,000 in one year—6 times the cost of the project’s Incubator Grant.

Cabrera, A. et al. (2012).

Pathways to a four-year degree.

In

Seidman

, A., ed. (2012).

College Student Retention

, 2

nd

ed. Lanham:

Rowman

and Littlefield, Inc. Slide7

Measurable Retention Factors

Engagement

Grade Performance

Retention and Successful Completion in Courses

Passing Percentage per Student

D

ollar Spent on Learning MaterialsSlide8

Grade Performance

Grade performance

obviously affects retention and completion, but how do OER fit in?

In an Open University student survey:

OER textbook replacements improved grades for 47% of respondents

66% had an increase in the subject’s interest after using OER in courses

64% of respondents had an increase in learning experience satisfaction in OER courses over other courses

45% reported an increase in lesson engagement with OER courses

https://openstaxcollege.org/news/oer-research-hub-student-surveySlide9

Case: Virginia State College of Business

In a one-year pilot program to replace commercial textbooks with OER:

30-40% increase in GPAs

More than $200,000 in student savings

http://www.aascu.org/WorkArea/DownloadAsset.aspx?id=6308Slide10

Case: Mercy College Mathematics

In a college-wide adoption or OER: All 27 sections of Basic Mathematics replaced commercial textbooks with OER in fall 2012.

The pass rate for the course increased from 48.40% in spring 2011 to 68.90% in fall 2012.

Students saved $125,000 during the first year.

According to a new measure proposed by David Wiley of Lumen Learning: This is an over 50x increase in

passing percentage per dollar spent by students on course materials

.

http://opencontent.org/blog/archives/3462Slide11

Case: University System of Georgia

The first USG Open Textbook was made for the core curriculum

US History I

course and implemented in

eCore

in Summer and Fall 2013.

In

Spring

2013, prior to open text implementation: 88% HIST 2111 retention rate.In Summer 2013, the first semester with the Open Textbook, retention increased to 94%.  

Successful completion (

grades A,

B,

and

C) rose

from 56% in the spring to 84% in the summer with the open textbook

.

Retention is the measure of non

-

withdrawals (grades A

,B,C,D,F

)

Successful course completion is the

measure of

grades A,

B,

and

C.

N

on

-successful course

completion is the measure of grades D

, F, W,

and

WF.Slide12

OER implementation directly improves these related and measurable retention and completion factors: Academic Resources AvailableOpen Textbooks available at all times with no cost-related barriers to access

Satisfaction with Costs

Open Textbooks are free

Especially increases completion in low SES students

Grade Performance

Increased course retention, successful completion rates, and overall GPAs in case studies

Increased student performance per dollar spent on learning materials

Summary