A model for the initial course in a virtual graduate program to encourage skill development and retention is presented. The objective of the course is to deliver education that supports learners in their introduction to online graduate education in an innovative, engaging, and supportive manner that encourages retention and connection with the education institution. The elements of the course and learner support staff are described. The importance of beginning the development of a professional identity is discussed. Connecting with university services and supports such as the library is discussed. Elements for implementing the course are described. The chapter concludes with comments from those completing the course.
TopBackground
According to Stein and Glazer (2006), distance learning using computer-mediated instruction is a widely accepted way for adult learners to obtain higher education. They stated that 56 percent of all two-year and four-year degree-granting institutions eligible for Title IV offered distance education courses during the 2000–2001 academic year. According to the U.S. Department of Education (2003):
Enrollment in graduate programs increased 39%, from 1.3 million in 1976 to nearly 1.9 million in 2000, while enrollment in first-professional programs increased 26%, from 244,000 to 307,000. In the next 10 years, enrollment at both graduate and first-professional programs is projected to continue to increase, with graduate enrollment at more than 2 million and first-professional enrollment close to 350,000 by 2012. (p. 7)
In fact, this trend has continued. According to the United States Census Bureau:
From October 2011 to October 2018, the total number of people enrolled at all levels of school declined by 2.2 million to 76.8 million people, according to recently released data from the U.S. Census Bureau’s Current Population Survey School Enrollment Supplement. (2019, para. 1)
During the same period, the number of students in graduate and professional school increased by 307,000 to 4 million.
Among those in graduate school, 38% were in their first year and half were working full-time. (Schmidt, 2019, para. 3-4)
Stein and Glazer (2006) stated that for-profit institutions are focused on meeting learners where they are and providing help for them to become the best they can be, given their current level of learning. The connection the learner feels to the academic community is also important (Thurston, 2005; Beattie, 2002; Rovai, 2002). In a distance learning community, it can be difficult for learners to gain that connection to the elements of the academic community and to their other learners.
Another problem caused by technology is social, which can make it difficult for learners to feel invested in a learning community (Bibeau, 2001). Creating a cohesive academic learning community is considered a fundamental strategy to combat isolation (Bibeau, 2001; Haythornthwaite et al., 2000), help learners develop online identities (Cousin & Deepwell, 2005), and to support knowledge construction (Moisey, Neu, & Cleveland-Innes, 2008) and meaningful learning (Garrison, Anderson, & Archer, 2000).
When looking at the research on first year courses, most studies were done at either the community college or bachelor’s degree program level. The overall consensus is that first-year programs increase learners’ retention and help them to be successful. In a comparison of student retention and first year programs among liberal arts colleges in the mountain south, Howard and Flora (2015) found all of the programs studied to be helpful. Pre-term orientation assisted with integration and connection to the educational institution. The Early Warning/Early Alert Systems indicated the most influential influence of grades and retention and agreed with Pan et. al. (2008). They found that all the first-year services offered yielded positive benefits.