Strategies+that+reduce+attrition

Implementing specific strategies are referred to as attrition management plans (Martinez, 2008) as their success is dependent on the actions being implemented in a cohesive manner across an institution (Martinez, 2008) and recognises the difficulties inherent in determining the best ways of catering for both social and cognitive needs (Gravel, 2012). Martinez (2008) emphasizes the need for course designers to remain flexible so their strategies retain authenticity and efficacy.
 * Internal factors: Social factors, academic integration, technological issues, motivation **

Bolstead et al. (2012) outline a vision for the future of New Zealand education that supports the emphasis on internal factors. They argue that New Zealand’s education system needs to pursue a variety of aims in order to enhance the success of students. These include personalising learning, equitable access, sound curriculum, new roles for teachers and learners, a culture of continuous learning and new partnerships across communities. They acknowledge that the social, political, economic, environment, legal and moral changes and challenges we see in the world today are complex, inter-related and not easily solvable (Bolstead et al., 2012, p2). They repeatedly point out that the learner is at the centre of the education system and that it is the system that needs to change. Their thoughts are echoed in the literature on attrition management plans (Angelino et al., 2007; Park & Choi, 2009; Gravel, 2012).

Angelino et al. (2007) set out strategies that aim to improve the experience for the learner by improving the course design and course experience and are thereby aligned to the internal factors in Park's Model (2007, as cited in Park & Choi, 2009). They show the links between theory and practice. A good attrition management plan needs to have coverage of all the factors by seeing the whole picture and provide enough details for institutions to be able to implement an effective plan.



These encourage greater socialisation of students to their institution and address social factors that lead to some students dropping out.



These examples cancel out the technological issues some students bring with them.



These examples cancel out the motivational issues some students bring with them.



These strategies integrate the wider academic experience of an on-campus course and  appreciate individual learner characteristics.

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All learners come with enablers and barriers and Martinez (2008) suggests some of these characteristics can be anticipated and need to be considered in order to encourage learners to continue in the face of (online) adversity. In effect, creating an "inspiring and nurturing" environment wh ere the instruction "adapts to the learners aptitude, expectations and personality" (Martinez, 2008, p2).  Martinez (2008) regards two areas as crucial:
 * Learner Characteristics: Locus of control + learning orientation **


 * Internal or external locus of control



Drop outs tend to have an external locus of control and see their failure to thrive as being as a result of bad luck or poor management by the institution. (Martinez, 2008; Lee, Choi and Kim, 2013) || Learning Orientations

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 * <span style="color: #0000ff; font-family: Verdana,Geneva,sans-serif; font-size: 140%;">External Factors **

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 140%;">The external factors are mostly out of the control of an institution, but the response and/or intervention learners receive in a crisis or a course conflict can be planned for. Those plans have been incorporated as part of attrition management planning topics already mentioned in the online student services section.

<span style="color: #0000ff; font-family: Verdana,Geneva,sans-serif; font-size: 140%;">A good online course will include multiple entry points that scaffold the academic learning with a collaborative online community combined with prompt access to identified staff who can assist students to trouble-shoot technical issues and personal barriers to accessing the course (Barr, Neal, Moore, Delaney and Hunt, 2008). This is described by Power and Gould-Morven (2011) as a Blended Online Learning Design (BOLD) approach where asynchronous and synchronous learning mimic a classroom experience. Norvig (2012) describes how this can look.

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<span style="font-family: Verdana,Geneva,sans-serif; font-size: 140%;">Online courses will commonly use a learning management system that coordinates courses across an institution (Barr, Neal, Moore, Delaney and Hunt, 2008). Barr et al. (2008) provide several practical examples like an orientation where students can complete tasks to foster technical skills and build confidence in their to learn and being prompt with marking work so students can gauge their progress. For example an online course by Massey University includes multiple ways for students to access help: forums, twitter feeds, tutor contacts.



<span style="font-family: Verdana,Geneva,sans-serif; font-size: 140%;">With development of Web 2.0, there are many tools that course designers can use. These can range from those that sit inside learning management systems to those that exist in the public arena.

<span style="background-color: #c0c0c0; font-family: Verdana,Geneva,sans-serif; font-size: 140%;">Growth of online courses in Africa