Retention and the Culture of Education

While working at an accrediting agency, this was when I first became aware of the concept of retention. I was not to sure why this was required of the institutions that we were reviewing, but, I knew what the threshold percentage was, and I knew that there was a problem if retention was low. Of course over time, I was able to gain an understanding of retention, and recognize the importance, from the accreditation side. However, it wasn't until it became a reoccuring theme in my courses that I began to understand that the retention rates of online distance learning institutions is important for the overall online learning environment.



There is no mistaking that online learning is not looked at as affectionally as traditional education (and by traditional I mean, specifically face to face institutions with a campus). However, this differing view of online institutions combined with low retention rates, are allowing many believers towards the belief that higher education, specifically in an online environment is not beneficial for its students. While an institution on the surface is concerned with retention in its efforts to maintain a profit, there are additional areas of importance surrounding the retention debate.


My professor, Thomas Huelsmann, quoted the following, "Distance education systems, from a political economy perspective have thus usually been seen as giving a second class, inferior education to those allowed into education last, namely those who are hardest to reach and frequently the most disadvantaged" (Oliveira 1988, Nettelton 1991). Although this is a much older statement, prior to the rise of such schools as Phoneix University, Kaplan, etc., this view is still held by many, inside and outside of the educational field. Prof. Huelsmann continues by stating that "distance education systems have been seen to help maintain the stability of unfair societies by legitimating what is only a pretense of equal opportunity." This makes it appear as distance education is a bone thrown to non-traditional students that did not fit into the 'traditional' educational mold. They are not expected to succeed, and therefore, there is no surprise when the retention rates are low. Even if I were not a student in a distance education program at a distance university, I would still take offense to these statements.

During my studies, I have finally started to find others that believe that the traditional ways of education are not beneficial to the larger context of society. Everyone can not learn by sitting in a lecture room, attempting to absorb all the knowledge that a tenured professor presents to them. I congratulate the students that realized this early and decided that it would be a waste of time and energy to attempt to fit a mold that did not work for them. Hence, the non-traditional student. Usually an adult learning that has realized, slightly later, what there specific goals are in life. At this point, also, they are no longer in the mood to 'find themselves' at a traditional univeristy and no longer need the community aspect of a campus to help encourage them in their educational life. Hence, non-traditional institutions, and specifically, with the help of greater advancements in technology, the online learning institutions.

Hopefully, now, I can possibly revisit my original thoughts regarding retention and the culture that it represents in an online environment. While the non-traditional institutions, specifically, online learning institutions, cater to the non-traditional student, I think that it is fair to assume that many non-traditional outcomes will come of this union. For example, higher retention rates.

(continued later today)