Tips For Buying Research Papers For Sale

Tips For Buying Research Papers For Sale Additionally, you should know that the paper you buy from handmadewriting.com is your exclusive property, and you and solely you could have an access to it. The major thing to grasp whereas asking yourself whether our service is legal is to provide yourself a solution whether or not learning is legal. Whether you’re shopping for research paper for a case research, e-book review, statistics, economics, and plenty of extra courses, we’ve received you covered. So yes; shopping for a analysis paper does make you a better scholar, finally. It’s just that your professors don’t want you to know that. From August 18-20, DARPA will host its third Electronics Resurgence Initiative Summit and Microsystems Technology Office Symposium. You could also be apprehensive whether you may get a specific topic given to you by your professor carried out. You can relaxation simple understanding that we are able to cowl all types of project and initiatives. If your faculty provides analysis paper out there, the web site should have contact information for many totally different professors. Specifically, you have to check if the professor you’re using has ever offered a research paper obtainable before or maybe not. If you want a well-written, content-wealthy and non-plagiarized thesis proposal, you merely have to visit our website and place an order describing the type of paper you need us to arrange. Some won’t have any auctions in their websites, however when you’re in the marketplace for these sorts of newspapers, you will have to find a website that does. There are numerous different websites which have commercials on their sites that will provide you with extra info about those types of paper items. Typically, you might pay slightly amount for each month you opt to use the trial. If you’re thinking about finding an web source for getting research documents, you will discover quite a number of which exist. The majority of them cost money to purchase, however there are a number of sites offering free trials so that you could be benefit from them while deciding on whether or not this is one thing that you just want to do or maybe not. You don't need to spend hours in entrance of your computer attempting to put an order. An important consideration about that is whether or not or not you're serious about actually purchasing the paper from the website. The costs you’ll pay will change relying on should you’re purchasing these at an auction web site or not. That’s exactly what makes ProEssayWriting great â€" we all the time comply with the directions we get. Here at ProEssayWriting.com, we make it really easy for you to purchase a analysis paper. It is essential that you fastidiously evaluate the preview model and provide essential feedback for revision if you are not glad with the paper. The preview model is a watermarked image of your accomplished paper. On completion of your project, you'll be notified through e-mail and/or cellphone. You will be required to log into your account at HandMadeWriting.com to accept the preview model of your paper so as to receive a accomplished copy. Look all our clients qualify for the loyalty system. Nurses should pay attention to the cultural variations in how patients strategy death. If you dream of research a nursing paper and you need to use it as the idea for your own work, EliteWritings. We have designed a simple course of to make buying purchase for you. DARPA is working closely with the Department of Defense and Department of Health and Human Services, along with its tutorial and business companions, to supply technical and scientific solutions to address the COVID-19 pandemic. Earning a good popularity within the eyes of your college professor is significant, since in lots of instances your status will give you the results you want even whenever you're far from being one of the best scholar. So, regardless of when you send us a request to compose a good essay for you, you possibly can anticipate the prepared-made piece in your inbox long before the deadline. If a revision is required, please ask for one without pressing the ACCEPT button. Only if and when the paper meets your approval and also you need the MS Word version of the finished paper are you able to then press the ACCEPT button. What is more, when you place an order sale a model nursing paper at EliteWritings. Even a single purchase can change the diagnosis, which is why we are here nursing help you overcome barriers to effective studying. For will explore the likeliest differential diagnoses and embrace evidence to justify our conclusions. However, completely different cultures treat death in several ways.

Buy Apa Format Term Paper Written From Scratch

Buy Apa Format Term Paper Written From Scratch An efficient technique presents the companies with a head start in planning and an edge over the rivals. Industry Research is the credible source for gaining the market stories that can offer you the lead your small business wants. Real-time final sale information for U.S. inventory quotes mirror trades reported through Nasdaq only. Intraday information delayed at least quarter-hour or per change requirements. Market is altering rapidly with the ongoing expansion of the industry. Advancement within the know-how has supplied at present’s companies with multifaceted advantages leading to day by day economic shifts. Thus, it is extremely important for an organization to grasp the patterns of the market actions to be able to strategize higher. Global Computer Paper Market providing info similar to firm profiles, product image and specification, capacity, manufacturing, value, cost, income and get in touch with information. The Global Computer Paper market development trends and advertising channels are analyzed. We present current market figures and forecasts for the most important client items within a total of more than 200 markets. “India is presently testing 38,285 per million population. The general ratio of people that had been contaminated with the virus in opposition to the number of confirmed instances was then extrapolated to between 82 and a hundred thirty. The paper, published within the Indian Journal of Medical Research, estimated that the nation had practically 6.5 million instances as early as May. Total circumstances stood at greater than 180,000 in late May, according to the health ministry. Zoe sells her treats for $1 to $2, or $12 for a full loaf of banana bread, although that's just a suggested donation. Eris mentioned many shoppers give more as a result of they know it’s for a great cause. Some neighbors have introduced their own baked goods or ripe bananas to contribute to the project. Finally, the feasibility of latest investment initiatives is assessed and general evaluation conclusions supplied. Intraday Data provided by FACTSET and subject to terms of use. Historical and current finish-of-day knowledge supplied by FACTSET. He actually went out of his way to supply suggestions on framing and experiments to do so as to take a look at sure hypotheses…the editor was key in making the story what it's. SharedIt is our free content material sharing initiative that gives a easy, quick and bonafide method for researchers to share their content material with the tutorial community and past. We are a global writer dedicated to offering the very best service to the whole analysis group. Upstream uncooked materials and instrumentation and downstream demand evaluation is additionally allotted. The Global Plastic and Paper Plate market improvement trends and advertising channels are analyzed. One buyer arrived with a $200 verify and one other with a $a hundred invoice. But essentially the most touching reward, Eris mentioned, was when a 9-year-old woman from across the nook donated her life financial savings of $50. Zoe’s methodical baking technique is typical of her personality, based on her mother, Christine Eris. “It took me about three or 4 months to get the recipe right. By the time I had it finished, my brother was asking me to make banana bread every evening,” Zoe mentioned. Zoe Bernard, 9, baggage up baked goods for a customer while her grandfather, Joe Contogenis, looks on, at right on Sept. 5. Contogenis has Parkinson’s disease and Zoe has raised nearly $three,500 for Parkinson’s research in bake gross sales at her La Mesa residence this summer season. One hundred p.c of proceeds profit Team Fox, a analysis foundation set up by actor Michael J. Fox, who has the illness. So does Zoe’s grandfather, seventy five-12 months-old Joe Contogenis, who is the inspiration for her sales. Dimensional pioneers small cap investing with the launch of its first strategy, which offers traders diversified, environment friendly entry to small company shares. Use our “Find an Advisor” device to attach with professionals in your area who use Dimensional Funds. Become a part of our world community of talented professionals. …my interactions with the editors and staff have been really key. I wish to emphasize that the handling editor performed no small half in making this paper what it is now. On September 14, 2020 the United Kingdom's House of Commons voted in favor of the 'UK inner market invoice' by 340 votes to 263. Boris Johnson emerged as her successor following a Conservative management contest, which saw him see off a number of rivals. After Johnson has assumed power, Brexit entered a brand new and chaotic phase which noticed him lose his authorities majority in addition to nearly all his votes in the House of Commons. The general election held in December 2019, noticed Johnson win a major majority in parliament nevertheless, and move on from the chaos that characterised his first weeks in workplace. Serving High School, College, and University college students, their lecturers, and independent researchers since 2000.

Income Inequality Essay Example For Students

Pay Inequality Essay Pay Inequality Essay Pay disparity in the United States remained moderately stable for a time of about forty years. Starting during the 1970s, in any case, this time of soundness finished, as the principal indications of augmenting pay disparity got obvious. Throughout the 1970s and 1980s, an undeniably clear pattern toward more noteworthy pay disparity developed. Before the finish of the 1980s, the main 20 percent of laborers were accepting the biggest portion of pay at any point recorded by government figures, and the last three fifths were getting the most minimal offers at any point recorded. This pattern has proceeded into the 1990s and at present gives no indications of decay. At the point when the markers of developing inequalitywere first saw during the 1970s, a few scientists contended that the effectswere simply brief ancient rarities of transient work showcase unsettling influences. By theend of the 1980s, be that as it may, a drawn out pattern towards expanding inequalityhad unmistakably developed, pointing rather to unyielding changes in the occupationalstructure itself. The new word related structure had all the earmarks of being unified with anincrease of generously compensated specialized, logical, and proficient occupations at the top, asliding white collar class, and a developing inadequately paid help and retail employments atthe base. A few significant work power changes seemed, by all accounts, to be contributing tothe moving word related structure. As word related reproducing and growingincome disparity turned out to be progressively obvious, a warmed bantered concerning the causesand extent of these progressions emerged. Two predominant groups of thought emergedaround the issue: the activity ability bungle proposal and the polarizationthesis. Confound scholars contend that there is an expanding separation betweenthe high ability necessities of post-modern occupations and the deficient trainingand fair capabilities of laborers. They see the post-mechanical economyleaving behind untalented specialists, particularly ladies and minorities. For themismatch scholar, the pattern toward more noteworthy disparity is transitory and willdissipate once the gracefully of laborers secures the abilities requested by apost-modern economy. What's more, they foresee that the general dispersion ofworkers will understanding and overhauling in their wages over the long run.Polarization scholars, then again, accept that the ascent in inequalityis changeless, a consequence of the move to a help based economy. This vision ofthe post-modern economy is typically energized. The problemaccording to these scholars, is the kind of occupations being produced in the neweconomy, not specialist characteristics. Since they accept the causes are structuraland changeless, polarization scholars would prevent the adequacy from securing open policiesdesigned to teach and train incompetent specialists. They anticipate a long-termcontinuation of the pattern towards expanding salary disparity. Studies showthat the since quite a while ago run increment in pay disparity is additionally identified with changes inthe Nations work market and its family unit arrangement. The compensation distributionhas become significant increasingly inconsistent with all the more profoundly talented, prepared, andeducated laborers at the top encountering genuine pay gains and those at the bottomreal wage misfortunes. One factor is the move in work from thosegoods-creating businesses that have lopsidedly given high-wageopportunities to low-gifted specialists, towards administrations that disproportionatelyemploy school graduates, and towards low-wage parts, for example, retail exchange. Butwithin industry moves in labor request away from less-taught laborers areperhaps a more significant clarification of disintegrating compensation than the move out ofmanufacturing. Additionally refered to as squeezing the wages ofless-instructed laborers are strengthening worldwide rivalry and movement, thedecline of the extent of laborers having a place with associations, the decrease in thereal estimation of the lowest pay permitted by law, the expanding requirement for PC abilit ies, and theincreasing utilization of transitory specialists. Simultaneously, since quite a while ago run changes inliving courses of action have occurred that will in general incite contrasts inhousehold earnings. For instance, separations and partitions, births out of wedlock,and the expanding age from the start marriage have prompted a move away frommarried-couple families and toward single-parent and non-family households,which commonly have lower earnings. Likewise, the expanding inclination over theperiod for men with higher-than-normal profit to wed ladies withhigher-than-normal income has added to enlarging hole between high-incomeand low-pay families.

antigone- a tragic hero essays

antigone-a deplorable legend expositions In the story Antigone, by Sophocles, Antigone is the deplorable legend. By definition a disaster is a very miserable course of occasions or a deadly occasion and a deplorable legend is an individual from sovereignty. (Aristotle, p398). Antigones pride for her sibling makes her a legend. She won't down from anything when she is getting captured. Antigone is a mentality individual with regards to completing things her way. In addition to the fact that antigone is a legend to every other person, she is likewise a saint to herself. After she is gotten, She talks with satisfaction about what she has done. She says, I ought to have applause and respect for what I have done. Every one of these men would commend me were their mouths not solidified shut with dread of you.(Antigone, p710, 98-100). As it were, she is proud about overstepping the law. She thinks she has made the best choice. Another courageous trait of Antigone is that she appears and monstrous measure of adoration. She ensures she gets her sibling covered regardless of what the outcomes are. Be that as it may, I will cover him; and in the event that I should bite the dust, I will say this wrongdoing is blessed (Antigone, p694, 55-56) Antigone says. In any event, when Ismene attempts to assume the fault for her siblings internment, Antigone assumes all the fault. Antigone cherished her family profoundly. Antigone is likewise a decided individual. After she set her attention to it, nothing could prevent her from doing what she needed. She even says, Creon isn't sufficiently able to hinder me. (Antigone, p694, 35). Despite the fact that the result was demise, Antigone despite everything proceeds with it. Her assurance and love for her sibling gives her the fearlessness to keep her pride. Antigones love, assurance, and mental fortitude changes Creons perspective, however it was past the point of no return. She didnt permit anybody or anything to hinder her fantasies. She constantly kept her pride and standards. Antigone truly is an appalling legend. ... <!

August, Airplanes, and why not throw in Spring Break, too

August, Airplanes, and why not throw in Spring Break, too 3/22 Welcome to the unfiltered stream of my consciousness. Please pardon the incoherentness. Right now Im at an airport, watching my Terrascopers from Mission 2016 bond as we await to board a plane to Houston, then to Las Vegas, then a bus to somewhere mountain-ey. (Look they did awesome things (including making this website) Im so proud of them!) Were going to see mines and things related to Mission 2016, which was focused on rare earth elements, to be brief (more info in website!^^) If you want to see awesome pictures of the American Southwest and read about what were doing on this trip, YOU SHOULD VISIT THIS BLOG. (Written by the awesome 16s.) If you want more pictures and gems from her travels, visit Lealia 15s photography blog! This past week was more intense than a monkey complaining about not getting grapes, like the other monkeys. I actually just got out of a thermo test, and now I get to ponder about it some more once I hear the jet engines whirlin. :) But for now, some people are sleeping (I really should join them), some work, some eat, most have laptops open including me. Conversations are everywhere. Two little girls are drinking from the biggest blue poweraid bottle available. Its cute. That reminds me. There are children outside of the college bubble. How and when did I grow up ? I once saw a toddler at an airport trip right into a stranger, and I laughed with everyone else that was watching because that was cute too. That was in December, only 2 hours after my last final. Except that day they had cancelled my flight because there was a storm coming in from the west. Not cute. Luckily, I had my passport, so they put me on a plane to Montreal the next morning, and the funny thing was that after almost getting to my gate, right before checking in, they told me that it was illegal to go to Canada without staying there for more than 4 hours, so they delayed my arrival time in Chicago yet again. Time couldnt go by any slower. I just wanted to go home! (Now that I think of it, NOW, time is going by too quickly. I havent even blogged about this whole December airplane trip. Or about August, but Ill get to that. Once I feed myself some food. Ill be back.) ~close laptop~ Just kidding I wasnt that hungry. Just got a smoothie instead because its tropical, unlike the weather. Hey at least it wasnt an expresso. Sabina 15 and I literally smelled our way to the food because we cant read signs apparently. Anyway, you should be proud of me, because I resisted getting Starbucks. In any case, right when I was beginning to think that Id never get home in time for Christmas (this happened on the 23rd), I met Joe (Grad Student) on my flight to Montreal, and soon enough time started to pass by a bit more quickly . I soon learned that Joe was a grad student in course 16 woot, woot! and also hailed from the Chicago area, and so we chatted about course 16 things on a plane. (Now that I think of it, my most intense conversations about my major have happened on an airplane how wonderfully fitting! ^_^) Once in Montreal, we got through cutsoms and had to wait for maybe four hours at the airport before our next flight. Joe and I stepped outside for a bit, just to claim that we indeed were on Canadian soil It was so windy, and my hair was such good friends with it, that Joe thought I resembled Syndrome from The Incredibles. xD     We had a lot of time to kill, and it was an airport, so… take pictures of model airplanes and learn about Montreal we did! (Joe even found a typo, can you spot it?) The montreal sign thing was from a display in the airport. I was looking for more proof that I actually went to Montreal. Believable, ay? .minus the fact that you could see a reflection                                                     3/26 Hello again. I slept a lot. And I’ve hiked a lot by now, tooâ€"I feel like a champ. Now we’re in California, and we’re passing through lots with super old stoves and antique shops somewhere near Mojave. It’s crazy-in the desert there’s a such thing as it feeling warm yet cold at the same time. So to finish my Canada story, after going through security again, Joe and I were waiting to board our plane to Chicago when he says, “I’m really glad we finally get to go home, but part of me wouldn’t mind staying in a hotel for the night, that’d be nice. If our flight gets delayed they’ll have to pay for it.” No more than 10 minutes later an announcement was made. Our flight was cancelled again. Just ours, though. All of the other flights to Chicago were fine. I wanted to start laughing at our luck, but people around us literally started crying. We later learned that our plane had a mechanical failure. So to a hotel we went! On the bus to the hotel, people were speaking French, et je pensait, “Bon c’est une opportunite pour pratiquer!” But all I did was smile because I was too excited that there were real French speakers to listen. Look what I found in the hotel! NITROGEN ICE CREAM (those of you coming to CPW, prepare!) And this lovely, quite situationally fitting poem on a mug. It reads: THE ESSENCE OF PERSISTENCE: The power to shape the future is earned through persistence. No other quality is as essential to success. It is the sandpaper that breaks down all resistance and sweeps away all obstacles. It is the ability to move mountains one grain of sand at a time. So Joe and I ate dinner, watched a basketball game, and eventually, finally, after persistently convincing security in Canada that we were not crazy, we made it home. I was a HAPPY child adult thing. I ate pozole almost every single day, was reunited with the young’uns, and played some dama China.     ^I GOT TO SEE MY NEPHEW!  Why is it that little kids can grow so quickly and Im still 50? :P OH MY… there are tons and tons of wind turbines out here look… is this what aliens look like?   Sorry. I need to gape at the window now. 3/30 or 3/31 depending on the time zone. Things I learned on the Terrascope trip Respect Geologists. And Geology. Always and forever. You cant take pictures that will ever completely capture a valley/mountain scene. Lucky Ana gets to go on trips with such amazing, talented freshmen, utfs, TAs, profs, people. Drink water. Unless the grand outdoors isnt a suitable enough bathroom for you. In that case, dont drink water, but dont die, too. OH MY GOD MASSIVE HOOVER DAM TURBINE GENERATORS3 Only go on trips to canyons and mountains with geologists. Its the best way. More info here. Basically our trip is over (all thats left is the plane ride home). Why do trips end so soon? August. Over the summer, I once missed a bus to Washington D.C. because I wanted to visit a friend I met through MITES.  I had just finished teaching for STEM, and had a week before I would go on to China. Rather than be homeless in Boston, it was time to pay Sukriti a visit. :P But like I said, I missed my 8am bus due to time mismanagement (will be a word today  is actually a word), so I would have to either wait until 12am for the next one or see if the bus at 12pm had any room. After hearing these options and sitting in south station pondering about them, I went up to the counter and asked for ANY OTHER OPTION. The other option was going to New York. The good thing was that there are busses leaving south station to NY every hour for relatively cheap. The bad thing was that I needed to navigate my way through NY to find another station entirely once I got there.  Sure, this is a relatively simple thing to do. If you have the internet. Once I got to New York, after blasting this song  over and over on the ride there, I prepared to find the new station. Usually when Im in these situations, walking around in a certain direction until I determine its either right or wrong works. I had like 3 hours until the bus left anyway. Thankfully, Starbucks gave me some internet, and at least now I had some sense of direction. (This is when I realized why having a data plan might be worth it.) So on my way I stopped and got like 10 postcards because they were on sale. Whenever I want an excuse to send a postcard to someone, I just tell them the story of how I got the postcard, and it ends up taking up most of the space to write anyway, plus an I miss you or something along those lines. Did I mention I was carrying a 15 lb bag with no wheels? (I should never buy a duffel bag without wheels.)  Also, the other station was three miles away. Also, if Im too cheap to get a data plan, by default I couldnt have gotten a cab, so I ruled that one out. I considered using a year-old metro card I had from NY, but I would without a doubt get lost on the subway, and no, no maybe Id come back to NY one day and actually need the card. -__-  I needed the exercise after a whole year of sitting down to do psets, right? Right? RIGHT? I felt like a champ when I got there. It was worth it. There was nice scenery. It wasnt raining or anything. But at some points Im sure people were wondering why I was hugging a bag and waddling like a penguin without stopping. There was a sense of, I have no idea what will happen, but lets take it as it comes. :) Part of me thinks  I definitely enjoy getting lost/ encountering challenges while travelling. If I were talking to you right now face to face, Id show you my biceps, 50% of which probably come from carrying my luggage in New York, oh that concrete jungle where dreams are made of. When I got to the station, all I had was my super broken-screened ipod to show that I had indeed bought a ticket from Boston to NY. I had to explain what happened, and that the counter people at South Station told me this was a legitimate course of action. Im pretty sure they let me on the bus 95% because of pity and 5% because of the determined, crazed, I-just-walked-3-miles-for-this look my face. After getting on the wrong train in DC and booking it before they closed the subway, I was able to be reunited with Sukriti since summer 2010. YAY (A shoutout to her and her folks for letting me stay and giving me food 3 and being awesome. Dhanybhad!!!) I had so much fun getting to know DC,  going to Old Town Alexandria, and the National Air and Space Museum! Blackbird. is. hot. and. space shuttle. Cant speak in sentences here, take my pictures, instead.   I dont take credit for the following picture. It comes from here.   :) The rest of these I took :DDD     I contributed to the piece of artwork above (sadly I dont mean the Shuttle or Blackbird..) ^ Thats Sukriti and I below. Like my temporary tattoo? (of a flower). It was just as temporary as my 5.0 *_*  I found a picture of it as I was looking for these photos lol.. Heres a solid tribute to the importance of grades, but not getting too obsessed over it to the point that it defines you *salute* Thanks again Sukriti! :) And that brings us to the second half of August. (My birthday month :D) It also brings us to tomorrow in both Boston and Nevada. 3/31 Officially. If you can handle any more of my August here goesthey have hazlenut coffee here, so Im not stopping. On my birthday I was on a plane to China. Dont worry, I was spoiled by (Rebecca+ Jaya+Lealia +Rob) (15) Proof: (Thanks to all of you too!!!) Yes, that is an arch of balloons you see in the reflection on the window. XD     Shortly after this celebration, I hopped on a plane to LA, then to Beijing, then to Shenzhen a total of 23 hours traveling. (Interestingly, I did not get lost from Boston all the way to my final destination) Somewhere in between was my official birthday, so that was interesting. Why was I going to China? I was a mentor for the Service Leadership Program a 10 day program for high schoolers in the city of Shenzhen. They went through activities that focused on entrepreneurship, community service, communication, education, team building, and culture (since the Chinese education system may not focus on some these things at all). It was also meant as a program to help them practice their English. As of today I know one sole, lonely sentence in Chinese because the kids patiently taught me it (the way Id pronounce it:)  Wuo de John When bee knee how: I know how to speak Chinese better than you. : ??????????????? (Thank you google translate?) I felt like I grew so much with these kids, and I got to know awesome MIT undergrads as well. I also learned how to use chopsticks to the degree that I wont be ashamed to use them in public any longer. The trip was largely subsidized by the China Development Initiative at MIT. We were playing a game in which the last person to laugh was the winner: And here they are building bridges and helping me sport a moustache.   We grew pretty close in those 10 days the kids made these: (the one on the right is a drawing of me by one of the students!)     There was all kinds of beauty on that trip. I learned so much, and once again was surrounded by so much talent and spirit. Your gut feeling telling you that I got lost in China is right.  Ask Arthi 15 about it. We were able to get help without even knowing Chinese. What would a trip be without some forced exploration? Well, its pretty late here and Ive got a plane to catch in the morning. I hope Ive somewhat caught you up on what Ive been up to. (heh Yay...August) Im not going to lie, this is how life at MIT is. Im always trying to catch up with time. If youre a 2017..(omg 17), come to CPW and check out all of the events planned simultaneously, youll see. Time is pretty persistent too, but nonetheless, youre still given what youll have. And itll be way more than enough to take away knowledge and good memories. On to tomorrow, now. Goodnight. *meme, map, and the awesome picture of the Blackbird were taken from a simple google image search*

Reading Skills Of Grade 6 Students From Immaculate...

Clustering as a Prewriting Activity: Effects on the Writing Skills of Grade 6 Students from Immaculate Conception Academy Writing is a literacy component that allows students to communicate their ideas in a coherent and fluent manner. Writing captures the vivid imagination of the writer when all of his abstract ideas are organized in an interesting and cohesive essay. Writing becomes an effective tool in preserving the students’ creativity and reflective writing styles. Therefore, when students produce well-written and organized essays, these essays are products of a tedious and deeply personal process of thinking. The importance of writing encompasses even outside the realms of the classroom as it is a crucial skill students must develop so they will be able to gain communicative competence. However, writing and writing instruction have become a challenged to both students and teachers. As writing is taught in all English subjects, one central issue is the difficulty of tea ching students how to write. Writing simply becomes a way to complete a grade. Writing is not simply instructing the students what to write and think since they have difficulty organizing their ideas. Writing is taught as a process that will train students to think coherently and consolidate their ideas properly. Therefore, students must be equipped with the writing skills set forth in the English K to 12 Curriculum Guide (Department of Education 2013) which states that Grade 6 students should be ableShow MoreRelatedWriting Is An Effective Tool For Preserving The Students Creativity And Reflective Writing2345 Words   |  10 PagesWriting is a literacy component that allows students to communicate their ideas in a coherent and fluent manner. Writing captures the vivid imagination of the writer when all of his abstract ideas are organized in an interesting and cohesive essay. Writing becomes an effective tool in preserving the students’ creativity and reflective writing styl es. Therefore, when students produce well-written and organized essays, these essays are products of a tedious and deeply personal process of thinking.Read MoreFS 1 portfolio10152 Words   |  41 PagesIligan City FS-1 Portfolio The Learner’s Development and Environment First Semester A.Y 2014-2015 In Partial Fulfillment Field Study 1 Rachel Shayne A. Besangre Student Mrs. Terencia R. Arnejo Instructor October 2013 I. Acknowledgement I am very much thankful to the teachers, faculty, student and parents who helped me and gave me ideas that inspired me and touched me deeply, without them I could not finish this partial fulfillment of Field Study. I also thank the schoolRead MoreThesis: Violence and Mass Communication7788 Words   |  32 PagesEffects of Exposure to Media Violence to the Psychological Development of the High School Students of Bulacan State University- Laboratory High School A Thesis Proposal Presented to Ms. Marjorie Miguel College of Arts and Letters Bulacan State University In Partial Fulfillment of the Requirements for Communication Arts II For the Degree of Bachelor of Arts in Mass Communication Major in Broadcasting By Calara, Jerica Mae S.P. Mendoza, Justine Mary Robert A. NavaltaRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesand prepare material for class. Chapter-by-chapter activities, including built-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Kim S. Cameron UNIVERSITY OF MICHIGAN Prentice Hall Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich ParisRead MoreManagement Course: Mba−10 General Management215330 Words   |  862 Pagesmarketing channel distribution, and entirely new patterns of employee recruiting, development, and training. In addition, product and services launches increasingly require more effective development initiatives. Rapidly increasing numbers of new offerings—from Web-oriented modules to credit cards—are being commoditized in months or even weeks instead of the periods of years on which companies had counted for cash flow. Increasingly demanding consumer and industrial buyers are basing their purchasing decisionsRead MoreExploring Corporate Strategy - Case164366 Words   |  658 Pagesstrategic issues of speciï ¬ c organisations in much greater depth – and often providing ‘solutions’ to some of the problems or difï ¬ culties identiï ¬ ed in the case. There are also over 33 classic cases on the Companion Website. These are a selection of cases from recent editions of the book which remain relevant for teaching. The case studies are intended to serve as a basis for class discussion and not as an illustration of either good or bad management practice. They are not intended to be a comprehensive

Attrition Rate of Online Learning Free Essays

string(191) " to learn independently from anywhere at any time, and to construct and acquire learning at their own pace, online education provides many advantages for students beyond the classroom walls\." WHAT INFLUENCES ONLINE CLASSES HIGH ATTRITION RATE by Lora Hines Bachelor of Science in Business Education December 1984 College of Education A Research Paper Submitted in Partial Fulfillment of the Requirements for the Master of Science in Education Degree Department of Workforce Education and Development In the Graduate School Southern Illinois University – Carbondale December 1, 2011 TABLE OF CONTENTS ChapterPage I. INTRODUCTION †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. We will write a custom essay sample on Attrition Rate of Online Learning or any similar topic only for you Order Now . 1 Background†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 Statement of the Problem†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 Research Questions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7 Significance of the Problem†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 II. REVIEW OF RELATED LITERATURE†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦.. 9 Demographics†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10 Best Practices†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 16 Student Characteristics†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 24 III. CONCLUSIO NS AND RECOMMENDATIONS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦. 32 Summary †¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 32 Findings . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 33 Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 38 REFERENCES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 41 VITA†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦52 AN ABSTRACT OF THE RESEARCH PAPER OF Lora Hines, for the Master of Science degree in Workforce Education and Development, presented on December 1, 2011, at Southern Illinois University at Carbondale. TITLE: WHAT INFLUENCES ONLINE CLASSES HIGH ATTRITION RATE MAJOR PROFESSOR: Glen Blackstone Online education programs have grown tremendously in the past 10 years. From 1991 to 2006, online enrollments have grown from virtually 0 to over 2. 35 million students. Over 3. 5 million students, or roughly one in every six, were enrolled in at least one online course during the fall of 2006. By 2015, 25 million post-secondary students in the United States will be taking an online class. Universities worldwide are providing some type of online learning by developing courses that are available to both on-campus and off-campus students. Online education is no longer in its infancy. Students, parents, educational institutions, government, and businesses are concerned with the quality of online education. This study focuses on quality and the relationship that exists between student satisfaction and faculty effectiveness. At issue is the question of whether â€Å"faculty effectiveness, as perceived by learners, plays a significant role in learner satisfaction† (Rehnborg, 2006, p. 1). This study reveals that students of varying age, gender, and other demographics value education differently. These differences vary among completers and non-completers, and both groups note differences in the way their instructors implement instructional practices. CHAPTER 1 INTRODUCTION Background There are many definitions for online education. These include virtual education, Internet-based education, and Web-based education. For the purpose of this research, the definition of online education is based on Keegan’s (1988) definition of distance education. (a) the separation of teachers and learners which distinguishes it from face-to-face education, (b) an educational organization which distinguishes it from self-study and private tutoring, (c) the use of a computer network to present or distribute educational content, and (d) the provision of two-way communication via a computer network in order for students to benefit from communication with each other, teachers, and staff. Keegan, 1988, p. 4) Kaufman (as cited by Bates, 2005) suggests that there have been three generations of distance education. The first generation used one primary technology-print. The second generation integrated print and other multimedia such as video tapes, television broadcasts, and other forms of broadcast media. The third generation of distance education gave birth to online education. Online education is characterized b y the use of the Internet or video conferencing to create two-way communications, connecting students and instructors. Bates (2005) describes this communication as more equally distributed between students and instructors than in the past. In other words, while students and instructors are still separated geographically, they now have a greater ability to communicate with each other than in past generations. Students have progressively gained the ability to dialogue and use critical thinking skills rather than simple comprehension (Kaufman, 1989). Online education is well established as a viable means of education in both the corporate and academic environments, and it has taken a remarkable pace. A survey undertaken in 2001 of online education instructors conducted by the National Education Association (NEA) indicated that 72% of online learning instructors have a positive opinion about online learning. They believe more students can be reached, learning can be customized and flexible, and interaction can increase among students (Focus, 2001). Online education programs have grown tremendously in the past 10 years. From 1991 to 2004, online enrollments have grown from virtually zero to over 2. 35 million students (Allen Seaman, 2006). Based on reports by over 2,200 colleges and universities, Allen and Seaman estimate growth in post-secondary online education to be more than 10 times that of other post-secondary markets. Over 4. 6 million students were taking at least one online course during the fall 2008 term; a 17 percent increase over the number reported the previous year (Allen Seaman, 2010). The 17 percent growth rate far exceeds the 1. 2 percent growth of the overall student population. More than one in four higher education students now take at least one course online. By 2015, 25 million post-secondary students in the United States will be taking an online class. While that happens, the classes that are taken physically on campus will plummet, from 14. 4 million in 2010 to just 4. 1 million 5 years later, according to a new forecast released by Ambient Insight; a market research firm (Nagel, 2011). Universities worldwide are providing some type of online learning by developing courses that are available to both on-campus and off-campus students. Online education is no longer in its infancy (Palloff Pratt, 2003; Samarawickrema Stacey, 2007). Students, parents, educational institutions, government, and businesses are concerned with the quality of online education. Online or not online has been an ongoing debate, not only for how to preserve the value of human relations but also how to deliver course content. In a traditional or face-to-face classroom, communication and human connections are great assets for knowledge acquisition within a learning community (Allen Seaman, 2010). When a course moves online, communication lines are altered. Non-verbal communication cues disappear, and since students converse at different times, spontaneous interaction is impossible. Even with webcams in which students and professors can see and hear each other, interactions are not the same as in a face-to-face classroom. However, taking into consideration that online education allows students opportunities to learn independently from anywhere at any time, and to construct and acquire learning at their own pace, online education provides many advantages for students beyond the classroom walls. You read "Attrition Rate of Online Learning" in category "Essay examples" We live in a changing population since more and more students entering college have grown up in today’s digital world, they possibly are â€Å"digital natives† whose brains could potentially be wired differently from the previous generation (Prensky, 2001). Draves (2002) lists ten reasons why online learning is more popular and, in his opinion, why it is better, cognitively, than in-person learning: †¢ You can learn at your own peak learning time of day. †¢ You can learn at your own speed. †¢ You can learn faster. †¢ You can interact more with the teacher and other participants. There are more topics and subjects online. †¢ Participants come from around the world. †¢ You can learn from the foremost authorities and experts. †¢ Online learning is less expensive and thus more accessible. †¢ Internet links provide more resources. †¢ You can form a virtual community. Courses taught in an online format hold many challenges for the learner and educator alike (Howell, Williams, Lindsay, 2003). Challenges include the need for computer literacy and navigation skills, greater electronic connection capabilities, and concerns over isolation. Within online classes students must not only learn the course material, but also the technology skills needed to participate in class. The online learning format places the burden on students to initiate the learning process, and assume primary responsibility for the learning experience. It is likely that in this tremendous movement toward online education, faculty members will be pushed to provide more Web-based courses for both their on-campus and off-campus students. Faculty members are concerned with the quality of online courses they are developing and teaching. While the 2000 NEA survey indicated a highly positive opinion of online courses, the faculty members expressed deep concern that online courses take more work, are more technologically challenging, and require more training and mentoring to develop and teach than traditional face-to-face courses (Focus, 2001). Maddux (2004) suggests that the increased competition for universities to offer online courses has caused campus administrators to put forth numerous online courses as rapidly as possible. Many professors, according to Maddux, are less than a technologic expert and find themselves under pressure to produce these courses. Faculty complain that with their workload they do not have time to get adequate training and support from those on campus that provide it. Only 19 percent of institutions with online offerings report that they have no training or mentoring programs for their online teaching faculty. The most common training approaches for online faculty are internally run training courses (65 percent) and informal mentoring (59 percent) (Allen Seaman, 2010). Of the 10 biggest myths about synchronous online teaching, faculty training focuses on technology tools and educational best practices and is of major concern to the professors (DeMaria, Bongiovanni, 2010). Various research studies have found a higher percentage of students taking online courses tend to drop those courses when compared to students taking traditional courses (Frankola, 2001; Oblender, 2002). Some have reported attrition from eLearning as high as 70-80% (Tyler-Smith, 2005, Flood 2002. One major reason to study student satisfaction is completion rate of non-traditional students versus traditional students. . Some educators suggest that the high drop rates should â€Å"disqualify online education as high-quality option to traditional education† (Distance Education, 2001 as cited by Diaz, 2002, para. 1). Researchers cite numerous reasons for attrition in both online and face-to-face courses. Students have work, family, and social commitments. Others lack the commi tment of time or technological skills necessary to persist in the online environment. Other reasons aside, this research paper focuses on quality and the relationship that exists between student satisfaction and faculty effectiveness. At issue is the question of whether â€Å"faculty effectiveness, as perceived by learners, plays a significant role in learner satisfactions† (Rehnborg, 2006, p. 1). Institutions retrieve student end-of-course data from students who persist and complete online courses. A review of the literature reveals a large quantity of material on faculty effectiveness, with numerous recommendations and conclusions drawn from that student end-of-course data. There is relatively little data available from course non-completers. A 1991 study indicated that 75% of colleges and universities use the end-of-course questionnaire as a method of evaluating the effectiveness of their instructors. Though some doubt the validity of student end-of-course questionnaires, most accept the fact that they are useful in providing a measurement of the instructors’ teaching ability and directly reflect the satisfaction level of students (Ramsden, 1991). Statement of the Problem With student diversity changing, higher education institutions are finding that it is necessary to meet the needs and demands of our nontraditional students. However, with the growth of distance learning, rates of attrition have increased significantly (Parker, 2003). Some have reported attrition from eLearning as high as 70-80% (Tyler-Smith, 2005, Flood 2002. ) Carr stated, however, that many higher education administrators believe that the completion rates of non-traditional students are 10-20% higher in online learning. Research Questions The research questions for the paper were: 1. What similarities and differences, in terms of demographics (age, gender, ethnicity), are present in non-traditional (online) students attrition rate? 2. What affect do best practices have on non-traditional (online) student’s attrition rate? 3. What affect do student characteristics have on non-traditional (online) student’s attrition rates? Significance of the Problem Online courses are generally the first format of course offerings to fill up during registration. Since many online courses have a high withdrawal rate, it would be beneficial for students to be placed in a course format most conducive to their learning (Dutton, Dutton, Perry, 2002). The identification of characteristics associated with successful online students could provide the necessary information for teachers and admissions personnel to suggest or discourage a student from registering for an online course. A student mistakenly placed into a course may encounter more difficulties and have reduced changes for success compared to an appropriately placed student. With improved technology, students may find it more convenient to take classes online in order to meet their educational needs. Changes in the student population as well as the delivery of the online course at the university may present challenges. Many interconnecting factors contribute to the numbers of students who drop out of distance education courses, many of which are beyond the institution’s control (Rovai, 2002). Rovai (2002) pointed out that this learning-sharing connection among students could provide the learner with a feeling of support from their fellow students. Rovai’s (2002) research also suggested that there might be a possible connection between the sense of community and increased motivation resulting in increased cognitive learning. If individual circumstances affect the ability of a student to continue in an online course and if various curricular delivery and instructional methods contribute to variable outcomes, then the development of online delivery should be researched to determine the best way to serve the needs of the student enrolled in an online course. CHAPTER 2 REVIEW OF RELATED LITERATURE The advances in telecommunications and the saturation of computers into almost every home in American has drastically changed the way we communicate, the way we store and retrieve data, the way we do research, and the way we socialize. These changes in our day-to-day lives have also obliged us to rethink the way we deliver education. Public, private, and proprietary institutions have come under intense pressure to develop educational systems that are independent of time and place. Within the past 0-12 years, the growth of online course has increased tremendously. The proportion of institutions with fully online programs rises steadily as institutional size increases, and about two-thirds of the very largest institutions have fully online programs, compared to only about one-sixth of the smallest institutions. Doctoral/Research institutions have the greatest penetration of offering online programs as well as the highest overall rate (more than 80%) of havi ng some form of online offering. (Allen Seaman, 2006, p. 2) Along with this growth comes the need to ensure courses are developed with some universal structure and the need for instructors to teach these courses using the best practices in the field. Student attrition is also under the microscope. The government, educators, parents, and students want assurances that online education works as well or better than its traditional face-to-face counterpart. One must understand the background and the best practices and issues that relate to student needs and satisfaction in online education. The literature review will discuss these relevant issues. What similarities and differences, in terms of demographics (age, gender, ethnicity), are present in non-traditional (online) students attrition rate? An extensive reading of the literature reveals that face-to-face instruction includes courses in which zero to 29 percent of the content is delivered online; this category includes both traditional and web facilitated courses. The remaining alternative, blended (sometimes called hybrid) instruction is defined as having between 30 percent and 80 percent of the course content delivered online. A course where most or all of the content is delivered online with typically no face-to-face meetings is considered an online course (Allen Seaman, 2010). Universities want to improve graduation rates and attract non-traditional students by increasing online offerings (Allen Seaman, 2007; 2010). According to the Allen and Seaman’s report, online students may not share the same demographics as traditional higher education students, thus, instructors need to understand the challenges of distance learning when designing online learning experiences. The shift towards offering more online courses will continue to affect higher education institutions in ways that are not yet understood. The benefits (e. g. , convenience for institutions, instructors, and students) and the challenges (e. g. , student retention) need to be balanced to ensure that students’ outcomes of online courses are comparable with those in traditional face-to-face courses (2010). A continuing question that the researcher must consider is among those studying online education has been the issue of student retention. Online courses typically attract students who might otherwise have not been able to attend traditional on-campus instruction, either because of work, family or other obligations. This difference in the nature of the student body has made the direct comparison of the online and face-to-face very difficult. If students tend to drop out of online classes because of work or family responsibilities, does that accurately reflect the nature of the course or the nature of the student (Allen Seaman, 2010)? In a study completed by Dutton, Dutton Perry (2002), the purpose was to determine how online students differ from traditional students? There were two major categories studied. The first class of information related to the external, observable characteristics of the students. These include such things as age and gender, work, academic and childcare commitments commute distance and previous computer experience. The second information category contains preferences or considerations that are less easily observable by an outsider but may have influenced the student’s choice of online versus lecture format. Using the demographic data that Dutton, Dutton Perry (2002) gathered from the student records, it appeared that the gender played little role in the choice format. However, it is clear that older, non-traditional students prefer the online class. The average age of an online student’s age compared to a lecture student was more than five years greater. Nearly two-thirds of the lecture class was less than 22 years old while the same proportion of online section was older than 22. The study also determined that full-time students preferred the lecture course and the part-time students preferred the online. On average the study determined that the online students had greater outside responsibilities and that they live farther from campus. In his dissertation, Bangurah (2004) compared students with passing grades in traditional and online courses. Student’s grades were compared across courses where the same instructor taught both online and traditional formats. Within this study, 3,601 students participated and Bangurah (2004) found that in each course and context, mean GPA’s were highest among traditional students. He also noted females who were enrolled in web-based courses outnumbered their male counterparts by nearly two-thirds. This ratio of female to male students was not found within the traditional course setting. The claim that â€Å"the demographic differences between online and traditional students has been duly noted† (Diaz, 2002, p. 1) has mixed implications. For instance, while Gibson and Graff (1992) and Thompson (1998) concluded that online students are generally older, have a higher GPA, and have completed more credits than traditional students. There are several unidentified assumptions. First, these demographic characteristics portray a trend rather than a fixed number. Observing online education over time has indicated that students are getting younger and demographic populations are shifting (Allen Seaman, 2010). The Instructional Technology Council (Allen Seaman, 2010) has reported that in 2008, 52% of students were considered traditional age; whereas, only 46% of students were considered traditional age in 2006. The second assumption is that methods of identifying online students are universal. What constitutes an online student from a traditional student may vary from institution to institution or from course to course. Lastly, demographic characteristics vary largely across the United States and should be taken into consideration when applying theory to practice. For instance, Iowa’s minority population constitutes only 9. 4% of the student population and was ranked the fifth lowest state in terms of diversity in 2007. Thus the number of students represented by any one ethnic category is likely to be very different than population numbers from other states and vary highly from states outside of the Midwest (Iowa Department of Education, 2008). The research should consider the question of student performance and how it has also been further reviewed along lines of gender (Price, 2006; Yates, 2001). Whereas, reviously women were presumed to have an online disadvantage due to access (Kirkup von Prummer, 1997) or family commitments (Wolf, 1998), studies have shown that enrollment is greater among females in online courses and females may in fact be more successful in the online setting (Price, 2006). In her study, Price (2006) sought to uncover gender differences in female and male students who are enrolled in online courses. In order to do so, she compared the same course in both a traditional and online setting. From 2002 to 2004, 1,991 students participated in the study from the Open University. Two questionnaires were utilized to demonstrate course experience and academic engagement. From her study, Price (2006) was able to conclude that women were more likely to outperform their male counterparts in online course settings. In Aragon and Johnson’s study, they found no significant difference in characteristics of age, ethnicity or financial aid eligibility of students enrolled in online classes. Once again, they found that gender had significant association with completion and non-completion in online courses. Their findings were that females completed at a higher rate than male students in an online but not face-to-face courses (2008). Additionally, it is worth noting that the thought that online instruction is eliminating many of the barriers to education for all students in general and indicated through student interviews (2008). The interviews determined that the self-reported reason for non-completion of an online class was personal and time constraints which accounted for 34% of the reasons for non-completion of their online courses, compared to 100% of the reasons given by the face-to-face students (Aragon Johnson, 2008). Online students often outperform traditional students when success is measured by the percentage of students that attain a grade of â€Å"C’ or above, overall classroom performance (e. g. , exam scores), or student satisfaction (Diaz, 2000). When comparing the characteristics and success of online and traditional students, Diaz found that online students received twice as many â€Å"A† grades, while traditional students received twice as many â€Å"D† and â€Å"F† grades in a general health education class. The online students were also more satisfied with multiple aspects of their course as demonstrated by their responses to an 11-question satisfaction survey. While online students generally fared better in overall grades and grades on exams, they also dropped the course more frequently: a 13. 5% drop rate for online students versus a 7. 2% drop rate for traditional students. As Diaz noted, â€Å". . . it seems very clear that students who enroll and persist in an online course will fare at least as well as their on-campus counterparts† (p. 95). While the use of surveys in conjunction with empirical data can often provide a more complete picture, surveys as a sole means of predicting student success and learning has been less than successful (Hall, 2008). Employing two different survey instruments, Hall (2008) attempted to uncover which instrument would be the most accurate in determining online student success. Two hundred and twenty-eight students participated in the study which encompassed three regional community colleges in the Midwest. These students were all enrolled in at least one online course in the following areas: business, computer information services, criminal justice, and early childhood development. Hall (2008) found that the class categories were a better predictor of student success than either of the two survey instruments. In fact, the surveys showed little than 8% accuracy in predicting final grades for these students. If online students typically possess characteristics that research has linked with academic success (e. g. , older age and more academic experience), why are they less successful in terms of persisting in a class for the full term? One possible answer is that we may have mistakenly defined â€Å"drop rate† as a characteristic synonymous with â€Å"academic non-success. † However, I believe that many online students who drop a class may do so because it is the right thing to do. In other words, because of the requirements of school, work, and/or family life in general, students can benefit more from a class if they take it when they have enough time to apply themselves to the class work. Thus, by dropping the class, they may be making a mature, well-informed decision that is consistent with a learner with significant academic and life experience. This explanation would be consistent with their demographics while calling into question the idea that these students are academically unsuccessful or possess inferior academic abilities. In act, a case could be made that many of the students who earn â€Å"D† and â€Å"F† grades would be better served by dropping a class. By doing so at the appropriate time, some might increase the likelihood of a successful academic career. For example, they would obviate the need to retake a course immediately, and dropping the class would not adversely affect their GPA, perhaps helping them to avoid academic probat ion. (Diaz, 2000, p. 3) What affect do best practices have on non-traditional (online) students? An extensive reading of the literature reveals numerous significant approaches to improving online courses. One method is determining what may contribute or detract from a student’s success in an online course is to take a customer/business approach to the question. In other words, what is the business doing and what is the business doing that is satisfying the customer? This approach would lead researchers to look at central themes of investigation in determining the factors that contribute to or detract from student success. First the researcher must determine what aspects students perceive are important to producing success in online learning. In the customer/business approach, it is a given that a satisfied customer is the end-point from which one works backwards to build a successful business. The literature indicates that student perceptions, attitudes, and satisfaction (Biggs, 2006; Clayton, 2004; Valasidou Makridiou-Bolusiou, 2006) are almost certainly key in the development and instruction of online courses. According to Pearson and Trinidad (2005), hearing from students is essential to learning about what works and where improvements should be made in the future. It is the business/customer model applied to online education. Secondly, the research should consider how educators are conducting their online courses. The scholarly literature reveals that researchers are finding several central factors related to student perceptions and the methods instructors are using to teach and design their courses. Palloff and Pratt (2003) concisely define these factors as (a) instructor support, (b) a sense of community, and (c) an appropriate use of technology in the online setting. However, there continues to be instructor support as well as a sense of community in the traditional classroom as well. Instructor Support The foregoing conclusion for a number of years in education is that the greater the amount of instructor support, the more successful students will be in understanding and achieving the learning objectives of their courses. Sahin (2007), and Valasidou and Makrdiou-Bousiou (2006) all agree and suggest that a major predictor in online courses is instructor support. In the online environment, students have come to expect instructor support. As an example, data from a qualitative study conducted by Motteram and Forrester (2005) revealed that students have more or less unwittingly come to believe that because of the nature of online learning as being any-time and any-place, instructors are available on a 24-7 basis, able to respond at any hour. Students not only expect instructional support, they expect it in a more expedient manner than the face-to-face student. Another example that indicates students want and need instructor support comes from a study by Ice, Curtis, Phillips, and Wells (2007) who conducted research from Spring 2004 through Summer 2005 with 26 master’s level students and 8 doctoral students in online courses to determine if there is value in using asynchronous audio feedback in grading student work. The researchers were attempting to determine what effect, if any, the use of audio feedback might have on increasing students’ success in online courses. In this study, five research questions were posed to determine (a) whether students preferred audio or text feedback, (b) to what degree audio feedback is an effective replacement to the interaction that takes place in a face-to-face course, (c) how audio feedback improved a sense of community, (d) in what manner is perceived learning impacted by the use of audio feedback, and (e) what relationship exists between audio feedback and student satisfaction. The results concluded that students believed that asynchronous audio feedback gave them more insight into what the instructor was trying to onvey, students experienced an increased feeling of involvement, the instructor was perceived as more caring, and content retention improved (Ice, et al, 2007). Again, a major finding of this research revealed that instructor support and involvement created what students described as a caring attitude, and this caring is a key to students’ satisfaction and, ultimately, their success in the online course. Leners and Sitzman (2006) undertook a study with online nursing students by seeking their voice in defining what online caring meant. The research revealed the same conclusions that many other studies ( Irlbeck, 2008, Keengwe, Kidd, 2010) with online students have reported. What students defined as caring was the method and degree to which the instructors interacted with students and the timelines of the communication. Instructor support was, again, a key to student satisfaction. The body of literature exists in large quantities with reference to research studies revealing that both practitioners and researchers agree: Interaction between students and instructors is an important predictor of student satisfaction in online courses. One of the major findings that Chickering and Gamson (1987) in Seven Principles for Good Practice in Undergraduate Education is just as true in online education today. It is good practice to encourage contact between students and instructors. Whether referred to as instructor, tutor, mentor, teacher or technician, students expect support and are more satisfied when they receive support from that individual. A Sense of Community Next to contact between instructor and student is the contact that emerges within what has become known as the learning community. That community represents interaction from instructor to student and from student to student. Research conducted by Motteram and Forrester (2005) suggests that students’ relationships with fellow students emerged as a prime need in online courses. When taking an online course, students often voice feelings of solitude and the fear of learning alone. A need for interaction with other students is just as apparent in the online environment as it is within the face-to-face classroom. According to Garrison and Anderson (2003), social presence has become highly important in online education. Social presence is defined as â€Å"the extent to which students can project their presence online when communicating in the textual milieu in the absence of visual or verbal signs† (Motteram Forrester, 2005, p. 284). Kazmer puts forth that when students come into an online classroom they are really performing for each other, for themselves, and for the instructor. In the absence of visual and verbal cues that are normally found in the face-to-face classroom, students create for themselves an identity, and they need a variety of diverse media for interaction to articulate these online identities (2004). Community within the adult online learning environment may be even more important than with traditional-aged students. A great body of research highlighted by Malcolm Knowles’ (1990) theory of andragogy reveals that one way adults learn is by comparing past knowledge and experiences with current experiences. Stilborne and Williams (1996) further advance the need for community in online education when teaching adult students by suggesting that providing a means for interaction and encouraging adult students to share their knowledge is essential to their style of learning. Adult students have a lifetime of knowledge and experience to share, and finding a sense of community brings this to life. University administrators have known for some time that when students are involved in the campus community, attrition decreases. Eastmond (1995) sensed that an increased dropout rate among online students is directly related to the reduction or elimination of social and visual cures lost in an online course format; conversely, increased online community reduces the attrition rate (Rovai, 2002). Diaz (2002) and Carr (2000) report that attrition is up to 10% higher in online courses than the face-to-face counterpart. As a course design strategy, the use of learning communities has helped reduce this attrition (Diaz, 2002), and when students persist, they become more successful in their learning and persevere to graduation. Not all students are looking for community within online courses, however. Some studies indicate that students do not necessarily desire a sense of community (Brown 2001). In some cases, Brown learned that students simply do not wish to participate or engage in community building, while others participate based on availability of time. Other studies have indicated that students feel they are risking academic rigor if they participate in social relationships or class community building. Based on these views, Liu and Ginther (n. d. ) undertook exploratory study to determine, among other things, if students feel a sense of community in online courses and if that sense of community added to the learners’ engagement and perceived learning and satisfaction. Their conclusion was that there are many positive relationships between sense of community and student satisfaction and perceived learning. No specific agreement between students and instructors emerged, however, on how community building should be undertaken. This led the researchers to further suggest that community building in online courses may not be as intuitive as the advocates of online community might suggest. In other words, community building needs to be intentional; it may not just happen. Analysis and synthesis of the literature explains several things regarding online learning communities. Many students feel that social presence in an online course is essential to reducing their feelings of aloneness and solitude while other students opted for online learning because of the solitude. Still others do not participate in community building for lack of time or fear of lagging behind academically. It may be difficult to distinguish among these groups of students, but a number of instructors and researchers believe that a sense of community helps with retention and, in cases of adult students, adds significantly to the learning and knowledge acquisition process. Diaz (2002) characterized this notion of community by suggesting that good practice would encourage cooperation and discussion among students. The literature illustrates that this principle is present in the online environment as well. Developing community will most likely require concerted design and effort on the part of the instructor. Use of Appropriate Technology Interaction among the participants in higher education, instructor to student and student to student, is generally accepted as fundamental (Liu Ginter, n. . ). This interaction is also considered a condition to student satisfaction (Garrison Anderson, 2003) and decreased attrition (Rovai, 2002). Therefore, as previously presented, just as a sense of community and human interaction are both expected in the face-to-face context, they are expected as well in an online learning environment. The question then becomes, what is the appropriate technology that should be implemented to best facilitate interaction and sense of c ommunity? The two primary forms of technology that have emerged within online courses are asynchronous and synchronous interaction (Hines Pearl, 2004). Synchronous, or real time, interaction requires that students participate at the same time. Asynchronous, or delayed time, interaction does not require students to simultaneously participate (Rose, 2006). Synchronous. Branson and Essex surveyed educators and found that instructors mostly used synchronous communication for holding â€Å"virtual† office hours, brainstorming, community building, dealing with various technical issues, and one-on-one tutoring. The shortcomings of synchronous communications is in the logistics of getting the students together online at one time, students not participating in the faster paced chats because of poor typing skills, and less reflection time for students in formulating their answers (2001). As Hines and Pearl put it, â€Å"Synchronous chats have the advantages of providing a greater sense of presence and generating spontaneity† (2004, p. 34). Synchronous communication, however, is difficult since students may be separated by immense geographic time differences. Maushak and Ou (2007) conducted a study to examine how well synchronous interaction facilitated collaboration among graduate students in their group work. The researchers concluded that students regarded the synchronous interaction with an instant messaging system as beneficial in collaborating on group projects and as very helpful in creating a sense of community. There was not a sense that synchronous interaction would be the appropriate method for communicating full class discussion meetings. Asynchronous. The use of asynchronous interaction lies more in the form of discussion forums whereby students are allowed more time for reflection, where archiving of the discussion can take place, and where all students have the opportunity to participate at a more leisurely rate. Referred to as threaded discussions, these forums generally begin with the instructor or moderator submitting a question for discussion. Students then read the question and comment on it and the threads builds (Palloff Pratt, 1999). Many educators report more in-depth and thought provoking discussion taking place with asynchronous online interaction (Branson Essex, 2001) than occurs in face-to-face classroom discussions. Dede and Kremer concluded that the forums produced richer, more inclusive discussions among students but are more time consuming to mediate and generally do not provide much social interaction (1999). A synthesis of the literature shows that educators have always felt that discussion adds value. Knowledge that participants supply is often thought to add as much value to the discussin as that of the instructor (Addesso, 2000). Knowles (1990) contends that in adult learning the value added by each student is of utmost importance. Physical anonymity in online threaded discussions, according to Sweeney and Ingram, can draw out inquisitiveness, decrease inhibition, and help to bridge the gender gap, thereby increasing interaction (2001). The analysis of the literature draws the conclusion that literature regarding appropriate use of technology in online courses reveals that it is essentially content specific. Asynchronous and synchronous interaction are not mutually exclusive, but asynchronous interaction seems to provide for a higher level of academic and intellectual communication while synchronous interaction appears to be more useful in building a sense of community in the online environment. What affect do student characteristics have on non-traditional (online) student’s attrition rates? An extensive reading of the literature reveals numerous significant approaches to improving online courses. Vincent Tinto 2008), has stated that a wide range of studies have been conducted over the last 30 years that provides definitive data as to what affects high attrition rate. As a result the university administrators have reviewed the findings and implemented a variety of changes, many in student affairs, in order to reduce the attrition rate (Tinto). However, online instruction is here to stay, and the number of online courses has increased, as have the number of conflicting discussions that have attempted to define reasons and solutions for high attrition rate among online classes (Tyler-Smith, 2005). Online students face different issues relating to high attrition rate than do their traditional face-to-face counterparts. As Rovai (2002) stated, online students seem to have very different challenges in which to overcome when attempting to complete an online course which may involve personal distractions, variations in technological abilities, learner readiness, feelings of alienation, the instructor, and fellow students. The research will follow these factors and determine the affects these variables have upon attrition rate in the online world. Personal Conflicts Adult students have often indicated that they were unable to attend a traditional class due to conflicts with work, geographic, or family commitments and found that online classes were more suitable to their schedule. Online courses have been designed by the educator with flexibility in mind, as the student can work at their own pace and schedule without time constraints of the face-to-face class (Galusha, 1997; Kim 2004). However, due to work commitments as well as family, many still find completion of online course restrictive (Galusha). Many administrators believe that high attrition rate is due to the fact that online learners are traditionally older and maintain a busy work and life schedule, causing students to drop classes more often (Carr, 2000). In Carr’s research he observed that many professors noted that they frequently lose students due to work, marriage, divorce, and pregnancy’s. Carr referenced one student’s observation that older students have more clearly defined goals and seems to be comfortable working independently, rather than a younger student more ikely to drop the online class. In a study conducted by Kemp (2002), factors such as â€Å"resilience, life events, and external commitments† (p. 67) were studied to predict online attrition rate. Questionnaires were administered and compared to student records in order to determine if there was a correlation between these three factors. It was determined that resilience and work commitments were significant among the finding s, but they were not conclusive due in part to an inadequate method of accumulating data and the length of the study. Parker (1999) observed and stated that many studies of attrition focus on a single factor as the cause for high attrition rate among online courses. Diaz (2002) believes that research be conducted in order to determine the varying reasons for students to drop online courses, as did Kerka (1995) who believes that students that drop online courses should not be lumped into one category, but should be grouped into several in order to recognize the seriousness of non-completion. One should not assume that the student is dropping the class because of academic problems. Since online learners are found to be more mature and experienced, it is assumed that the reason in dropping the class results from careful reflection. Due to outside influences, it may be better for the student to successfully complete the course at a later date (Kerka). Variations in Learning Readiness According to the National Center for Educational Statistics (2003) online learning presents itself with a tremendous presence in higher education which creates a greater demand for exploring learner readiness and student perceptions of online learning. More specifically, research directs the literature review to an investigation of learner readiness, on-screen reading speed and comprehension, followed by typing speed and accuracy. With the dramatic increase of online learners, successful identification of learner readiness has become a priority (Shilwant Haggarty, as cited in Watkins, 2005). Profitt (2008) discusses the need for an institutional, pre-assessment requirement, tailored toward learner readiness. The assessment results would not only present information to advise the college and potentially at-risk students, but would also alert students, who would in turn, use the results for self-evaluation and make the decisions if they are a good fit for online learning. However; Harrell (2008) states â€Å"There could be students for whom face-to-face is a better fit, but the online environment is their only option† (as cited in Profitt, 2008, p. 27). Based on the documented learner readiness assessment, at risk students may then contact the institution of higher learning and seek xtra orientation or support services to help prevent an unpleasant online learning experience. Hsu and Shiue along with other researchers have studied individual learner readiness as a reason one might drop an online course (2005). This is a reflection of Knowles theory of andragogy, whereby the assumption of adult self-concept is made that he or she has reached a level toward self-directed learning (Kno wles, 1998). Parker (1999) approved the Internet as a method for providing the â€Å"opportunity for the self-directed learner to go where no person has gone before† (p. 1). Parker believes that in order for learning to be successful, instructional media should be carefully selected. In doing so, the online learner should take an online learner readiness quiz that assesses the ability of the student and the potential for success in an online course. READI indicates â€Å"the degree to which an individual student possesses attributes, skills and knowledge that contributes to success in online learning† (Readi. info, 2010). As noted by Willis Lockee (2004) a determination of goodness of fit of online learning of a potential student should be assessed prior to the initiation of the distance learning commitment. Technological Abilities The revolution of technology and the rise of the Internet age has increased the ease and accessibility to learning for the online student, thereby, allowing a greater opportunity for the autonomous learning which can be defined as â€Å"self-planned, self-organized and self-assessed learning† (Peters, 2000, p. 9). Osika and Sharp (2002) concluded that without solid technical skills, students may have a difficult time succeeding in Web-based learning environments. Through a survey of faculty at a midsize regional commuter campus in the Midwestern United States, an inventory had been established of the minimum technical competencies faculty members believe students should possess to be successful in Web-based instruction. Additionally students at the same university were surveyed to determine how well they thought they met the minimum competencies outlined by the faculty. What was found confirmed the faculty’s concerns that students often did not possess the technical skills required to be successful in a Web-based course. Osika and Sharp (2002) concluded that even though students are exposed to technology at a much earlier age, â€Å"this does not mean they are technically competent with the skills required to be successful with Web-based instruction† (p. 324). Muse conducted a study whereby looking at students reasons for dropping a course. He reported that many of the students found difficulties managing the software, falling behind in their course work and became frustrated and anxious, therefore, dropping the class. Today many universities have technical support that will provide guidance to the students so that they do not fall behind. Over half of the faculty in Osika and Sharp’s (2002) study listed computer skills such as the ability to use the basic hardware on a computer, prepare word processing task, use the Internet, and send and receive e-mails, which is a prerequisite for online instruction. Students that were polled in their study claimed that they had the ability to access the Internet and word processing, but when asked specific questions about their competency levels, they were unable to do so (Osika and Sharp). However, perceived ability, on the part of the student and instructor, may not actually meet levels of competency. Muse (2003) conducted a similar study that looked at reasons for dropping an online class. They study found that the students that had difficulties with managing the software (Blackboard, Moodle) fell behind in their assignments, therefore, making them feel anxious and frustrated. Feelings of Alienation In order for online students to succeed, they need to feel as if they are part of a â€Å"larger school community† (Galusha, 1997, p. 4). This is indicative of the lack of communication that may exist in distance education, more specifically to the lack of interaction among staff, students, materials and services. In a study, Meyer (2001) observed that the student and teacher lack interaction as the Internet does not allow for it, which commonly occurs in the classroom. The feeling of alienation may give students even more reasons to drop out of the online course. Administrators conveyed that students identified that one problem in taking an online course is lack of personal interaction which they desire, but do not receive with online instruction (Carr, 2000). One student quoted by Carr, â€Å"†¦you don’t have direct contact on a regular basis with your instructor,† (p. A39) and in order to succeed, the student must possess a level of confidence that does not require immediate feedback. Galusha (1997) also reported the lack of confidence that is required when there is a lack of immediate feedback. This is troublesome for the student, and the lack of contact was specifically identified as an area that affected the success of online students. Rovai and Wighting (2005) addressed the issue â€Å"alienation and low sense of community† (p. 101) and the relationship of student attrition in their research with a sample of graduate students at a private university in Virginia. They felt that the study yielded â€Å"a valid predictive and explanatory tool for researchers concerned with the welfare and persistence of students in higher education programs† (p. 108). Rovai and Wighting stated that, the high quality experiences that students receive in the classroom improve student retention, therefore, these findings should be considered when developing an online class. Rovai and Wighting advised that there needs to be additional research to identify how to foster community in an online classroom in order to lower attrition, particularly among diverse cultures. CHAPTER 3 CONCLUSIONS AND RECOMMENDATIONS Summary The literature review summarized that online students have a great number of deterrents to completing an online course (Carr, 2000; Galusha, 1997; Kerka1995). Some of these deterrents include family, employment, finances, technology, instructor communication, feelings of isolation, and procrastination (Kerka, 1995). Instruction is an identifiable problem that can affect the performance of a student. There may be a problem of communication between instructor and fellow students, as well as technological difficulties on the part of the student and instructor. Rovai (2003) states that early intervention with reference to the identifiable problems stated above will better meet the needs of the students. Student’s performance suffers when there is a lack of personal contact among the instructor and fellow students. Therefore, there is a breakdown in communication that must be enhanced when students are taking an online class. How does one enhance communication? There can be exchanges between the student/instructor through emails, virtual office hours, message boards as well as telephone communication. There is an importance among student and instructor services for online classes. Floyd and Casey-Powell (2004) recommended five student areas that are in need of development for online learner. â€Å"Orientation, development, support, transition, and evaluation are areas that the instructor and or university must provide. † Orientation should be given at the beginning of the online class. The instructor should develop those skills with the students through making assignments, and requiring students to log on to the course a number of times during the week. Colleges, such as John A. Logan College offer an orientation class to their students at the beginning of each semester. They also provide support for online students. There needs to be a gradual transition into the online course, as well as mid-term evaluation and an end of semester evaluation so that the instructors can learn from those evaluations. The curricular design of the online class can provide the instruction in a meaningful manner. The course welcome or introduction should include an overview of the course establishing boundaries for the course. This would also be the time that the instructor establishes a learning community. Findings What similarities and differences, in terms of demographics (age, gender, ethnicity), are present in non-traditional (online) students attrition rate? According to Allen and Seaman’s report, online students may not share the same demographics as traditional higher education students, thus, instructors need to understand the challenges of distance learning when designing and creating an online learning experience (Allen Seaman, 2010). Universities want to improve graduation rates and attract non-traditional students by increasing online offerings (Allen Seaman, 2007; 2010). The shift towards offering more online courses will continue to affect higher education institutions in ways that are not yet understood. The benefits (e. g. , convenience for institutions, instructors, and students) and the challenges (e. g. , student retention) need to be balanced to ensure that students’ outcomes of online courses are comparable with those in traditional face-to-face courses (Allen Seaman, 2010). Using the demographic data that Dutton, Dutton Perry (2002) gathered from the student records, it appeared that the gender played little role in the choice format. However, it is clear that older, non-traditional students prefer the online class. The average age of an online student’s age compared to a lecture student was more than five years greater. Nearly two-thirds of the lecture class was less than 22 years old while the same proportion of online section was older than 22. The study also determined that full-time students preferred the lecture course and the part-time students preferred the online. On average the study determined that the online students had greater outside responsibilities and that they live arther from campus. We need to close the age gap, and encourage young students to take online classes. Advertisement is the key to promoting online classes. Full-time students should be encouraged during advisement to take online classes. However, at the same time, advisors must screen potential online students in order to provide proper placement of each individual student. It may be best to first introduce the traditional lea rning through hybrid classes. This gives them the best of both worlds. What affect do best practices have on non-traditional (online) students? One method is determining what may contribute or detract from a student’s success in an online course is to take a customer/business approach to the question. First of all, a determination of what is being done correctly, and what is not. This approach would lead researchers to look at central themes of investigation in determining the factors that contribute to or detract from student success. Secondly, the researcher must determine what aspects students perceive are important to producing success in online learning. In the customer/business approach, it is a given that a satisfied customer is the end-point from which one works backwards to build a successful business. The literature indicates that student perceptions, attitudes, and satisfaction (Biggs, 2006; Clayton, 2004; Valasidou Makridiou-Bolusiou, 2006) are almost certainly key in the development and instruction of online courses. According to Pearson and Trinidad (2005), hearing from students is essential to learning about what works and where improvements should be made in the future. It is the business/customer model applied to online education. There needs to be more communication between the instructor and student. An instructor might assign group work, which will allow the student to get to know their fellow students, which will enhance the learning experience for the online student. Secondly, the research should consider how educators are conducting their online courses. The scholarly literature reveals that researchers are finding several central factors related to student perceptions and the methods instructors are using to teach and design their courses. Palloff and Pratt (2003) concisely define these factors as (a) instructor support, (b) a sense of community, and (c) an appropriate use of technology in the online setting. However, there continues to be instructor support as well as a sense of community in the traditional classroom as well. Instructor Support In an online environment, students have come to expect instructor/technical support. Educational institutions should provide online support through orientation, and staff support. A Sense of Community The student needs a sense of community. This is established through a good rapport with the instructor. The instructor needs to establish assignments that will bring the fellow students together through projects, discussion board assignments, and creating an environment where as the students may share their knowledge. Developing community will most likely require concerted design and effort on the part of the instructor. Use of Appropriate Technology The two primary forms of technology that have emerged within online courses are asynchronous and synchronous interaction (Hines Pearl, 2004). Synchronous, or real time, interaction can occur through vi How to cite Attrition Rate of Online Learning, Essay examples