IMS GLC: Student Induction to eLearning (SIEL)

LTAC Project Group:
Student Induction to eLearning (SIEL)

The purpose of the Learning Technology Advisory Council (LTAC) Student Induction to eLearning (SIEL) project group is to develop a methodology for student introduction (i.e., Setting Expectations, Preparation, and Induction) to the e-learning environment. This methodology will be aimed at adult learners focusing on new and experienced e-learning students and addressing issues of completion, retention and persistence during this most vulnerable phase of the e-learner’s student life cycle. The specific work of the SIEL project group, Best Practices for Prospective and New Student Introduction to E-Learning, is necessary to position e-learning students to succeed as the students’ first set of experiences with their e-learning courses can be either a barrier to retention or contribute to the likelihood of persistence.

The work of the SIEL group also holds strong potential for supporting other IMS GLC activities, including:

1.Information Analytics (IA) PUFSIG. As the SIEL group develops a methodology for adult student introduction to e-learning, members of the IA PUFSIG and SIEL will work together to develop use cases for end user requirements related to student attrition, retention and persistence analytics. This approach will support the scope of the IA PUFSIG and eventually provide information analytics standards for incorporation into the SIEL-developed Best Practices for Prospective and New Student Introduction to E-Learning.

2. Overarching mission of the IMS GLC to enhance Learning Impact. Improving the quality of and access to education is the global challenge that underpins all other global challenges. Harnessing the potential power of new technologies that can enhance the reach and effectiveness of education is a compelling priority for society. The IMS GLC plays a significant role in recognizing advances in and application of technologies that address key educational challenges worldwide. This recognition is accomplished through the annual IMS GLC Learning Impact Awards.

Participants
TEFL Participants

The IMS Technical Advisory Board approved the SIEL Charter in December2007. IMS GLC Public Community participants may download a copy of the IMS SIEL Charter

The Current Challenge

Students who have a poor set of first experiences with their e-learning courses often become frustrated and dissatisfied, and are more likely to dropout. Likewise, students who engage early and frequently with their course content, faculty, and online peers in an effective and cohesive manner are well positioned to succeed. The SIEL group will develop and promote best practices in this area, as "poor retention would preclude the viability of online learning unless strategies [effective practices] to increase student success and control costs related to student attrition can be reversed" (O’Brien and Renner, 2002). As online courses and programs continue to grow at exponential rates and provide global reach, e-learning student completion, retention and persistence are areas of great concern to faculty and administrators. As suggested by Carr (2000) and O’Brien (2002), online student retention is one of the greatest weaknesses in online education. In a literature review conducted by Herbert (2006), several studies showed that the failed retention rate for online college and university undergraduates range from 20 to 50 percent, and that online course administrators believe the failed retention rate for online courses to be 10 to 20% higher than traditional classroom environments (Frankola, 2001; Diaz, 2002).

The number of college students who are participating in online courses and programs (some with significant global reach) continues to increase dramatically, despite the greater likelihood of student non-completion of course and resultant failed retention and persistence. For example, approximately 3.5M higher education students in the United States were taking at least one online course during the fall 2006 term; a nearly 10 percent increase over the number reported in 2005 (Allen and Seamen, 2007). And, international efforts to increase technology-enabled learning continue to grow in light of the attrition, retention and persistence issues associated with this form of learning. A study published by BBC News (2005) found that 75 percent of the 150 institutions surveyed across Europe employ computer-based learning as a significant part of most of their courses or plan to do so by 2008. While the Australian Department of Education, Science and Training (DEST) commissioned a study (Universities Online: A survey of online education and services in Australia to assess online education in Australian universities (DEST, 2002). This study found that during a 5-to-7 year period, there was considerable increase in activity within universities in the use of Internet technologies for research, teaching, learning and administrative services, with 207 fully online courses offered by 23 of 40 Australian universities surveyed; and, sixty-five of these courses (31 percent) are delivered only by online mode. While the Korean Education Research Information Service (KERIS) reports that the adoption of e-learning at four-year universities is close to 60 percent. That is, e-learning initiatives are underway at 114 of the 201 universities in Korea, including the General, Educational, Industrial, and the National Open Universities – serving just over 1.6M students. In April of 2006, approximately 16,000 students were enrolled in the 17 Korean cyber universities. As of the first semester of 2007, a total of 3,600 e-learning lectures are being offered by the Korean cyber universities, a 34 percent increase compared to the first semester of 2005. While the overall enrollments have increased by 30 percent from 2003 to 2006.

The Proposed Solution

The SIEL project group will develop and promote an “end-to-end” methodology for introducing e-learning students to the online environment, to include best practices drawn from literature, personal accounts and workshops (LTAC and other) for each student Introduction Phase (i.e. Expectations, Preparation and Induction). This methodology will provide a framework for learning technologists and e-learning faculty and administrators to address the quality and service needs of introductory adult e-learners while establishing a effective practices for recruiting, retaining and supporting student persistence. This document will serve as an active methodology for student introduction to the e-learning environment; and, will provide upon acceptance by the IMS TAB, will be maintained by an active IMS GLC Accredited Profile Management Group (APMG).

Current Activities

View a Video Presentation - (Note Large File Size - Long Download ) about SIEL from the Learning Technology Advisory Council Workshop in October 2008.

*Event*	*Purpose*	*Dates*
Project Charter Approved	Charter	December 2007
Draft Base Document	Base Doc Development	February 2008
CM/DN Draft - TAB	Review and Input	June 2008
Public Review Period - IMS Posting	Public Comment / Input	July - December 2008
Public Wiki	Peer Review and Input	July - December 2008
Conference Presentation: DTL	Peer Review and Input	August 2008
Conference Presentation: ALT	Peer Review and Input	September 2008
Conference Presentation: EDUCAUSE	Peer Review and Input	October 2008
Conference Presentation: Sloan-C	Peer Review and Input	November 2008
Conference Presentation: Ascilite	Peer Review and Input	November/December 2008
Final Document - TAB	Approval and Release	January 2009

Related Information

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Further Information

For information on the SIEL project, please contact us.