Internet Learning Volume 4, Number 2, Fall 2015 | Page 9

Internet Learning
is needed to determine the reasons for
online student attrition and, similarly, more
research is needed to identify successful
strategies for boosting retention rates in
online programs. Despite the impressive
overall increase in K-12 students coming to
online learning, some state virtual schools
are actually shrinking, and others have not
shown enrollment growth for two years in a
row (Watson, et. al, 2014).
There is limited information as to
the exact cause of the swirling phenomenon.
Some suggest it is logistically and physically
easier for students to drop one program
and start another when the programs are
virtual as opposed to being offered in a
physical or location-bound environment.
Trial enrollment or enrollment in a
program based on a temporary situation
such as illness or injury may explain
some of the fluxuation in the enrollment
of K-12 students in online programs.
Considering the findings of Layne, Boston,
and Ice (2013), additional causes for online
students to become swirlers could arise
from challenges of the student to locate
an online program that is compatible with
his or her needs and interests. Also, the
latest generation of K-12 students – Gen
Z – is known to consist of shoppers with a
growing influence in household spending.
This youngest generation of learners has
been dubbed the “digital game changers”
(Chang, 2015, September). In examining
the swirling phenomenon and the
suggestion that ‘demographic predictors’
may be relevant (Layne, et al., 2013), the
observation that Gen Z demonstrates
less brand loyalty, a strong influence
on household spending, and a shopper
mentality may be factors to consider when
planning and designing online programs
for K-12.
Despite the impressive overall
increase in K-12 students coming
to online learning, some state
virtual schools are actually
shrinking, and others have not
shown enrollment growth for
two years in a row
(Watson, et. al, 2014).
Models and Methods to Measure Online
Student Engagement and Retention:
Applications at the Course and Program Level
Extracurricular activities such
as clubs and sports are not technically
considered to be a requirement of public K-12
education. Some educators and policymakers
suggest addressing social or holistic aspects
of student development is not a priority
for programs, administrators, or teachers
involved with K-12 public education,
regardless of the format. However, a report
from the National Center for Education
Statistics (NCES, 1995; 2012) found that
“participation in extracurricular activities
may increase students’ sense of engagement”
(para. 1). According to the NCES report,
“If indeed, participation in extracurricular
activities can lead to success in school, then
the availability of these activities to students
of all backgrounds becomes an important
equity issue” (NCES, 1995, para. 1). At the
program-wide level, both private and public
K-12 online programs are continuing to
create, explore, and evaluate ways to engage
learners through social and extracurricular
activities. The body of research continues
to grow, and this report begins to explore
the nature and prevalence of this type of
enrichment in K-12 online programs. Below
are some additional survey instruments used
to measure perceptual student engagement,
involvement, and retention.
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