Online learning has long been available but has seemingly exploded since Covid-19. Higher Education (HE) institutions have realised available educational technology can support a fully distance offer and non-traditional learners (mature, with busy family or care commitments, geographically and culturally diverse) are looking to invest in their education. Many HE providers have therefore branched out into online education or partnered with Online Programme Management companies (OPMs).
Studies indicate that despite healthy recruitment, attrition in online learning is high (Boston et al, 2019; Shatila, 2024), causing institutions to put in place interventions for improving retention, and investigate ways of encouraging students’ commitment to completing a programme.
This has been observed within the institution where this study takes place. The study aims to extend what is known by focusing on completely asynchronous online learning, within the specific context of an MSc Computer Science programme and by placing strong emphasis on student voice.
The literature seems consensual regarding the value of connection for persistence. Studies draw on the Community of Inquiry framework to highlight the influence of social presence and peer-to-peer constructivist collaboration (Boston et al, 2019); however, many students cite a need and taste for independence as an important factor in choosing online study (Baker and Tukhvatulina, 2023). By involving learners in the study, we can begin to understand which of these factors plays the most important role in context.
Data on retention is collected by the institution to examine its performance against the regulator’s benchmarks. The relevant subset (percentage of the cohort enrolling onto the next module) was extracted to compare modules before and after the introduction of discussion activities using Padlet boards.
Padlet data (contributors per board as a percentage of the cohort) was examined to assess participation levels.
A survey was constructed to elicit, via a Likert scale, student opinions on the value of Padlet discussions for their learning; sense of belonging; motivation; academic confidence; and persistence. The survey further includes open-ended questions exploring whether students consider social learning desirable in online learning, and whether Padlet contributed to their decision to continue studying. The study employs a mixed-methods approach to analyse participation and retention data against learner perceptions. Open-ended responses will be examined using thematic analysis to understand the importance of social learning for the MSc Computer Science cohort and explain the numerical data.
Initial raw data does not indicate an increase in retention after Padlet was introduced; a small decrease was noted. Additionally, low participation was observed, suggesting the activity was not considered relevant by most of the cohort.
Survey responses are anticipated to help interpret the retention and participation results, either confirming that learners did not consider Padlet relevant or suggesting social connection is not what they seek in online learning. Answers may alternatively lead to concluding that, although social learning is valued, the Padlet activities under scrutiny fell short of providing the sense of connection expected.
The institution has invested in Padlet, and the tool is being used with additional programmes beyond MSc Computer Science. Similar studies could be undertaken with other programme learners to investigate whether the tool has sufficient value for promoting social learning and fostering community. The study could also branch out into comparing Padlet with other discussion activities, for example those using VLE functionality.
It seems clear, even from preliminary results, that further investigation is required into which factors most influence learner persistence and how institutions can design interventions that convince learners their programme is worth completing.
References
Baker, J. and Tukhvatulina, S. (2023) ‘Reflections of Adult Learners in Asynchronous Online Degree Programs’, Journal of effective teaching in higher education, 6(1), pp. 47-65. Available at: https://doi.org/10.36021/jethe.v6i1.344 (Accessed 14 March 2026).
Boston, W., Díaz, S. R., Gibson, A. M., Ice, P., Richardson, J. and Swan, K. (2019) ‘AN EXPLORATION OF THE RELATIONSHIP BETWEEN INDICATORS OF THE COMMUNITY OF INQUIRY FRAMEWORK AND RETENTION IN ONLINE PROGRAMS’, Online learning (Newburyport, Mass.), 14(1). Available at: https://doi.org/10.24059/olj.v14i1.1636 (Accessed 14 March 2026).
Shatila, S.L. (2024) ‘Not Alone When I’m Feeling Stressed: Online Adult Learner Connection and Retention’, Adult education quarterly (American Association for Adult and Continuing Education), 74(1), pp. 43–61. Available at: https://doi.org/10.1177/07417136231184570 (Accessed 14 March 2026).
2 responses to “Connection for Staying Power? Investigating the Effect of Social Learning Activities on Retention of Asynchronous Online Learners”
Hi Marta
Thank you for a superb presentation. Some of the questions from the chat pane are below. Some you answered on the day, some not – it’s up to you how you respond here.
Best wishes
Simon
Are literature findings on factors affecting retention specific to online learning?
You said it was difficult to isolate one factor that influences persistence, then introduced the RQ which focuses on social learning. What influenced your choice to research social learning?
Do you know anything about the learners who engaged with the padlet? Are they generally the more engaged students? Might age influence engagement?
students might be using different spaces for online learning e.g. computer scientists use Stack Overflow.
Thank you Simon for adding these here, and thank you to everyone who engaged with the presentation via chat and Padlet on the day.
To answer the questions above:
1. Since this was my context, I only looked at literature related to factors affecting retention for online learners. The literature was often not definite in terms of whether the online learning was fully asynchronous or whether it involved live online teaching. It may be interesting to compare factors affecting retention for these separate modalities, and again with in-person/ on campus learning at some point.
2. Social learning was one of the interventions that the online team had decided on implementing during the retention workshops that took place between the University and their OPM partner. It just happened to be the intervention that was put in place on time to inform the project, so it was the one I focused on.
3. I have not been able to verify this (all the few responses I’ve had so far are from learners who did not engage with the Padlet activities) but I suspect this to be true. Regarding age, our learners must all be over 18; I am not collecting their exact age for the purposes of the project, but you are quite right that with different ages come different motivations- this may well play a role.
4. As discussed after the presentation, this may well be the case. The (very few) responses I’ve obtained so far, however, suggest social interactions are not first and foremost on the students’ minds.
Finally, here is the Padlet link again for anyone wishing to check people’s contributions on the day: https://padlet.com/martaadiliaasensio/should-online-learning-programmes-always-include-social-lear-gvm200iymcetflxf
Thanks All!
Marta