{"id":285,"date":"2026-03-17T10:59:09","date_gmt":"2026-03-17T10:59:09","guid":{"rendered":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/?p=285"},"modified":"2026-03-17T10:59:09","modified_gmt":"2026-03-17T10:59:09","slug":"connection-for-staying-power-investigating-the-effect-of-social-learning-activities-on-retention-of-asynchronous-online-learners","status":"publish","type":"post","link":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/2026\/03\/17\/connection-for-staying-power-investigating-the-effect-of-social-learning-activities-on-retention-of-asynchronous-online-learners\/","title":{"rendered":"Connection for Staying Power? Investigating the Effect of Social Learning Activities on Retention of Asynchronous Online Learners"},"content":{"rendered":"

Online learning has\u00a0long\u00a0been available\u00a0but\u00a0has\u00a0seemingly\u00a0exploded\u00a0since Covid-19.\u00a0Higher\u00a0Education (HE)\u00a0institutions\u00a0have\u00a0realised\u00a0available\u00a0educational\u00a0technology\u00a0can support\u00a0a\u00a0fully\u00a0distance offer and non-traditional\u00a0learners\u00a0(mature,\u00a0with\u00a0busy family or\u00a0care commitments,\u00a0geographically and culturally diverse)\u00a0are looking to invest in their education.\u00a0Many\u00a0HE providers\u00a0have therefore branched out into online education or partnered with Online\u00a0Programme\u00a0Management companies (OPMs).\u00a0<\/span>\u00a0<\/span><\/p>\n

Studies\u00a0indicate\u00a0that\u00a0despite healthy recruitment,\u00a0attrition in online learning is high\u00a0(Boston\u00a0<\/span>et al<\/span><\/i>, 2019; Shatila, 2024), causing institutions\u00a0to\u00a0put in place interventions\u00a0for\u00a0improving retention,\u00a0and\u00a0investigate\u00a0ways of encouraging\u00a0students\u2019 commitment to completing a programme.\u00a0<\/span>\u00a0<\/span><\/p>\n

This has been\u00a0observed\u00a0within\u00a0the institution\u00a0where this study takes place. The study aims to extend what is known by focusing on\u00a0completely\u00a0asynchronous\u00a0online learning, within the specific context of an MSc Computer Science\u00a0programme and\u00a0by\u00a0placing strong emphasis on student voice.\u00a0<\/span>\u00a0<\/span><\/p>\n

The literature seems consensual\u00a0regarding\u00a0the value of connection for persistence.\u00a0Studies draw\u00a0on\u00a0the Community of Inquiry framework to highlight the\u00a0influence\u00a0of social presence and peer-to-peer constructivist collaboration\u00a0(Boston\u00a0<\/span>et al<\/span><\/i>, 2019);\u00a0however, many students cite\u00a0a need and taste for\u00a0independence as an important factor in choosing\u00a0online\u00a0study\u00a0(Baker and\u00a0Tukhvatulina, 2023).<\/span>\u00a0<\/span><\/b>By involving\u00a0learners\u00a0in the study, we\u00a0can\u00a0begin\u00a0to understand\u00a0which of these factors plays the most\u00a0important role\u00a0in context.\u00a0<\/span>\u00a0<\/span><\/p>\n

Data on retention is collected by the institution to examine its performance\u00a0against\u00a0the regulator\u2019s benchmarks. The relevant\u00a0subset\u00a0(percentage of the cohort enrolling\u00a0onto the next module)\u00a0was\u00a0extracted\u00a0to compare modules before and after the introduction of discussion activities using Padlet boards.\u00a0<\/span>\u00a0<\/span><\/p>\n

Padlet data\u00a0(contributors\u00a0per\u00a0board as a percentage of the cohort)\u00a0was\u00a0examined\u00a0to assess participation\u00a0levels.\u00a0<\/span>\u00a0<\/span><\/p>\n

A survey was constructed to elicit, via a Likert scale, student opinions on the value of\u00a0Padlet\u00a0discussions for their learning; sense of belonging; motivation; academic confidence; and persistence. The survey\u00a0further\u00a0includes open-ended questions exploring whether students consider social learning desirable in online learning, and whether\u00a0Padlet\u00a0contributed\u00a0to their decision\u00a0to continue\u00a0studying.\u00a0The study employs\u00a0a mixed-methods approach to\u00a0analyse participation\u00a0and retention\u00a0data\u00a0against\u00a0learner\u00a0perceptions.\u00a0Open-ended\u00a0responses\u00a0will be examined using thematic analysis to understand the importance of\u00a0social learning\u00a0for\u00a0the MSc Computer Science\u00a0cohort and\u00a0explain\u00a0the numerical data.\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\n

Initial raw data does not\u00a0indicate\u00a0an increase in retention after Padlet was\u00a0introduced;\u00a0a small decrease was noted. Additionally, low participation\u00a0was\u00a0observed,\u00a0suggesting\u00a0the activity was not considered relevant by\u00a0most of\u00a0the cohort.\u00a0<\/span>\u00a0<\/span><\/p>\n

Survey\u00a0responses\u00a0are\u00a0anticipated\u00a0to\u00a0help\u00a0interpret the retention and participation results, either\u00a0confirming that learners did not consider Padlet relevant or suggesting social\u00a0connection\u00a0is not what they\u00a0seek\u00a0in\u00a0online learning. Answers may alternatively\u00a0lead to\u00a0concluding\u00a0that, although social learning\u00a0is\u00a0valued,\u00a0the Padlet activities under scrutiny fell short of providing the sense of connection expected.\u00a0<\/span>\u00a0<\/span><\/p>\n

The institution has\u00a0invested\u00a0in\u00a0Padlet,\u00a0and the tool is being used with\u00a0additional\u00a0programmes\u00a0beyond\u00a0MSc Computer Science.\u00a0Similar\u00a0studies\u00a0could be\u00a0undertaken\u00a0with\u00a0other programme\u00a0learners to\u00a0investigate\u00a0whether\u00a0the tool has sufficient value for promoting social learning and fostering community. The study could also branch out into comparing\u00a0Padlet with other discussion activities, for example those using VLE functionality.\u00a0<\/span>\u00a0<\/span><\/p>\n

It seems clear,\u00a0even from preliminary results,\u00a0that further investigation\u00a0is\u00a0required\u00a0into which factors\u00a0most influence\u00a0learner persistence and how institutions can design interventions that\u00a0convince learners their programme is worth completing.\u00a0<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

References<\/span><\/b>\u00a0<\/span><\/p>\n

Baker, J. and\u00a0Tukhvatulina, S. (2023) \u2018Reflections of Adult Learners in Asynchronous Online Degree Programs\u2019,\u202f<\/span>Journal of effective teaching in higher education<\/span><\/i>, 6(1), pp. 47-65. Available at:\u00a0<\/span>https:\/\/doi.org\/10.36021\/jethe.v6i1.344<\/span><\/a>\u00a0(Accessed\u00a014 March 2026).<\/span>\u00a0<\/span><\/p>\n

Boston, W., D\u00edaz, S. R., Gibson, A. M., Ice, P., Richardson,\u00a0J.\u00a0and Swan, K<\/span>.<\/span><\/i>\u202f(2019) \u2018AN EXPLORATION OF THE RELATIONSHIP BETWEEN INDICATORS OF THE COMMUNITY OF INQUIRY FRAMEWORK AND RETENTION IN ONLINE PROGRAMS\u2019,\u202f<\/span>Online learning (Newburyport, Mass.)<\/span><\/i>, 14(1). Available at:\u00a0<\/span>https:\/\/doi.org\/10.24059\/olj.v14i1.1636<\/span><\/a>\u00a0(Accessed\u00a014 March 2026).<\/span>\u00a0<\/span><\/p>\n

Shatila, S.L. (2024) \u2018Not Alone When I\u2019m Feeling Stressed: Online Adult Learner Connection and Retention\u2019,\u202f<\/span>Adult education quarterly (American Association for Adult and Continuing Education)<\/span><\/i>, 74(1), pp. 43\u201361. Available at:\u00a0<\/span>https:\/\/doi.org\/10.1177\/07417136231184570<\/span><\/a>\u00a0(Accessed\u00a014 March 2026).<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Online learning has\u00a0long\u00a0been available\u00a0but\u00a0has\u00a0seemingly\u00a0exploded\u00a0since Covid-19.\u00a0Higher\u00a0Education (HE)\u00a0institutions\u00a0have\u00a0realised\u00a0available\u00a0educational\u00a0technology\u00a0can support\u00a0a\u00a0fully\u00a0distance offer and non-traditional\u00a0learners\u00a0(mature,\u00a0with\u00a0busy family or\u00a0care commitments,\u00a0geographically and culturally diverse)\u00a0are looking to invest in their education.\u00a0Many\u00a0HE providers\u00a0have therefore branched out into online education or partnered with Online\u00a0Programme\u00a0Management companies (OPMs).\u00a0\u00a0 Studies\u00a0indicate\u00a0that\u00a0despite healthy recruitment,\u00a0attrition in online learning is high\u00a0(Boston\u00a0et al, 2019; Shatila, 2024), causing institutions\u00a0to\u00a0put in place interventions\u00a0for\u00a0improving retention,\u00a0and\u00a0investigate\u00a0ways of encouraging\u00a0students\u2019 […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[192,191,66,190,114,189],"class_list":["post-285","post","type-post","status-publish","format-standard","hentry","category-uncategorised","tag-asynchronous-online-learning","tag-attrition","tag-higher-education","tag-persistence","tag-retention","tag-social-learning"],"_links":{"self":[{"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/posts\/285","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/comments?post=285"}],"version-history":[{"count":1,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/posts\/285\/revisions"}],"predecessor-version":[{"id":286,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/posts\/285\/revisions\/286"}],"wp:attachment":[{"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/media?parent=285"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/categories?post=285"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/tags?post=285"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}