When it comes to boosting retention and completion, many colleges engage in predictive analysis to determine which students are “at risk” of failure—then focus most support resources on trying to turn these students’ fortunes around.
What if blended learning could do more than utilize in-class time more efficiently and increase student interest in a course? What if it could actually boost retention?
Retention is a critical concern for schools such as Long Island University (LIU) Brooklyn that work with populations that include at-risk and underprepared students.
Melissa Antinori Berninger is the assistant writing program director and Thomas Peele is an associate professor of English at LIU. In an analysis of assessment data collected over the past six years, Berninger and Peele found that:
