This study utilized items in a campus life survey, administered during COVID-19, to explore relationships among synchronous instruction, institutional connectedness, and retention. Various statistical tests were applied to the data set to analyze relationships between variables. The study showed no relationship between synchronous instruction and retention, and also no relationship between synchronous instruction and institutional connectedness. However, this study did align with earlier research, demonstrating a significant relationship between institutional connectedness and retention. The study also revealed a significant relationship between retention and two key demographics, male gender and advanced standing. Additionally, the study demonstrated a significant relationship between institutional connectedness and two key demographics, athletic involvement and transfer status. This study concluded that while synchronous online instruction is not a reliable strategy for increased institutional connectedness or retention, there is a clear relationship between connectedness and retention for traditional, campus-based students. The study also concluded that some demographics (gender, year in school, athletic participation, and transfer status) correlate with institutional connectedness and retention in ways that warrant further investigation.
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Wicklund, K. L. (2021). Synchronous Online Instruction, Institutional Connectedness, and Retention in College Students [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/657