The purpose of my sabbatical was to do research on the application of mobile learning in
distance learning to improve student retention. Due to the non-availability of information on
mobile learning I expanded my research on distance learning, in general, to improve student
retention through more student satisfaction and confidence in the courses. This paper describes a
study in which I propose to investigate whether a sense of community influences student
retention and whether self-directed learning readiness influences student retention in online
distance courses. It is based on Alfred Rovai’s definition of a sense of community which defines
it in terms of four dimensions: spirit, recognition of membership in a community and bonding
that develops among learners; trust, credibility for one’s own self and benevolence for others in a
group; interaction, task-driven and socio-emotional relationships; and common expectations
(learning). It is also based on Murray Fisher’s et al., definition of self-directed learning readiness
measured by the three subscales of self-management, desire for learning, and self-control.
Finally, this paper describes a correlational research design implementing Rovai’s Classroom
Community Scale to measure students’ sense of classroom community and Fisher’s et al., selfdirected learning readiness scale to measure student self-directed learning readiness.
In the first part of this study I researched what distance learning is and how it has evolved
over the years. In the second part I defined the problem or hypotheses and stated the reason for
the study. For the third part I did the bulk of my research by reading and reviewing past studies
and research already completed and that relates to my hypotheses. Finally I defined procedures
that could be used to demonstrate my hypotheses.

The results of this study could shed light on whether building a sense of community
through student-to-student and/or student-to-faculty interaction could be related to student
retention. Additionally, they can investigate a possible relationship between self-directed
learning readiness and student retention. The successful completion of this study could also
result in a deeper understanding of the role of the instructor and/or course designer on
incorporating best practices in online courses to promote a stronger sense of community and selfdirected learning readiness, thus raising student level retention rates. (Abstract by author)