13

Chapter 2
Utilizing Interactive
Technologies to Engage,
Integrate, Involve, and
Increase Community
amongst College Students
Pamela M. Golubski
Carnegie Mellon University, USA

ABSTRACT
Retention in higher education is a forefront goal for most administration, staff, and faculty members.
For this goal to be achieved, college professionals must go above and beyond to ensure students are
engaged socially, successfully integrated into the campus community, and actively involved during col-
lege. When these interactions occur, students are more likely to experience a sense of belonging, as,
evident from developmental research theories, an institution could experience an increase in overall
retention rates. However, to achieve engagement, integration, involvement, and feelings of belonging,
it requires staff and faculty members to offer and encourage continuous interactions with students, both
inside and outside the classroom. While these interactions in the past usually happened through face-to-
face methods, today, the Web 2.0 and virtual technological tools have extended opportunities for college
professionals to interact more often with students. Two such virtual technologies are Google Wave and
Wimba Collaboration Suite (Voice, Pronto, and Classroom).

DOI: 10.4018/978-1-60960-791-3.ch002

Copyright 2012, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.
 Utilizing Interactive Technologies to Engage, Integrate, Involve, and Increase Community
RETENTION OVERVIEW
Retention of students is a pinnacle goal for any
higher education institution. This is most likely
due to the fact that only approximately 58 per-
cent of students who enter a four-year institution
will persist to earn bachelor degrees within six
years (U.S. Department of Education, National
Center for Education Statistics, 2009). If college
administrators, staff and faculty members do not
strive to make retention a priority, rates could
continue to drop (Tinto, 1993). This means that
staff and faculty members have to actively engage,
integrate, involve, and increase social presence
(socialization) of students during college. Re-
search has found when these actions occur inside
and outside the classroom a reduction in attritions
rates is most often experienced by an institution.
However, achieving student active engagement,
integration, involvement, socialization, and sense
of affinity/belonging to an institution requires staff
and faculty members to offer and encourage con-
tinuous interactions with students. So the question
becomes how can these interactions occur in an
already over-scheduled, time deprived world? The
answer might lie in utilizing and interacting with
students through virtual technologies and tools.
In order to better understand how to effectively
interact effectively with students it is essential
to first understand retention from a theoretical
perspective.
Tintos Model of Student Departure
Tintos (1975, 1987, 1993) Model of Student
Departure has been the theoretical foundation
for retention research in higher education. Tintos
model views student departure as a complex rela-
tionship between student involvement, academic
achievement, and social integration while at col-
lege. The conceptual framework of Tintos theory
was developed through Pantages and Creedons
25 years of attrition research, Durkheims model
of suicide, Spadys research on social system
14
departures, and Van Genneps research on an
individuals rites of passage from childhood to
adulthood (Tinto, 1993).
Tinto discovered that a students departure
from an institution was due to five critical factors
that include (1) a lack of personal commitment,
(2) time and resource adjustment issues, (3) the
lack of a social network or social integration,
(4) academic difficulty, and (5) the lack of clear
academic and career goals (Tinto, 1975, 1993).
In past research, when students left college, the
term used to define these students was dropout
or failure which assumed students did not have
the capabilities or characteristics to succeed in
college (Tinto, 1993). Today, students who leave
an institution are viewed from an attrition stand-
point, and rarely termed failures (Tinto, 1975,
1987, 1993).
In an effort to better understand student de-
parture, Tintos (1993) model further divides the
causes of departure into three critical areas: (1)
individual characteristics prior to entering college,
(2) the experiences of the individual upon entry
into the college community, and (3) external forces
that hinder the college experience.
Individual characteristics (1) include intention
and commitment towards earning the degree and
learning. Intention is the individuals personal
goal(s) that guides his/her related educational
activity. According to Tinto, the higher a student
sets his/her goal(s) the more likely the student
will persist. Commitment is the level of motiva-
tion that influences a students drive to complete
a degree program in that commitment not only
help set the boundaries of individual attainment
but also serve to color the character of individual
experiences within the institution following entry
(Tinto, 1993, p. 37).
For the college experiences (2) critical area,
Tinto separated the area into four clusters of oc-
currences or circumstances that effect the students
decision to either depart or remain enrolled at a col-
lege. These clusters were entitled (a) adjustment,
(b) difficulty, (c) incongruence, and (d) isolation.
Utilizing Interactive Technologies to Engage, Integrate, Involve, and Increase Community
Each describes how the individual interacts within
the institutional environment. Adjustment (a) is
the process of transitioning from one environment
to another, such as being a stay at home mother to
being a full-time college student or a high school
student having her own bedroom to attending a
college out of state and living with a roommate
in a campus resident hall. The transition to col-
lege is difficult for most students regardless of
age. Therefore, offering additional assistance,
interaction, and support during this transitional
time to students is important to combat attrition.
During the difficulty (b) period/cluster, a
student might withdrawal if he/she cant meet
minimal academic standards/requirements. A
student experiencing difficulty must be tended
to immediately to avoid feelings of frustration
and despair (Tinto, 1993). For example, an adult
learner experiencing the difficulty cluster would
be further frustrated if tutoring was only available
during the traditional weekday (9 am to 5 pm),
when many adults are working full-time jobs. Col-
leges would need to offer support services during
non-traditional hours such as evening and week-
ends, which can effectively happen now with the
proliferation of virtual and Web 2.0 technologies.
Tinto (1993) discovered that the difficulty cluster
affects all students at some point during their col-
lege tenure. Therefore, faculty and staff members
must have support services and communication
efforts in place to combat the difficulty cluster.
The third cluster, Tinto termed incongruence (c)
which refers to the lack of fit between the needs,
interests, and/or preferences of an individual and
the higher education institution. Students, who
have undeclared majors are extremely susceptible
to feelings of incongruence. These students often
need individual guidance on major and career
choice. When a student experiences incongruence,
he/she doesnt feel a sense of belonging or affinity
to the college community. This incongruence is
usually reflected in peer relationships where the
student doesnt feel his/her values and interests
match those of classmates. This can be extremely
challenging when adult learners are in courses
where the enrollment is primarily traditional-
aged students.
The final cluster is isolation (d). Isolation
occurs when a student cannot establish himself/
herself into a social network and lacks the per-
sonal bonds that are the basis for membership in
the communities of the institution (Tinto, 1993,
p. 56). This network can include classmates, staff
and faculty members. The absence of meaning-
ful relationship with peers and other institutional
members contributes to this sense of isolation,
thus potentially leading to departure.
The third cause of student departure accord-
ing to Tintos research is due to the influence of
external forces (3) that interfere with the stu-
dents college experience. Tinto identified these
as competing obligations and multiple roles that
can contribute to early withdrawal decisions. This
can range from a student that is caring for small
children and managing a home to a student who
has to work full-time to finance his/her educa-
tion. External forces causes, according to Tinto,
are most often experienced by students who do
not reside on campus, such as adult students or
commuter students. This is due to their lives be-
ing more complicated by external forces such as
family, work, and the community in which they
reside (Tinto, 1993).
Lastly, Tinto never asserts that if colleges suc-
cessfully integrate and involve students academi-
cally and socially that they wont leave. He does
confirm that organized college integration and
interaction does lead to lower student departure
rates. This being stated, it is crucial that colleges
use as many interactive technologies inside and
outside the classroom to encourage students to
acclimate, engage, and be involved during college.
One way to ensure students become acclimated,
engaged, and integrated in college is through
socialization and involvement with their peers,
staff, and faculty members.
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 Utilizing Interactive Technologies to Engage, Integrate, Involve, and Increase Community
SOCIALIZATION IN COLLEGE
Braxton and Lee (2005) have described college
social integration as the harmonious relationship
between a student and the social system within
an institution of higher education. If a student
doesnt successfully become integrated into a
colleges social system, there is an increased
risk of attrition (Bean, 2005). Therefore, it is not
surprising that a large body of research exists
that supports the need for social integration and
the development of positive relationships during
college (Astin, 1984; Light, 2001; Pascarella &
Terenzini, 2005; Schlossberg, 1989; Spady, 1971;
Tinto, 1975, 1987, 1993). College students peer
interactions in some cases have a greater influ-
ence on a students college experience than their
classroom experience (Astin 1993; Terenzini,
Springer, Yaeger, Pascarelle, & Nora (1996).
For example, Strage (2000) discovered that the
development of positive relationships with peers
accounted for higher levels of confidence in stu-
dents, regarding their ability to succeed in college.
In addition, Upcraft and Gardner (1989) identified
the relationships students had with peers during
college was a predictor of both student success and
retention. College friendships can help students
gain independence, support personal goals, aid
in the development of interpersonal skills, influ-
ence career, and support appropriate behaviors
(Upcraft & Gardner, 1989). Social interaction
involves sharing interests, experiences, activi-
ties, and conversations both inside and outside
the classroom. Today, peer interaction is viewed
as a campus-wide entity in which interactions
occur within a variety of interpersonal environ-
ments. These interactions do not necessarily need
to occur in person, as there are virtual tools such
as Google Wave and Wimba Collaboration Suite
that encourage and enable virtual interaction to
resemble those of face-to-face communication
(Astin, 1993; Kuh, 1995; Pascarella & Terenzini,
2005). Regardless if socialization occurs online
16
or in-person, it is one of the necessary actions
to retain students. In addition to socialization, a
student needs to become actively involved during
college. The need for this involvement can fur-
ther be explained by reviewing Astins extensive
research in the topic.
INVOLVEMENT IN COLLEGE
Astins Theory of Involvement
Astins (1984, 1993, 1996, 1999) Theory of In-
volvement states that students learn more when
actively involved in both the academic and social
aspects of the collegiate experience. An involved
student who devotes considerable energy to aca-
demics, spends more time on campus, participates
actively in student organizations and activities,
and interacts often with faculty (Astin, 1984, p.
292). The quality and quantity of the students
involvement will influence the amount of student
learning and development (Astin, 1984, p. 297).
The Theory of Involvement assumes that the
student plays an integral role in determining his/
her own degree of involvement in educational
classes, meta-curricular and social activities, but
faculty and staff can influence those decisions
by offering and suggesting a variety of ways to
become actively involved (Astin, 1993).
Astin (1993) found that students who had
positive interactions and relationships with peers,
faculty, and staff members on campus were more
likely to experience higher cognitive development
and academic success. More importantly, involve-
ment or lack of involvement with individuals
on campus can influence if a student persists or
departs. Astins (1984) theory incorporated five
basic foundations necessary to ensure quality
involvement. (1) Involvement must be an invest-
ment of physical and psychological energy towards
an object. The object can be anything from an
in-class group project, a fraternity/sorority to a
Utilizing Interactive Technologies to Engage, Integrate, Involve, and Increase Community
religious activity. (2) Student involvement during
college occurs along a continuum. At any given
time, students will invest more energy than others
due to class rigor and other personal challenges/
commitments. (3) Involvement should be viewed
as both quantitative (amount of hours time de-
voted) and qualitative (the quality or seriousness
towards the activity). (4) Student learning and
personal development that is associated with any
educational program is directly proportional to
the quality and quantity of student involvement
in that program. This means the more a student
puts into an activity or interaction the more he/
she gets out of it. Finally, the (5) effectiveness of
any college practice or initiative is directly related
to the capacity that the initiative has to increase
student involvement while decreasing the potential
of attrition (Astin, 1984).
Other than Astin, many researchers have found
a strong positive correlation between student
involvement on campus and student retention
in higher education (Light, 2001; Pascarella &
Terenzini, 2005; Schlosseberg, 1989; Spady,
1971; Tinto, 1975, 1987, 1993). This research
provides evidence of the need for students to be
provided with ample opportunities to become
actively involved on campus. It is imperative that
involvement with peers, staff, and faculty mem-
bers extend beyond the classroom (Astin, 1984).
Therefore, faculty and staff member interactions
play a pertinent role in student involvement and
growth. It was discovered through Schlossbergs
(1984) research that when students become
actively involved on campus, this engagement
often leads to an increased sense of mattering or
belonging on campus. When a student experiences
a sense of belonging, this can lead to less students
wanting to leave or attrite from an institution
(Tinto, 1993). In an effort to better understand the
importance of belonging in college Schlossberg
Sense of Mattering will be reviewed.
SENSE OF BELONGING
IN COLLEGE
Schlossberg Sense of Mattering
Schlossberg (1989) suggested that a students
sense of belonging, mattering, marginality, or
affinity to the institution was crucial in his/her
successful transition and persistence. When a
student enters college, he/she does not feel a sense
of belonging and if these feelings are prolonged,
it may lead to an increase in the likelihood of at-
trition of that student (Tinto, 1993). Schlossberg
(1989) defined the five constructs of mattering
for college students to include feelings of (1)
attention, (2) importance, (3) ego-extension, (4)
dependence, and (5) belonging. Attention (1) is
when an individual needs to feel that someone is
paying attention to his/her presence or absence,
whether it is in class or at an organization meet-
ing. Students need to feel they are important (2)
to another and that someone cares about their
well-being. Ego-extension (3) is the feeling that
others share in ones successes and saddened by
ones failures. The component of dependence (4)
is the feeling that one is needed by others and
one makes a difference in someone elses life.
Lastly, belonging (5) happens when others ap-
preciate the contribution that a person brings to an
environment. Institutions that focus on ensuring
that students feel a sense of belonging will most
likely experience greater student involvement,
learning, and increased retention because students
believe that they have a purpose at the institution
(Schlossberg, 1989). In addition, Habley and
McClanahan (2004) surveyed 2,995 colleges and
found that institution fit was the second highest
intuitional factor that contributed to student reten-
tion. Students have to believe that they fit in in
order to want to continue at that institution and
the need to feel a sense of belonging is evident in
human basic needs as highlighted by Maslows
(1943) Hierarchy of Needs. The third basic need
on Maslows scale hierarchy is the need for af-
17
 Utilizing Interactive Technologies to Engage, Integrate, Involve, and Increase Community
fection and belongingness, which includes giving
and receiving love, and affection.
The research conducted by Astin, Tinto,
Schlossberg, and Maslow, highlighted in this chap-
ter demonstrates the importance of socialization,
involvement, and the feeling of belonging has on
student retention and overall satisfaction. For fac-
ulty and staff members to increase the occurrence
of socialization, involvement, and the feelings of
belonging, this requires increasing, encouraging,
and offering essential student interactions. This
could pose a problem as there are only so many
hours available in a traditional college work week,
usually Monday through Friday from 9 am to 5
pm. However, these interactions can be extended
outside the four walls of the classroom or profes-
sional office by utilizing virtual methods.
VIRTUAL TOOLS
There are many new virtual tools that resemble
that of face-to-face interactions and communica-
tion that possess the ability to encourage student
involvement, socialization, and sense of belong,
thus leading to higher retention rates of students.
Educators need to be made aware of such vir-
tual offerings, as well as provided with ample
application-based and hands on training to ensure
effective use. The first virtual tool that will be
addressed is a free tool that was developed and
is powered by Google.
Google Wave
Google Wave (https://wave.google.com/wave/)
is the newest free online communication plat-
form that is both a synchronous communication
and collaboration document sharing virtual tool.
Stated simply, Google Wave is like combining the
features of e-mail, threaded discussions, wikis,
and instant message (IM) with multiple users all
in one location. The virtual tool allows users to
create waves which act as message documents
18
and portals that include all replies, changes, and/
or threads in one central location. This virtual tool
reduces the need for individuals to send e-mails
and attachments back and forth in an effort to try
to collaborate on a document or project. Any of
us that have tried the back and forth approach
knows that it typically becomes problematic and
confusing.
Through a shared wave individuals can
access a document and have mutual conversa-
tions using richly formatted text, photos, videos,
and more. Within a wave a participant can reply,
edit, and add content at any given time within
any part of the document. Since the wave is live,
as participants reply or access the document the
other members of the wave will see those edits in
real time. Literately, in the wave you can watch
as a user in type (letter by letter). Additionally,
Google Wave will notify users who are members
of a wave when replies or edits occur and displays
those in chronological order. The best thing is
that in a wave each reply or edit is recorded as
an individual blip and users within that wave can
utilize the playback feature to determine the order
to which blips (replies and edits) were added, as
well as what member was responsible for each
blip. Waves can also be searched by users to deter-
mine what blips were specific to that participant.
Lastly, waves can also be linked to other waves
for additional collaboration and sharing to occur.
Thus waves increase students involvement in the
course material and communication with peers.
So how can Google Wave improve and en-
courage socialization, involvement, and sense of
belonging in higher education? Simple, through
Google Wave instructors can assign groups proj-
ects in which collaboration can occur effortlessly
outside the classroom through a virtual method.
Through working in various waves, students
can brainstorm ideas, create documents, discuss
concepts, assign tasks to group members, attend
virtual meetings, and solicit feedback in one central
location. The professor can observe, reply, and
make edits as the group is working on the project.
Utilizing Interactive Technologies to Engage, Integrate, Involve, and Increase Community
On Google Wave, ideas can come to life through
virtual interactions. This interactive tool will al-
low students who are commuters, adult learners,
and traditional learners who would otherwise be
separated by distance outside the classroom to
work together on teams without having to meet
in person. After each group has completed their
project, various waves (student groups) can be
linked and classmates can comment on other
group projects in an effort to build community
and learn from each other.
Education is about learning, not only from
the professor but also from other students. Gain-
ing feedback, which leads to increased student
socialization and involvement which according
to Astin (1984, 1993, 1996), Schlossberg (1989),
and Tinto (1993) are components of that lead to
a sense of belonging thus making a student less
likely to leave an institution. Google Wave is
virtual tool that can help educators accomplish
the above goals.
In education it is not difficult to locate critics
when it comes to encouraging students to utilize
virtual communication. Though the virtual tools
in this chapter are use as supplemental resources
to extend the learning that occurs in the classroom
to increase student, faculty and staff member in-
teractions outside the classroom. However, with
use of any technology, risks can be associated
with virtual communication and those will be
briefly addressed.
Virtual Communication Risks
When students utilize technology as their primary
means of communication, their face-to-face ver-
bal, non-verbal, and written communication skills
are potentially reduced (Wilkinson & Buboltz,
1998). Communication often has less to do with
the actual words, and more to do with the non-
verbal cues that are incorporated into the exchange
(McQuillen, 2003). Internet usage has been shown
to be less effective in developing and maintaining
social relationships than face-to-face communi-
cation. However, new virtual tools have made it
possible for students, staff, and faculty members
to communicate, interact, and collaborate in rich
environments. One such tool is Wimba Collabo-
ration Suite which was created to resemble and
offer similar benefits associated with in-person
communication utilizing a virtual environment.
WIMBA COLLABORATION SUITE
Wimba Collaboration Suite (www.www.wimba.
com) is a synchronous and asynchronous col-
laboration tool that enables and supports audio/
voice (VOIP), text, instant messaging, applica-
tion sharing, polling, and content display in one
location. Through the use of this suite interactions
between faculty members and students, as well
as between classmates, can be extended beyond
the four walls of a classroom. The options offered
through Wimba have the ability to appeal to stu-
dents who learn best through different learning
styles such as auditory, visual, kinesthetic, and
linguistic learners. Wimba Collaboration Suite
(former named HorizonLive) offers Wimba Voice,
Wimba Pronto, and Wimba Classroom. Wimba,
unfortunately is not a free technology and does
have a fee associated with each of the various
components. The Wimba products are integrated
and synchronized to an institutions Learning or
Course Management Systems (LMS or CMS) such
as Blackboard, ANGEL, and Moodle.
Wimba Voice
Wimba Voice allows for voice or audio to be
incorporated into most features or functions of
the LMS/CMS, from the discussion board to
the Gradebook. It combines speaking, writing,
and listening in one location. Wimba Voice will
particularly appeal and benefit those who learn
best through audio information (aural/auditory
or verbal/linguistic learners). The package has
several features including, Voice Podcaster, Voice
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 Utilizing Interactive Technologies to Engage, Integrate, Involve, and Increase Community
Presentation, Voice Discussion Board, and Voice
E-mail.
The first feature of review is Voice Podcaster
which enables a user to create, edit, upload, and
distribute podcasts. Professors could record pod-
casts for students to use as supplemental learning
and instruction. For example if a student is taking
a Principles of Accounting course, and the pro-
fessor knew from previous classes that students
often struggle with the concept of depreciation, he
could produce a podcast that reviews the concept
by discussing the causes, methods (straight-line,
reducing balance, sum-of-the-years digits, or units
of production), and proper disposal of property/
equipment. While the topic was covered in class,
a student has the added option of reviewing the
concept prior to the midterm exam or another stu-
dent might have been out sick with the flu and can
listen to the content that she missed. Some critics
may be leery of podcasting, but Jenkins, Goel,
and Morrell (2008) concluded technology-based
instruction such as podcasting was as effective as
traditional classroom-based instruction. Of course
this does not mean lecture-style teaching should
be completely replaced, but podcasting does of-
fer a great supplemental review or explanation of
course materials for students. The added benefit
of podcasting is students can listen to the informa-
tion virtually anywhere, as they walk to class or
drive home for the weekend. Lastly, Bennett and
Cooper (2006) found that using podcasting in a
college course improved both students interest
and understanding of course content. On U.S.
campuses, most students come to college equipped
with i-pods or MP3 players so the technology is
readily available.
Voice Presentation allows a professor to upload
content that is accompanied by vocals to function
similar to an in-person presentation as opposed
to static PowerPoint slides. These vocals can
reiterate important class notes, provide helpful
tips on completing homework, or aid a student
in preparing for an upcoming exam. Imagine a
modern language professor having the ability to
20
show a word on a students computer screen and
then properly pronouncing the word to ensure
students learn correct dialect and articulation.
The student could further be required to send the
instructor a message where he or she demonstrates
the pronunciation of the word or the use of the
word in a sentence.
Another use of the Voice Presentation would
allow an instructor to provide supplementary
explanation to a challenging concept of a recent
lecture. For example a Physics professor could
upload audio to accompany her PowerPoint that
would further explain the Theory of Relativity
for students to access if they need a review of the
topic. It is not surprising that during an average
50 to 75 minute college lecture period, there is
not enough time for a professor to offer individual
clarification of a topic, but through this vocal
feature the professor can upload this content after
class for students to review.
Through the Voice Discussion Board, a user
can record and listen to audio messages on a class
virtual discussion board. This feature adds more
depth and interactions to the typical text based
postings and threads found on LMS discussion
boards. Higher education professionals have been
worried that technology usage has the potential to
reduce students speaking skills, but Wimba Voice
has the added benefit of combining text with voice
to ensure students can not only write what they
mean but can orally communicate and articulate the
message effectively to others. As most professors
require students to adhere to the use of professional
language and appropriate grammar on course
discussion boards, a speaking component could
be added to better strengthen a students verbal
communication as well. International students
or non-native English speakers often need extra
practice in oral communication skills, in that many
universities are have established programs where
an international student is matched with an English
speaking as a conversational partner. The ended
purpose of the conversational partner is to help
a student practice speaking English in a casual