The dual issues of student retention and engagement in the first year have received significant and growing attention over the last decade. Engaged students are more likely to persist and succeed at university and the first year is particularly important for establishing positive connections between the student, the learning environment and the broader university experience. Student engagement and retention in online environments has attracted particular attention from policy makers, administrators and practitioners alike. The use of information and communication technologies (ICTs) in universities has increased significantly for both administrative and pedagogical purposes. Despite this growth, however, the quality, extent and impact on learning of ICT use in blended and online learning environments remains an under-researched area. This paper reports on a study that aims to develop a framework for best practices in e-learning in the first year. It provides a rationale for the development of a draft Best Practice Framework to enhance student induction to e-learning in the first year. It also reports on a case study analysis of the views and experiences of academic staff teaching in online environments and examines the synergies between their responses and the draft framework. The project will result in a framework for evidence-based best practice in e- learning, particularly in the first year. The framework will be of relevance to practitioners, policy-makers and administrators with an interest in whole-of-university approaches to effectively inducting, engaging and retaining first year students engaged in e-learning.

Keywords: engagement, retention, online learning, e-learning