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Increasing Student Engagement & Completion Rates in Online Courses | Dr. Carrie Rose Interview

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Increasing Student Engagement & Completion Rates in Online Courses | Dr. Carrie Rose Interview


[music] TB: Okay. Hello, and welcome to Teach Online TV. My name is Tyler Basu. Thank you so much for joining us. Today, I have a special guest who’s an educator,
an entrepreneur, an internet marketing influencer, a professional speaker. She was named one of the Top 50 Must Follow
Women in 2017 by the Huffington Post. And she’s also a course creator, and specifically,
really, really good at helping other course creators ensure that their students are successful. So we’re gonna be talking about things like
completion rates, engaging with your students, how to create content and training that they’re
gonna enjoy going through and actually finish, and all kinds of good stuff. So, Dr Carrie Rose, thank you so much for
joining us today. CR: Hey, thank you so much for having me. I appreciate it. It’s great to share. TB: Could you just take a moment to tell us
how you got into this space? How did you get all those credentials I listed
off? And I left out several others as well… [chuckle] TB: But how did you become the expert that
you are today on this topic? CR: Oh, it really does stem way back into
my childhood, actually. The whole thing, I feel like I was meant to
be doing this or on this path, really. I had a fairly traumatic experience when I
was younger, and ended up being, what I self-diagnosed many moons later, as selectively mute, and
also dyslexic. And I didn’t learn to read until I was 10
years old. So I entered fifth grade without really understanding
the basics of reading, and then left that year with the highest standardised test scores
that school had seen. So when I entered the field of education years
later, my obsession became, “What did that one person, that one teacher do for me, that
everyone else had clearly missed?” You know what I mean? They had gone through ‘what are the basics’
and ‘what do we do,’ but hadn’t been able to reach me. CR: I went into the field of Public Ed and
spent 10 years in there, primarily working with students in low socioeconomic backgrounds. I became the Ellis Island of the classroom,
“Give me whatever child has the greatest struggle, greatest need in that area,” and began this
fascination with learning strategies. And what we think makes an impact, isn’t usually
what’s proven to make an impact, which is really, really interesting. We tend to perpetuate what’s being done and
do what’s being done, without really looking at data and evidence, which usually, is to
the contrary. In that time, I got my Doctorate in Educational
Leadership, wrote my dissertation on professional development, which is what many courses are. They’re either personal or professional development
of some sort. CR: And then I met three guys in a World of
Beer. As I said, as luck would have it, [laughter]
the trajectory was changed. They introduced me to words like “affiliate
marketing” and “SEO.” And all of a sudden, I was down the online
marketing rabbit hole, taking course after course. And what I discovered, is in this world of
online courses, there’s a whole lot missing when it comes to actual learning strategies,
and actually making a difference in a transformational course. So that began the journey, and like you said,
my current research area of study has been in the online course completion rates… Furthering that [laughter] conversation. TB: Really, your experience stems from real
world classrooms. Having teachers that impacted you, and figured
out how to work with you, and help you learn how to learn. And at the same time, you then going and doing
that, when you were working in the educational field. And then bringing all of that knowledge, and
experience, and wisdom online, and trying to incorporate that into online training,
where we often may not ever meet our student in person, or may not ever be in the same
room as them. But how can we bring some of those lessons
into the online setting? Now, on the topic of completion rates, what
have you noticed as the trend with online training? Is it something that most people who create
an online course struggle with? Are completions rates low? Are they getting better? What is your high level view of this topic? CR: Sure. There’s a lot to that. Online course completion rates on average
are about 3% to 5%. I know Thinkific has much higher, because
you guys do so much with your platform, to make sure that there are processes in place
to ensure learning, so that’s one of the reasons why I think Thinkific has become my go-to
platform when people have a need for a recommendation. Yeah, so a 97% attrition rate in a $107 billion
industry, to me, is a big energy gap. There’s a big discrepancy between what people
are asking from us and what they’re actually getting from us. And so I’ve done a course work of study in
this area, as far as qualitative research, interviewing top leading marketers and thoughtpreneurs
in the industry, and I’m currently compiling that into my book on the topic. CR: And I think that the most validation I
got from this, was my last interview with Pat Flynn, of course, via Smart Passive Income. And he is just such a brilliant mind, and
such a genuine soul. And one of the things he said to me, is that,
“Carrie, I’m so glad you’re looking into this, because it’s much needed. It’s so much needed in the industry.” And he could even see how… Well, of course, he couldn’t, but [chuckle]
he could just see, if people aren’t completing their course, how were they going to purchase
your next course, your next offering, or continue on the journey with you? Of course, there’s things that we can do,
as far as when we offer that next sale, that can lead to whether or not we’re influencing
the next purchase. But are they really getting from us what they’re
asking for in the journey? CR: And there’s a lot of different components
that go into this. I’d love to say that, “It’s this one thing.” It seems like each interview that I have,
there’s one idea I’ve presented in a silo, “It’s just this thing, it’s just that thing.” And I think it’s more a combination of all
of these variables that leads to this. At the moment, what I’m really encouraging
people to do, is to look at their content, not just their course content, but everything,
as a content continuum, as one piece of content to the next, to the next, to the next, to
the next. Where do they go from the start of their journey
with you, to the end of the journey with you? Where’s the furthest place you can take them? Where’s the most beginning place that you’re
gonna start? CR: And looking at each of those pieces along
that journey, as what is the high level conceptual information that they need to understand,
and what’s the practical component of that section of the continuum as you go on? And so when you look at your whole business
that way, if you’re a thought leader, if you’re an entrepreneur, and you’re putting out content
like that, if you’re looking at your whole business that way, what you can do is a lot
of different things with it. One of the guys that I’m really fond of, Greg
Hickman, he’s from System.ly, he has a brilliant mind when it comes to marketing funnels. And when I was interviewing him for this book,
one of the things that he introduced me to, is really, that sometimes, people are prepared
with content to enter a course, and sometimes, they feel like they’re at the stage where
they understand. CR: And then they get inside the course, but
really, they’ve only gotten bits and pieces of it according to the content, but they’re
not really ready for the course yet, as it’s presented. And so he said that, that leads to increased
drop out rates, that he’s found. And as I see it, I’m trying to encourage people
more towards a ‘choose your own adventure model,’ as opposed to, they have to have the
feeling of completion to achieve satisfaction, or to achieve perceived value. Because really, that’s what you want, is you
want perceived value, you want them to get what they think they’re going to get out of
it. And if you ask them where they’re at… See, eh, back up. CR: Adults are self-selective learners. Most of the time, if you’re engaging a child
in the classroom, you’re teaching, “This is what you need to know, this is where you do,
this is… You sit down, you follow these directions,
and then you’re done.” The thing is, we perpetuate this model, as
course creators for adult communities, but adults don’t learn like that. We pick and choose. We often pick three minute videos on YouTube. [laughter] We find the smallest dose of what
we need now, and then we’re done. And the best thing that you can do as a course
creator, is if you’ve got your content chunked up into where these bite sized pieces fit
on this continuum, you can ask specific questions from your audience, to determine inside of
your course, what lessons they even need to take. I really encourage that model, because I feel
that, over time, what you’re gonna find, is a more satisfied customer base. And you’re really trying to nurture that relationship
for the long game, as opposed to, “Just finish this one course now.” TB: Yeah, yeah, absolutely. And something that comes up a lot among our
customers is, once they’ve marketed their course, and once they’ve got a student, what
can they do after that, what happens afterwards? How should they have structured their course? How should they have created their content? How can they interact with their student or
let their students interact with each other? What can they do to ensure that their student
completes their course, first of all, but more importantly, does something with that
information, and actually gets the result that they were taught to get with the information? There’s two parts of it. There’s, “What can we do to make them actually
consume the information?” But then, “How can we help them implement,
and have the support, or have the accountability?” But I’m glad that you… I’m not surprised that the completion rates
are so low in the industry overall. We’re doing our best to ensure that our platform
makes it easier for people, from a technological standpoint, to put in the tools and the features
that help move somebody through the course. But there’s still that element of the personal
touch from the instructor that’s required, a bit of finesse, and a bit of learning about
this topic, which is why we’ve brought you on. CR: Thanks. [laughter] TB: I’ve been looking forward to this,’cause
this is something a lot of people have been asking for, and now, we get to learn from
you, so this is fantastic. Now, one thing I wanted to bring up, was that
there’s different types of learning styles. Some people are more visual, some people are
more auditory. There’s different ways that people learn. And so not knowing what type of learner your
student might be, when you create a course, what are some ways that we can ensure that
we’re touching on each of the different learning styles? Or we’re creating training that is not gonna
be valuable for just one type of learner, but is gonna be valuable for the different
types of learners, that we could have going through our content? Do you have any tips or any thoughts on how
we can do that? CR: Sure. Actually, you’ve got an excellent point there. You don’t know who’s taking your course, so
you have to have all of them. And that goes for multiple intelligences as
well, although it’s another different topic that we can get into further, and I’ll have
that as a part B, have you out here. When you’re looking at reaching different
learning modalities, as you’re suggesting, some of the suggestions that I would have
for you, is not just to create a video, but once you have that video content, it is really
easy to go strip that video, and make an audio file from it. And from that point, it is really easy to
take that audio content, and have it transcribed for you. So then you’ve got… You’ve got your auditory learners, you’ve
got your visual learners, and you’ve got your kinesthetic learners doing some reading. CR: We’ll add to that later, because kinesthetic,
it’s not just reading and writing. They need the application component as well. But once you start doing it that way, you’ve
got people that, right now, they like to throw their ear buds on, and walk around, and go
ahead, and listen to their courses, or get in their car, and listen to the content. They don’t necessarily wanna sit there and
watch the videos. So it’s really smart to have both methods
available there. And some people do better with highlighting,
and writing down information, and circling that as well. When you get into kinesthetic learners, they’re
a little bit different. They’re about 15% of the population, and they’re
often the most ignored, or most looked over. CR: Your kinesthetic learners are often left
handers, sometimes have more difficulty learning in school, may have felt bad about learning
as a process, in general. And these people really need to apply, and
a lot of people are saying ‘apply,’ but it’s hard sometimes when you’re writing a course,
to look for application components, where there don’t seem to be any obvious application
components. What I mean by this is, if you’re creating
a course for social media managers, on how to be a social media manager, you’re going
to have them set up their Facebook page. And so inside of that, your application components
are like, “Okay, set up your Facebook page. Add your profile now. Add your banner now. It should be this dimensions.” CR: You’re gonna be adding those components
in and those are what we call those more actionable items. But when you’re looking for application components
for things, that are more contracts or conceptual level, those tend to be a little harder to
find for course creators, and I think that we end up missing that 15% often, because
of it. And so for those people, I would really suggest,
if you’re looking at a personal development transformational course or something of that
nature, where you have more of a conceptual-base, you’re looking for things like habits. You’re looking for, “Over a period of a week’s
time, notice how many times you do X, or what did you notice in the last hour that you found
interesting, or related to that topic?” You’re having them notice the amount of times
that they do something or how they feel about when they do something. Feelings are attached to kinesthetic learners. They really relate to that kind of content,
and also putting deadlines, and calendars, and that sort of thing, of when you’re going
to achieve a goal, or create a plan. Those are really good, actionable items as
well. CR: Oh, Part B. [laughter] I don’t wanna miss
this part. So I was also saying something about multiple
intelligences and I don’t hear a lot of people talking about this. But Howard Gardner came up with this theory
in 1980 of multiple intelligences, and it’s really great when you look at it, because
basically, what it says is that we all have our smarts. We have them in different ways. I have a Doctorate in Education, but if my
car broke down on the side of the road, literally, I’d be sitting there calling somebody, because
I’m not sure I know how to open the hood. I wouldn’t know what was going on underneath
it, for sure. It’s not my strength. It’s not my suit. It’s not in my deck. But if you look at somebody that is able to
do that, they have a different intelligence, where they’re stronger in certain intelligences
than I am, and so, it’s really great. You can look up Howard Gardner’s multiple
intelligences and take a self-quiz, if you wanna learn more about the different types
of intelligences. But I recommend all course creators to put,
at least four, into each lesson of their course, so that they’re hitting… ‘Cause we all have a combination of these
nine intelligences, so that you’re hitting one of them for the person that’s in your
content. TB: Now, that makes a lot of sense. What are your thoughts on holding your students
accountable to some degree? Are there any ways that you’ve seen this accomplished
online… [chuckle] TB: Whether the instructor’s somehow holding
the students accountable? Or checking in? Or reminding them in some way? Or having them do it for each other? Is there any particular way that you’ve found
to be effective? CR: There are a lot of ways to do this and
everything really needs to be based on the course creator, the content itself, from the
audience that they’re serving. Just a couple of different examples, one of
the things that I do with my students that works out amazingly well, is I text my students
directly to find out where they’re at. I text them to find… But my course comes with a coaching component,
so I need to know if they’re ready for the next phone call, before I get on the next
phone call with them, so I’m just like, “Hey, are you done with this lesson yet? What are your thoughts? How are you feeling?” This is not a scalable plan. [laughter] CR: So if you’re looking at how to make this
as much of a passive revenue as possible, that’s not really highly scalable. Something that is highly scalable, is a suggestion
that I got from Jason Swank, is to… And this is somewhat to your question, a little
variety of it. He has his people choose how long it’s going
to take them to complete their course. His course could probably be finished in about
four hours. He has them decide if they’re going to finish
it in eight days, six… I think it’s… No, eight hours, eight days, or 16 days. It’s something like that, where you can choose
one of these three paths to completion. And from that, auto-responders are set up
to remind them where they they should be at that time. TB: Oh, okay, okay. CR: So super scalable, in that method. Other methods that I’ve seen that I really
like, is if you’re going to have a Facebook group or discussion that goes with it, having
them post videos inside of the group when they’ve hit different levels, like answering
certain questions at the level that they’re at. That’s another trick that you can use for
accountability, because then everybody’s seeing you and they’re cheering you on. There’s that component, that peer pressure
a little bit to stay on your game, but in a positive way. And another thing that I’ve seen, that’s worked
really well, is adding that gamification component to it. And I don’t mean gamification, as I’ve seen
on some other platforms. I’ve seen different LMS systems where they
do drag and drop word searches for gamification, for adults, learners, and no, not that. But really looking at, when you hit a certain
level, then if you’re the first person to hit this level in the game, then you can have
one of my favorite books. Or then you can earn an additional 20 minutes
of coaching with me, if you’re the first person to do this, or maybe it’s the top five, or
however you wanna do it, so that they feel that they’re moving forward with you. There’s something to earn from the completion
of this task, whatever that is. TB: Right. So you’re building in a reward system, based
on certain progress then? CR: Definitely. You can look at it as time progress, and you
can also look at it as quality, as well. If you were to give, inside of your course,
if you were to give a PDF document of a rubric, so hitting… “This is a task you’re to do, these are the
different qualities that I’m looking for inside of the task, and here are the different levels
or scores that you can get of these qualities, based on what I’m looking for.” So you could do it on the highest score for
the rubric, like, “This person did, honestly, the best job, period, based on this format
that I set up,” so that you can actually quantify the qualitative in that. TB: Do you ever involve your students in the
creation of the course itself? Or are there situations where you’ve created
the entire course, and then gone and presented it to other people, or have some students
come through it? Or in what circumstances might you create
it as you go, and get some feedback along the way, and have students participate, or
make suggestions along the way, and based on what they’re telling you, you tweak your
content a little bit? Have you done both scenarios, or either, or
what are your thoughts on doing that? CR: Yeah, no, I haven’t for my course, ’cause
I knew what my method was. My course is all based on 500 research studies
about how we learn content, so it was a ‘set and forget,’ at this moment in time. But I think that course creation is an ongoing
thing. Even with that being said, if somebody said
to me something that… They gave me a feedback and like, “Hey, you
know what? I want this changed,” or “I would love to
have seen this,” or, “Can you add a video on that?” Whatever it is, I would do it. [laughter] Because I just think that that’s
the way to go. But as far as a funder proposal or C-launch
method, definitely. A lot of course creators struggle with impostor
syndrome, or it seems like, even though what I solved for is completion rates, and learning
strategies, what I end up working with people on most of the time is mindset, and the just
getting it out there, and getting it done. CR: And when you put yourself into that pressure
of launching, and creating as you go, you end up fulfilling, [chuckle] ’cause you can
never let your people down. If you’re of integrity, you’re going to keep
doing it. So I think that’s a great method, especially,
if this is your first time building a course, you’re trying to get it out there. It does a couple of things. You are getting feedback as you go, you know
what they’re asking for, so you have your audience right there, and you can build the
course around the people that are in the room. That’s a great method of teaching, especially,
for that group, they’re gonna get so much value out of it. CR: I would say, caveat to that, that’s that
group. So next time, you might have to continue to
make adjustments for the next group. But no, that can be an absolute beautiful
thing, and adding in that accountability piece as you’re going, to make sure that they get
the most out of it as well. TB: Right. Right. No, that’s great advice. What would you say are some of the best ways
to facilitate your students interacting with each other? This is part of the reason why a lot of people
go to school in a classroom, is they just don’t wanna get the information, they wanna
meet other people who are learning the same thing, they wanna build their network, and
build those connections, as they go through the content. So how can we mimic that online? What are some of the ways that we can mimic
that, bring that classroom environment into the online world? When other people who are taking the course,
they might be from another city or another country, but is there a way that we can build
that sense of community and connection among the students themselves? CR: Sure, 100%. Facebook groups are amazing for that, honestly. Having the groups, but then encouraging a
discussion, depending on the types of questions that you’re asking inside of the course work
itself. You can encourage that to be the place where
they post the discussion in going through it. I think a lot of it has to do with the mannerisms
of the instructor and the positivity of the instructor. There is a book called, “What Great Teachers
Do Differently,” which, I think, really lends to that building of community. Now, not necessarily with adults or online
world, but all of these things transfer over, they’re people. And you wanna to make sure that people are
interacting positively, and you want them to have a positive experience. CR: Part of that is to always ‘plus’ people,
this and that, not this or that, to make sure that they feel that you’re adding to them,
that you’re listening to them, and encouraging that behavior in others. I think the other thing is to not point out
when somebody’s doing something wrong. I know that sounds counter-intuitive, but
[laughter] so often, online we see posts, in general, and this transfers over, but like,
“I don’t like it when people do X.” Well, now, you’ve just told the entire room
that you don’t like it when people do “X,” when maybe it was one person that was having
a problem. You can take those conversations offline. That doesn’t need to be in the room. Vibe is everything, and people catch that
in your groups, and you really wanna keep it to be a positive learning experience, and
point out… I don’t know if you’ve seen Arnold Schwarzenegger’s
most recent example online, how he handled somebody’s comment about the Special Olympics? TB: I did see that. I did see that, yeah. CR: That is a great example. Yeah, he’s like, “This is a teachable moment.” I was like, “Yes, Arnie!” [laughter] CR: “Go for it.” That is exactly what this is and you can do
it in a positive way. TB: That’s a great example. CR: Just a side note also, if you’re pairing
people up to work together, make sure that their businesses or their goals, if it’s a
professional development, make sure their businesses are in alignment. If it’s a personal development, make sure
their personal goals are in alignment, and then also trying to coordinate their time
zones before you just randomly paired people up. That’s a side note. [laughter] TB: Yeah, that makes sense. We’ve alluded to several mistakes that a course
creator can make, things that are gonna really hurt their completion rates and their engagement
rates, but are there any major ones? Any big ones that you really wanna drive home? Things that we, as the course creators, can
avoid doing, or just to give our students the best chance of actually going through
our content, and getting the most value from our training? CR: Sure. I think the biggest thing has to do with congruency. When people buy a course, they expect to have… And this is where it gets really tricky… They expect to have the feeling that you promised
them, inside the copy, when they’re done. ‘Cause we sell based on feelings. We don’t sell based on, “What you’ll know.” We sell on, “How you’ll feel.” And so, that’s really hard for course creators
to serve on sometimes. I think that’s one of the main ways where
we end up losing people, is a lack of congruence. What I’m encouraging everybody to do is to
start, after they’ve done their… Identified their target market and they’ve
done their market research to make sure they have a viable product. At that point, write the copy for your sales
page. I know that’s gonna sound really strange. Let me say this. This is called a “sloppy copy.” This isn’t what you put out to the world. You can have a copywriter do that or finish
it up later. But what you really need to focus on, is what
you’re promising them. CR: In that copy, is where you make your promise
to your audience that, “This is how they’re gonna feel and what you’re gonna deliver,”
so that you have it, and then you take it, as your promise to yourself, when you’re creating
this content. So keeping in mind your learning continuum
of your information and what that looks like, how does that fit into your content? And how does that fit into the course? And how does that match with what their needs
are and what their objectives are? It is really an art and a science at the same
time. But if you have that, you’re building it out,
and you’re keeping that congruency, and then at the end, taking that sales copy, and giving
it to a copywriter to finesse, but make sure that it still matches your intent of it. Copywriters are great at selling things. That’s awesome, we want them to, [laughter]
but a good copywriter is going to ask you, “Is this what you mean?” And they’re not necessarily gonna go through
your course. TB: No, that’s great advice. We need to be really conscious of the end
result that we’re promising somebody, but not just what they get, but how they’re gonna
feel when they make that happen and speak to those feelings. Now, in terms of the structure of an actual
lesson… And I’m thinking of Netflix when I ask you
this, because… [chuckle] TB: Like myself and maybe you, have you ever
been just completely sucked into a show on Netflix? Because when you finish one episode, they’re
teasing the next one, and the next thing you know, you’ve killed quite a few hours watching
multiple episodes, because they hook you. CR: Yeah. [chuckle] Right. TB: Can that be done with courses? Is there a way to structure a lesson, so that
they really want the next lesson, and then they get there, and then they really want
the next one, and the next thing they know, they’ve gone through most of your content,
and there wasn’t resistance, they just zoned out, and went through it? How can we make that happen in a course? [chuckle] CR: To your point, I am binge-watching “Iron
Fist” at the moment. TB: Oh, okay. CR: [laughter] I think that’s a beautiful
point that you’ve made. We are seriously… We are competing with the Game of Thrones/Walking
Dead world. We are competing with that level of intensity,
and drama, and interaction, and the comedy’s intense, and everything is way over the top,
and most of us aren’t entertainers. Some of us may be, I have two degrees in theater,
but that doesn’t mean I consider myself an entertainer. We’re trying to compete with that and how
do you? And then there’s a couple of things to look
at. I actually had a conversation with Michael
Savage, who works with Tony Robbins, Robbins Research International. And one of the things that he and I were talking
about, was really looking at it like, “You know what? If you aren’t that interesting, it is okay,
if it’s not a personal brand, to have somebody else record your content for you.” I have a friend right now, that I used to
go to grad school with in Alabama, and all she does is create audio books. She is recording audiobooks non-stop. We have talent that does that and that is
an okay thing to do. That’s just one suggestion, if it’s a way
off thing. But the other part is, we have to understand
that a lot of it has to do with attention span. If you’re telling me that I am going to sit
through a 25-hour course, as opposed to a two-hour course, which one am I gonna choose? CR: [chuckle] I’m gonna go through the two-hour
course that gets me the objective. If I need to take multiple two-hour courses
to get me to that objective, I’ll do that. But I wanna feel some sense of accomplishment
and I don’t wanna sit that long. This isn’t children learning. This is not an ADHD thing. This is adult learners. We don’t want it either. If you think about things in a YouTube world… Instead of trying to compare yourself to Netflix,
try to compare yourself to YouTube. Most of the videos are much shorter. How do we get that? How do we deliver on a lesson inside of the
length of a commercial? That’s really what you really wanna be thinking
about. Because you will give them the sense of momentum
in that, even if you have many lessons to cover the one topic. Here’s a chunk, here’s a chunk, here’s a chunk. To get them there, you do that. You break it up. Hootsuite’s got a great example of this. If you looked at their training, it’s been
a while since I’ve looked at it, but it was like one-and-a-half to three-minute videos. I suggest three to five minutes on average,
honestly, just to keep it super, super short. But at that point, people are willing to sit
through and check it off. And then it’s like, “Oh, well, I can handle
the next one, done.” [chuckle] TB: It’s a bite-sized content, I guess, right? They don’t have to go… CR: Definitely. TB: Digging into a 20-minute video to get
one tidbit of information. CR: No. TB: In fact, I recently finished a book by
Steven Pressfield. CR: Oh, yeah. TB: I don’t know if you’ve read any of his
books, but his chapters are like one page, two page, half a page, two lines even. CR: Yeah. TB: And I ripped through the whole book. I read the whole book faster than I’d read
any other book previously, because it was just bite-size. Every time I finish a chapter, I’m like, “Oh,
well, the next chapter is only gonna take me a few seconds.” And then I read that one, and then that, and
on, and on, and on it went. I think the same thing can happen with courses,
if you break up your training into those bite-size lessons. The next thing you know, you make it easier
to consume. CR: Definitely. “The War of Art,” is that the book you were
reading? TB: Yeah. Well, I ended up buying all of his after that. [laughter] TB: Yeah, “The War of Art… ” CR: That’s one of my favorites. TB: “Turning Pro” and “Nobody Wants To Read
Your Shit,” that one too. [laughter] CR: Probably all great, I’d definitely recommend
“The War of Art” for anybody that’s creating a course, because it is that… He’s got a great message about, “Just sit
down and do the work. It’s not complicated, sit down and do the
work.” And we tend to… There’s a thing called Parkinson’s Law, “It
will take us as long, as we tell us it will take us to do, whatever the task is.” (inaudible) is it’ll take me these seven days,
it’s done. It’s already… The train’s left the station. And he’s got a great method of, “Just sit
down and do it.” TB: Well, okay, this has been great. Thank you so much for spending some time with
me and sharing your insights. I’ve just got one last question for you, and
then we’ll wrap up. CR: Sure. TB: For somebody who’s watching this, and
they have an area of expertise, they’re starting to create courses, they wanna share their
knowledge, but they could use just a little bit of encouragement or inspiration, to ensure
that they get this done, that they create their course, they get it out there, they
share it with the world, they get some students. I’m just curious, what kind of an impact has
it had on your life, to share your knowledge with others? You’ve created courses, you’ve helped other
people, what has that done for your career and your life to be sharing what you know
with other people? CR: It feels like a dream sometimes. [chuckle] Seriously, I am… When I first saw that this world existed,
I told you I met three guys in a World of Beer. I started following these people on Facebook,
and seeing the kind of things that they were doing, the travel experiences that we’re having,
the parties that they were going to, the life that they were providing for their children. And at that point in time, I looked at it
and went, “I wanna do that.” That looks a lot more interesting to me, than
what I was doing currently. [chuckle] Now, I can look at it and I can
say, honestly, “This is what I do.” I travel all the time, I enjoy myself, I work
wherever I want to. My flight got delayed the other day in San
Diego and we couldn’t get another flight back on that airlines for another couple of days. And there was an option to change airlines,
but I was like, “Oh, wow, wait. I’m stranded in San Diego. Worst things could happen.” But I could literally get myself stranded
in San Diego and that’s okay. [laughter] TB: Like, “It doesn’t matter.” And before, if you would’ve said that to me,
I was like, “Oh, no, how can we fix this problem?” And now, I think, “Great, thank you for the
gift.” [chuckle] I just think in the day and age
that we live in, so many opportunities are available. If you can figure out, “How do you monetize
your gifts, and information, and reduce the amount of time that you spend trading for
dollars?” And that’s what online courses do. It’s just been… I’ve loved it, it’s been fabulous for me,
so I encourage others to do it. [chuckle] TB: That’s great. Well, that’s a great place to wrap up. Thank you for those words of encouragement. CR: Yeah. TB: So Carrie, if our audience wants to get
in touch with you, learn more about what you’re doing, drcarrierose.com, is that the best
place we can send them… CR: That is my personal website. My business one also is brandlegend.us. And they are also more than welcome to join
us. We have a Facebook community called OfCourse. OfCourse, one word not two, just as, put it
in the search bar and request it. You need to send me a personal message to
make sure that you’re approved and I will make sure that you’re in there. We have a lot of really awesome thoughtpreneurs,
and high level marketers, and they’re answering questions all the time. I love it. It’s a really warm place. Like I said, you gotta lead with that, and
lead with the heart, and really create good communities of people, and I think we’ve done
that in there. I’m proud of ’em. [laughter] TB: Perfect, perfect. Well, thank you so much. We will link to those below the video. And thanks again, I wish you all the best. CR: Aw, thanks. It’s been great chatting with you. [chuckle] [music]

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2 thoughts on “Increasing Student Engagement & Completion Rates in Online Courses | Dr. Carrie Rose Interview”

  1. Tamara Lalande says:

    Completion rate is a challenge and is the number one reason why people cancel their membership with us. There were some Gems in this session. Loved the idea of driving accountability by having them choose their time frame and setting up an autoresponder. Thank you!

  2. Jenny Eleni Petridis says:

    One of the best most valuable interviews. Thank you

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