PPT for conference.

2. Meet your Presenters

3. Dr. Erica Fenderson
CSC, LPCC, BHCM II
• Erica is an Assistant Professor at Southeastern
Oklahoma State University in the School Counseling
Program. Her background is unique in that all upper-
level degrees were earned in online CACREP
Accredited graduate programs, so she has perspective
as both a professor and student. She also works part
time with CREOKS as a School Based Therapist.
Efenderson@se.edu

4. Dr. Kathy McDonald
LPC-S, NCC
• Kathy McDonald, PhD, is an Associate Professor of
Counselor Education and the Director of the online School
Counseling Program at Southeastern Oklahoma State
University. As a former elementary school counselor she
integrated the use of a therapy dog into her comprehensive
guidance program, prompting her to write her doctoral
dissertation on the therapeutic use of pets as a school
counseling intervention. Her research interests consist of
animal-assisted therapy, the effects of childhood trauma,
crisis response in the schools, the relationship between
personal trauma and school counseling as a career choice,
and effective online course design in higher education.
Kmcdonald@se.edu

5. Dr. Joan Strutton
LPC-S, CSC
• Dr. Joan Strutton has worked in the education field for
several years teaching and counseling. She is a certified
English teacher and a certified special education teacher
with an endorsement in mental retardation. Her master's
degree is in counseling, and she is a certified vocational
counselor, special education counselor, and all-level
school counselor. Her doctorate is in counselor
education and supervision with a doctoral minor in
secondary and higher education. She is a Texas-
licensed professional counselor and supervisor and is
active in several counseling organizations.
Jstrutton@se.edu

6. Dr. Tracy Jackson Tapscott
NCC, NCSC, ACS,
BC-TMH
• Dr. Tracy Jackson-Tapscott is a remote Visiting
Assistant Professor at Southeastern Oklahoma State
University in the School Counseling Program. She
worked as an adjunct remote faculty member for five
years at three different institutions before her current
position. She also works as a remote external executive
coach for aspiring K-12 administrators.
tjacksontapscott@se.edu

7. Laura Stockdell
M.Ed., LPC , GC-C, NBCT-C,
CCTP
• Laura is a Counselor Educator and CAEP Coordinator
at Southeastern Oklahoma State University. Before
working in higher education, I served as Director of
School Counseling for nine years and served as a
professional school counselor for 28 years before
moving into higher education. I am a Licensed School
Counselor, Licensed Professional Counselor (SC),
Certified Grief Counselor, National Board Certified
Counselor, and Certified Clinical Trauma Professional.
lstockdell@se.edu

8. •
Session Objectives
By the end of the session,
participants will be able to identify
and apply strategies for fostering
interaction among learners in online
communities.
By the end of the session,
participants will be able to evaluate
their current online program and
infuse session content to better
facilitate the creation of vibrant
online communities.

9. Our Program
The SE School Counseling Program went fully online in 2017. Our enrollment increased
by 110% the first year. Since 2022 our numbers have hovered between 350-400.
All responses were anonymous on our Fall Student Satisfaction Survey
77% rated the program at the highest point on a scale of 1-5
86% said their professors responded to email in 48 hours
96% said they were treated with respect by faculty

10. What is an
online learning
community?
• College students often face unique challenges in their academic
pursuits, such as balancing work, family, and other obligations.
However, online learning communities provide a supportive
environment for students to connect, collaborate, and share
knowledge with their peers.
• Online learning communities can offer numerous benefits, such
as:
• Providing a sense of belonging and community for students who may be
geographically dispersed or studying part-time
• Encouraging collaboration and networking among students pursuing
similar fields of study
• Facilitating peer-to-peer learning and support through sharing of
resources and advice
• Offering opportunities for mentorship and guidance from faculty
members and more experienced students
• Fostering a culture of academic excellence and accountability among
students.
Wang (2017)

11. How do we
accommodate to
Adult Learners?
Andragogy

12. Andragogy in
Online Learning
Self-Directed Learning
Relevant Learning Experiences
Experience-Based Learning
Collaborative Learning
Feedback and Reflection
Andragogy is a teaching philosophy
that emphasizes the unique needs and
characteristics of adult learners. Here
are some ways that online programs
can incorporate the principles of
andragogy to better accommodate
adult learners:
Knowles, et al. (2014)

13. Self-Directed
Learning
• Andragogy emphasizes that adults prefer to be
self-directed in their learning, taking
responsibility for their own learning goals and
objectives. Online programs can provide
opportunities for self-directed learning, such
as flexible scheduling and personalized
learning plans.

15. • Adult learners tend to be
motivated by learning
experiences that are directly
relevant to their goals and
interests. Online programs can
incorporate opportunities for
real-world application of
knowledge and skills, such as
case studies and simulations.

16. Experience Based Learning
• Andragogy recognizes that adults bring prior experience to their
learning, which can be a valuable resource. Online programs can
incorporate opportunities for experience-based learning, such as
project-based assignments that allow adult learners to apply their
professional experience to their academic pursuits.

17. Collaborative Learning
• Adult learners can benefit from
collaborative learning
experiences, such as group
projects and discussion forums,
which allow them to learn from
each other and build a sense of
community. Online programs can
incorporate collaborative learning
opportunities through online
discussion boards, peer review
assignments, and group projects.

18. Feedback and
Reflection
• Andragogy emphasizes the importance of feedback and reflection in the
learning process. Online programs can incorporate opportunities for self-
reflection and feedback, such as self-assessments and peer feedback on
assignments.

19. Innovations
in our
Program
• Hands on with students
who need help. We
facilitate personal
relationships.
• Strong communication
• Giving opportunities for
connection
• Alumni feel connected
enough through social
media to connect beyond
graduation
• Stuff

20. What students are saying…..

21. All of the instructors I've had in this program have been wonderful. I
never dreamed it would be possible to get the "small college experience"
feel from an online program, but SE really does offer that.
This is my second Master's Degree, so I've made A LOT of discussion posts
and have replied to a lot of classmates' posts, but your classes are
different for me. Your classes are the first ever that I have wanted to read
each post and reply to so many of them, even the ones that were not
required (the play therapy videos from last semester). I have learned so
much just from reading through experiences and how others interact with
their students and how you respond to each of us. Thank you for helping
us learn through our experiences and the experiences of each other.

22. Key Takeaways from
our Growth
• Providing relevant opportunities
and applications are essential to
proper preparation.
• We are passionate and
experienced about the subject
and it is contagious.
• Being approachable and
available.

23. Questions and Discussion

24. References and Resources
• Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2014). The adult
learner: The definitive classic in adult education and human resource
development. Routledge.
• Wang, X. (2017). "Online academic communities of practice: Exploring
constructivist learning in a social networked space." Internet and
Higher Education, 32, 43-50.