Mad Lat Conference 2013


Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Mad Lat Conference 2013

  1. 1. Student & SupportServiceConsiderations forOnline LearnersRosemary VogtRed River College, Winnipeg Manitoba Canada 2013
  2. 2. • Fanshawe College (London Ontario) Strategic Plan 2013/14focus on expansion renewal to launch 7 new programs in Falloffering Weekend College• Is offering a MOOC in Applied Sustainability• University of Prince Edward Island has launched a Facebook –delivered massive open online course (MOOC)• PEI government (2013 -14 budget)promises to deliver up to8,000 online courses over the next 2 years• Queens’s University Senate Academic Planning Task Forcereleases a draft report on on-line learning – want to beginpromoting efforts to use on-line technology•
  3. 3. Why should we care aboute- learning?• It’s about the learners• Helping learners meet their goals• Improves access to education• Increases employment opportunities• Its about Bricks & Mortar• Increased enrollments/programming = less physical space• New structures take 3-5 years to build – providing there is $$$$• Time frames - miss the boat – missed opportunity – chance time• It’s about the competition• Students as consumers• Will purchase product that best suits their needs• It’s about changing the way we do business• A threat to our practice only if we are not willing to change
  4. 4. Who is this online learner?• Women enroll at a higher rate than men• In 1999–2000, women comprised the majority of those earningpostsecondary degrees on-line• Average student pursuing a postsecondary credential completelyonline is a white, 33 year old woman with a full time job• Likely to be studying business• 70% in a recent survey were women• 60 % Caucasian• 20 % Black• 8% Hispanic• 60 % employed full time• 20 % part time• 19% unemployed(www.insidehighered)(
  5. 5. What else should you know?• 1/3 of college students are taking at least one course online (up from10% in 2003) (www.ecampus news)• The majority are employed undergraduates (81%)• Only 16 % are traditional students (Full time age 15 – 23)• There is an increase in disabled and military students(• And yes, we are offering courses like nursing, paramedic andapprenticeship trades education online through hybrid formsof delivery
  6. 6. 1/3 of all college students are takingat least one course onlineThey are our invisible learners on campus
  7. 7. A closer look at the online learner:• Generally self motivated, self disciplined, fairly confident• Willing to step out of the box to get their educational needs met• Ability to work independently• Willing to speak up if problems arise• Willing to commit 8 – 9 hours a week per course• Able to communicate through writing• Able to think ideas through before responding• Believe that learning can take place without going to atraditional classroom
  8. 8. What do they need?• To be respected and valued (like a f2f learner)• Need access to their instructor (like f2f)• Need assurance of support (needs met as required)• Need to be familiar with using a computer and perhaps goinga little beyond their comfort zone
  9. 9. Like all learners – e-learners bring:• Individual learning styles /aptitudes• All their previous learning experiences into the learningenvironment (just like f2f)• Aspects of culture, language, gender, socio-economic status
  10. 10. What can we do?Colleges /universities / organizations need to support facultyand create learning environments and campus cultures thatsupport learning / teaching online:• We need to start talking the talk and walking the walk• Spreading the word –be excited about meeting learner needsthrough alternative forms of delivery• Telling success stories• Serving up alternative delivery koolaid• Get others on-board!!!!
  11. 11. On-linestudentsupportservicesbeginwithavarietyofnon-academicinteractions:• Pre-enrollment services (recruiting, promotion, orientation)• Admissions and registration• Academic advising• Financial planning and management• Library and bookstore services• Academic and career counseling• Social support services• Technical support servicesWe need to train them to talk the talk and walk the walk• Spread the word• Be excited• Tell success stories
  12. 12. If you are looking for Readiness Tools• Smarter Measure – Learning readiness indicator (Institutional)•• Google online learning readiness• Many resources for personal/individual consumption
  13. 13. Doweneed separatestudent supportservicesfor online learners?Is there money for that?Is it necessary?Guidelines for creating student services online: support already exist for f2f learners?• There is no need to reinvent the wheel• Develop existing services for both traditional anddistance students
  14. 14. Mostexistingservicesoncampusaredesignedfromtheinstitutionspointofview,notthestudent:• Students go from office to office to receive support services• Get conflicting information and advice• Same experience for online students• Click from one page to the next and encounter conflictinginformation and advice
  15. 15. Institutions should ask themselves:• Are student support services designed with all students inmind?• Are services interactive?• Provide real services – not just a series of recorded messages butconnection to a real human being• Do services allow for customization by various departments?
  16. 16. Frameworkfor designingprocessesandprogramsto supportstudents f2f and onlineUniversal Design:creating flexible learningenvironments thataccommodate individualdifferences; anenvironment in which alllearners can besuccessful.Floyd, D. L and Casey-Powell, D. (2004).
  17. 17. Learner Intake Phase• Assess student readiness for online learning• Who needs to be on board with this?• Pre-enrollment assessment• Admissions• Registration• Financial aid• Information technology• Orientation
  18. 18. Learner Intervention Phase• Support students in their self development• Inform / show students how they can be successful• Where can they go for support?• What technology training do they need? Where/ how can theyget it?• When and how do they have access to faculty?
  19. 19. Learner Support Phase• Students accept responsibility for developing their own skills• Seek out academic advising• Instructional support and tutoring• Library and bookstore services (Online libraries)• Disability services• Networking
  20. 20. Learner Transition Phase• Student may require career, counseling and job placementservices:• Assist students in their personal and professional transitions• How to deal with life (instrumental in retaining students)• Resume writing• Interviewing strategies
  21. 21. Measurement Phase• Assess retention, persistence and completion rates:• Review course evaluations• If you take up an evaluation and review it, you must take action• Otherwise, why evaluate if you are not going to do anything with the data.
  22. 22. ASystemsApproachtosupportlearningregardlessofcampuslocationormethodofdelivery• The model relies on traditional methods of student support services• Professionals need to invent new paradigms to ensure online learning success• Individual colleges need to refine the model to meet specific needs• Most importantly, the student comes first• All programs and services should be designed and implemented with student success asprimary goal• The model provides support from matriculation to graduation
  23. 23. Recommendations• Redefine traditional student support services to ensuresuccess for all learners• Reframe to incorporate the needs of online learners• Develop a process model committed to student success• Prioritize student services to ensure commitment to offeringonline courses• Onboarding: Provide professional development and in-servicetraining to student support services personnel• Distance learning support services must be integrated into acollege’s mainstream activities• The commitment of financial resources for online studentsupport service needs
  24. 24. My Experiences:What are you willing to put in as an instructor?• Provide lots and lots of praise• Be available on evenings and weekends• Response time- LMS limitations• Text messaging to prospective students (an idea)
  25. 25. Conclusion• Online students expect to receive online support services thatwill allow them to succeed• They will shop around for institutions that provide learningsupport services• Services must be user friendly – learner centered• Student expect rapid responses• Enrollment in online programs is growing• Retaining students is a problem if institutional administrators donot commit to maintaining appropriate support services• Learners unhappy at one college will simply go elsewhereFacilitating learning online is rewarding work.
  26. 26. ReferencesBruso, J. L. “A Comprehensive Orientation to Address Diverse Student Needs.” In C. Dalziel and M. Payne (eds.),Quality Enhancing Practices in Distance Education: Student Services. Washington, D.C.: InstructionalTelecommunications Council, 2001.Cox, D. H. Online Student Services Self-Assessment Tool. Unpublished paper adapted from the WesternCooperative for Educational Telecommunications’ “Online Student Services Provision: A Guide forGood Practice” and the Council for the Advancement of Standards and Guidelines, 2001. McRaeOnlineStudentServices.pdf.Dalziel, C., and Payne, M. (eds.). Quality Enhancing Practices in Distance Education: Student Services. Washington,D.C.: Instructional Telecommunications Council, 2001.Dirr, P. J. Putting Principles into Practice: Promoting Effective Support Services for Students in DistanceLearning Programs: A Report on the Findings of a Survey. Project report funded by the U.S.Department of Education’s Fund for the Improvement of Postsecondary Education, 1999., D. L., and Weihe, L. “Commitments to Non-Credit Students: Issues for Student DevelopmentEducators.” Journal of Staff Program and Organization Development, 1985, 3(4), 128–132.Floyd, D. L and Casey-Powell, D. (2004). “New roles for student support services in distance learning”. NewDirections for Community Colleges, 128Helfgot, S. R. “Counseling at the Center: High Tech, High Touch.” In S. R. Helfgot and M. G. Culp (eds.),Promoting Student Success in the Community College. New Directions for StudentServices, no. 69. San Francisco: Jossey-Bass, 1995.
  27. 27. ReferencesMiller, T., and Prince, J. The Future of Student Affairs. A Guide to Student Development for Tomorrow’sHigher Education. San Francisco: Jossey-Bass, 1976. RDR Associates. New Connections: AGuide to Distance Education. Washington, D.C.: Instructional Telecommunications Council,1998.RDR Associates. New Connections: A Guide to Distance Education. Washington, D.C.: InstructionalTelecommunications Council, 1998.Seeman, E. “Creating an Online Orientation and Student Support Services.” In C. Dalziel and M. Payne(eds.), Quality Enhancing Practices in Distance Education: Student Services. Washington,D.C.: Instructional Telecommunications Council, 2001.Shea, P., and Armitage, S. “Guidelines for Creating Student Services Online.” In P. Shea and S. Armitage(eds.), WCET LAAP Project Beyond the Administrative Core: Creating Web-Based Student Servicesfor Online Learners. Boulder, Colo.: Western Cooperative for Educational Technologies,2003. guidelines/overview.htm.Southern Association of Colleges and Schools, Commission on Colleges. Distance Education: Definition andPrinciples: A Policy Statement. Atlanta: Southern Association of Colleges and Schools, 2000.Southern Regional Education Board. Principles of Good Practice: The Foundation for Quality of theElectronic Campus. Atlanta: Southern Regional Education Board,2002–03.