Best Practices For Online Student Success Subocz Runyon Biro

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Tips for engaging students at the course and institution level.

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  • Identify Student Needs Incorporate Activities to Address Various Learning Styles Consider an Activity that Allows Students to Use Important Course Tools
  • The Floyd & Casey-Powell model provides a useful chronological approach to developing and delivering online student services, which responds to student needs at various stages of the enrollment and matriculation process. Student support and advising systems provide a competitive edge for institutions by helping to develop a lasting relationship between the institution and the learner.
  • Many institutions encourage students to take an online survey to determine their readiness and suitability for online learning. READI survey is used at Anne Arundel Community College. Available on website Postcards (placement tests) Results tracked (Datatel) Attendance at orientations tracked (Datatel)
  • Technical support (TLC labs)
  • Anne Arundel Community College students have an opportunity to meet with an advisor on Thursday evenings (through the learning management system) in AACC’s virtual classroom (Elluminate Live). Librarians are “embedded” in high enrollment courses, providing resources and assistance to students.
  • Best Practices For Online Student Success Subocz Runyon Biro

    1. 1. Best Practices for Online Student Success Panel Presentation ~  October 23, 2009
    2. 2. Engaging and Retaining Online Students: Orientation, Mentorship, and Community <ul><ul><li>Retention – pervasive, continuous </li></ul></ul><ul><ul><ul><li>College web site information, marketing </li></ul></ul></ul><ul><ul><ul><li>Admissions, Advising interactions </li></ul></ul></ul><ul><ul><ul><li>“ Road to Success in Online Learning ” </li></ul></ul></ul><ul><ul><ul><li>Online Orientation </li></ul></ul></ul><ul><ul><ul><li>Peer-to-Peer Mentoring - new online students </li></ul></ul></ul><ul><ul><ul><li>E-Newsletter </li></ul></ul></ul><ul><ul><ul><li>Online Clubs </li></ul></ul></ul>
    3. 3. Overlapping Efforts <ul><ul><li>Orientation </li></ul></ul><ul><li>             Road to Success in Online Learning </li></ul><ul><ul><li>Mentorship </li></ul></ul><ul><ul><ul><li>Peer-to-Peer Mentoring for New Online Students </li></ul></ul></ul><ul><ul><li>Community </li></ul></ul><ul><ul><ul><li>Online Book Club </li></ul></ul></ul><ul><ul><ul><li>Online Healthy Café </li></ul></ul></ul><ul><ul><ul><li>E-Newsletter for Online Students </li></ul></ul></ul>
    4. 4. “ Road to Success in   Online Learning” <ul><ul><li>Required or voluntary? </li></ul></ul><ul><ul><li>Introduces concept of online learning </li></ul></ul><ul><ul><li>Introduces learning management system </li></ul></ul><ul><ul><li>Practice and engagement </li></ul></ul><ul><ul><li>Post thread, create and upload Word file, complete online quiz </li></ul></ul><ul><ul><li>Refers students back to Advising Office or Distance Learning Office </li></ul></ul>
    5. 5. “ Online Orientation” <ul><ul><li>Automatic enrollment for new online learners </li></ul></ul><ul><ul><li>Mandatory; Academic Integrity Policy </li></ul></ul><ul><ul><li>Meet your Distance Learning staff! </li></ul></ul><ul><ul><ul><li>Staff, faculty </li></ul></ul></ul><ul><ul><ul><li>Academic resources </li></ul></ul></ul><ul><ul><ul><li>Bb tools, community </li></ul></ul></ul><ul><ul><ul><li>Online clubs, e-newsletter, more </li></ul></ul></ul>
    6. 6. Peer Mentoring – What we know <ul><ul><li>Why?  </li></ul></ul><ul><ul><ul><li>3.5 million students enrolled in at least one online course, up 10% from previous year (Sloan-C, 2007) </li></ul></ul></ul><ul><ul><ul><li>83% of administrators anticipate growth </li></ul></ul></ul><ul><ul><ul><li>56% expect lower retention rate among online students – barrier </li></ul></ul></ul><ul><ul><li>Onsite peer mentors make a difference </li></ul></ul><ul><ul><ul><li>Students helping students  </li></ul></ul></ul><ul><ul><ul><ul><li>(Ender & Newton, 2000; Zachary, 2005) </li></ul></ul></ul></ul><ul><ul><ul><li>Strengthen and deepen relationships and connections to the college </li></ul></ul></ul>
    7. 7. Online Peer-to-Peer Mentoring <ul><ul><li>Purpose </li></ul></ul><ul><ul><ul><li>Identify experienced, successful online learners (mentors) to train, and then partner with brand-new online students (mentees) during their first semester </li></ul></ul></ul><ul><ul><li>Mentors – </li></ul></ul><ul><ul><ul><li>3.0 GPA </li></ul></ul></ul><ul><ul><ul><li>Upper-class status </li></ul></ul></ul><ul><ul><ul><li>Recommendation, invitation, application </li></ul></ul></ul><ul><ul><ul><li>Online training module </li></ul></ul></ul><ul><ul><ul><li>Assigned to mentor new online students </li></ul></ul></ul><ul><ul><ul><li>Supervision and support from Student Life </li></ul></ul></ul>
    8. 8. Online Peer-to-Peer Mentoring <ul><ul><li>Evaluation </li></ul></ul><ul><ul><ul><li>How many student mentors return for next term? </li></ul></ul></ul><ul><ul><ul><li>Do we tout the leadership opportunity for student mentors? </li></ul></ul></ul><ul><ul><ul><li>What is the optimum ratio of mentor:mentee? </li></ul></ul></ul><ul><ul><ul><li>How well do we retain new students to subsequent terms?  </li></ul></ul></ul><ul><ul><ul><li>How else can we measure results? (DB feedback; live chat) </li></ul></ul></ul><ul><ul><li>Challenges </li></ul></ul><ul><ul><ul><li>Lack of participation by new online students (mentees) </li></ul></ul></ul><ul><ul><ul><li>Accountability with mentors </li></ul></ul></ul><ul><ul><ul><li>Perceived value by all stakeholders </li></ul></ul></ul>
    9. 9. Community <ul><ul><li>Online Clubs </li></ul></ul><ul><ul><ul><li>Book Club </li></ul></ul></ul><ul><ul><ul><li>Healthy Café </li></ul></ul></ul><ul><ul><ul><li>Expand onsite clubs through the use of various online tools </li></ul></ul></ul><ul><ul><li>E-Newsletter </li></ul></ul><ul><ul><ul><li>Three issues per semester </li></ul></ul></ul><ul><ul><ul><li>Theme-based issues </li></ul></ul></ul>
    10. 10. Resources <ul><li>Allen, I. E., & Seaman, J. (2007). Online nation: Five years of growth in  online learning . Needham, MA: The Sloan Consortium. </li></ul><ul><li>Bower, B. L., & Hardy, K. P. (Eds.). (2005). From distance learning to e-learning: Lessons along the way. New Directions for Community Colleges, no. 128. San Francisco: Jossey-Bass. </li></ul><ul><li>Ender, S. C., & Newton, F. B. (2000). Students helping students: A guide for peer educators on college campuses . San Francisco: Jossey-Bass. </li></ul><ul><li>Kruger, K. (Ed.). (2006). Technology in student affairs: Supporting student learning and services . San Francisco: Jossey-Bass. </li></ul><ul><li>Zachary, L. J.  (2005). Creating a mentoring culture: The organization’s guide . San Francisco: Jossey-Bass. </li></ul><ul><li>Zachary, L. J. (2000). The mentor’s guide: Facilitating effective learning relationships . San Francisco: Jossey-Bass. </li></ul>
    11. 11. Engaging Learners for Student Success <ul><ul><li>Engagement with Content, Faculty, and Other Students </li></ul></ul><ul><ul><li>Icebreaker </li></ul></ul><ul><ul><li>Effective Discussions </li></ul></ul><ul><ul><li>Team Activities </li></ul></ul><ul><ul><li>Reflective Activities </li></ul></ul><ul><ul><li>Resources </li></ul></ul>
    12. 12. Engaging Learners for Student Success: Engaging with Content <ul><li>http://www.youtube.com/watch?v=T40F-zuspww&feature=PlayList&p=DEF78215A9A24D96&index=0&playnext=1 </li></ul><ul><li>http://www.youtube.com/watch?v=iVT6RXlwIyQ&feature=channel </li></ul>
    13. 13. Engaging Learners for Student Success: Engaging with Content <ul><li>http://www.intelecomonline.net/VideoPlayer.aspx?Code=2F1DB285CE9E21CEEF21B63BFBE5B5F25D2273D809A5D2D35AAECD1611ACE8D34257680A5B940E2B77F9B9512222BA8C </li></ul>
    14. 14. Engaging Learners for Student Success: The Icebreaker <ul><li>  </li></ul>
    15. 15. Engaging Learners for Student Success: Engaging Discussions <ul><li>http://csmwebbp.blogspot.com/2009/07/engaging-students-in-math-courses.html </li></ul>
    16. 16. Engaging Learners for Student Success: Group Activities <ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><ul><li>Consider allowing learners to choose the project. </li></ul></ul><ul><ul><li>Allow more time. </li></ul></ul><ul><ul><li>Groups don't have to be formal. </li></ul></ul><ul><ul><li>Google Docs! </li></ul></ul>
    17. 17. Engaging Learners for Student Success: Reflective Activities <ul><li>  </li></ul>
    18. 18. Engaging Learners for Student Success: Resources <ul><li>  </li></ul><ul><li>  </li></ul><ul><li>www.docs.google.com </li></ul><ul><li>  </li></ul><ul><li>http://csmwebbp.blogspot.com/ </li></ul><ul><li>  </li></ul><ul><li>http://www.intelecomonline.net/ </li></ul><ul><li>  </li></ul><ul><li>http://csmwebbp.blogspot.com/ </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
    19. 19. Success Initiatives for eLearners
    20. 20. Distance learning Distance Learning Distance Learning
    21. 21. Floyd and Casey-Powell Model <ul><ul><li>Learner Intake Phase </li></ul></ul><ul><ul><li>Learner Intervention Phase </li></ul></ul><ul><ul><li>Learner Support Phase </li></ul></ul><ul><ul><li>Learner Transition Phase </li></ul></ul><ul><ul><li>Measurement Phase </li></ul></ul>Floyd, D. L., & Casey-Powell, D. (2004). New roles for student support services in distance learning. New Directions for Community Colleges , 128, 55-64.
    22. 22. Learner Intake Phase Students need information about online learning, admissions, online programs, placement testing, contact information, financial aid, scholarships, and orientation to the college. Students need to determine whether or not online learning is appropriate for their learning style, level of motivation, and personal needs.
    23. 23. Learner Intervention Phase This phase begins with the student’s first online course. Students learn how to become effective online learners. They learn about the institution’s services that are designed to support students, such as tutoring, library services, and technical support.
    24. 24. First-time Online Learners <ul><ul><li>Mailers and emails </li></ul></ul><ul><ul><li>Orientations (on campus, online, webinars) </li></ul></ul><ul><ul><li>Call-out Processes </li></ul></ul><ul><ul><ul><li>One week before the start of the semester </li></ul></ul></ul><ul><ul><ul><li>Days 3 and 7 </li></ul></ul></ul><ul><ul><li>Rosters (to faculty) </li></ul></ul><ul><ul><li>ANGEL Aides </li></ul></ul><ul><ul><li>Early warning forms </li></ul></ul>
    25. 25. Learner Support Phase The Learner Support Phase covers the remainder of the semester (week 2 and beyond). Students develop additional skills that lead to successful course completion. Students may develop these skills by working with faculty, academic advisors, and other support staff. Thursdays with Joyce! Distance Learners, you now have an online advisor just for you!  On Thursday evenings, from 6:30 – 7:30 p.m. , join Academic Advisor Joyce Murphy as she answers your general academic questions. To participate, all you need are speakers (required) and a microphone (optional). Go to http://www.aacc.edu/virtualcampus/virtualmeeting.cfm for directions on setting up your computer. It’s easy and will only take a few minutes.

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