Quality Support Services

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Nov 14, 2013 (4 years and 1 month ago)

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e
-
Cornucopia Conference:

Quality Learning Through Technology

May 31, 2013


Dr.
Marija

Franetovic

| LTU eLearning Services

Paving the Road to Retention:
Quality Support Services

for
Online Students


Overview


Relevance


LTU Context


Need for Change


Quality Framework/Retention


Student Services: Considerations and Results


LTU Online, Technology/Instructional Assistance,
Academic Achievement Center,
Library, ESL
, etc.


Activity



I’m an Instructor…
w
hat can I do about
online
s
tudent
s
ervices?


Be aware of
‘lessons learned’

from moving
student services
from on
-
ground to online


Familiarize yourself with student
services/
Get to know

the
staff … and options for collaboration


e
.g. course design/delivery


Spread a
consistent

university message


Identify
issues early
in your course and
connect students
to the appropriate services


Promote
access, clarity, and integration
of student services

Lawrence Technological University


Private small/medium size university w/
LTU
Online
programs


U.S
. News
and World
R
eport

ranked LTU 6
th

nationally
for online
undergraduate education and 1
st

in the nation for undergraduate
online engagement (
Ranking
methodology
)


Online
graduate engineering programs, #
32; Online
graduate business
programs, #
119; Online
graduate education programs, #138
.


Increase of
o
nline student population


2006 (~150)


2014

(~800)


All Campus (
digital marketing firm)
added ~100


10% of net tuition revenue from online courses


90% retention

for online students


LTU President
Virinder

K.
Moudgil’s

focus:
enrollment/retention/completion rates




Need for change
in student services


Online Students


Online
higher education enrollments are

projected to
reach 25 million by 2015
;
Classes

exclusively on
physical campuses
are
expected to
plummet
from 14.4 million in
2010 to

just 4.1 million
five years
later

(Ambient Insight,
2011)


Who’s
a “Typical” College
Student
(Hess
, 9/28/11
) Of
the
17.6
million undergrads
now enrolled in higher
education


43
%
attend 2
-
year institutions


37
%
are enrolled
part
-
time


32
%
are
working
full
-
time


25
%
are
over age of
30


Only
15%
attend 4
-
year colleges and live on
campus


Students
as consumers, less loyalty, more as ‘shoppers


Student Services

and

Online Student Retention

Traditional aged students may not have difficulty adapting to
the online virtual interactions, as they have grown up in the
electronic age…. However, with these students, student
retention will become a larger issue. It will be more difficult to
retain students who may not have any personal investment or
pride in their cyber university. Students are retained by the
quality of education they receive and also by the value
-
added
(Student Affairs) components. Personal pride comes from
connection to the institution and to other people. This feeling
will be more difficult to create through a cyber campus. There
will be no institution loyalty. People will take courses from a
variety of institutions, and have a patchwork degree. If, as
Student Affairs professionals, we can understand our student
profile and assess their needs, we may be able to retain the
students longer. (
Kretovics
, 2003)


Quality Framework


Sloan Consortium
’s
5 pillars
toward
quality


online education


Learning Effectiveness, Scale, Faculty
Satisfaction


“Student satisfaction”
and
“Access”


Influence
students’ ability to persist in a degree
program


Adherence to
Higher Learning Commission

(
HLC
)
guidelines used to evaluate/accredit online program
offerings


LTU approved to offer up to 30% of its programs online


WCET
-
LAAP

Project on
Student Services http://wcet.wiche.edu/

Considerations


I
mproved
‘roadmap for online student success’,
including introductions to all services


Common
service definitions and information in
all syllabi and by all instructors


Consistent and cross
-
semester quality control in
online classes


Challenge
for online instructors to “sense” that
students need
help


Improved automated early warning systems
(students “going missing” from online classes)



LTU Online: Courses


Module “0” Orientation in all courses


Models online learning layout and functionality


Provides an orientation to technology and resources
about readiness/suggestions for online learning


Course Audits for QA


Syllabi, Navigation, Modules, Theory and Practice


Interaction: Announcements, Discussion Board,

Laboratory
-
style courses (Simulations, Kits)


Faculty expectations

and training programs



Midterm and Final Student Evaluation feedback


LTU Online: Early Academic Guidance

Considerations


More online real
-
time support
services (similar
to
Library’s move from
“business hours”
to “7x24”)


Potential outsourcing of some online student
services (proctoring, tutoring
)


Increase online students’ comfort level with
instructional technologies used in higher
ed



Increase staff comfort level and rate of adoption with
online communication and technology tools to focus
on
‘high
-
touch’


Further
evaluate/implement
other
technologies/tools in spite of rate of change



Technology/
Instructional Assistance



Help Desk
helpdesk@ltu.edu



Technical assistance is filtered
through this office.

Once
request is
received, the Help Desk staff decide
where the problem is
solved


Includes evening
and weekend email
services


http://www.ltu.edu/ehelp



Discounted and
free software available


eLearning Services
elearning@ltu.edu



A
ssistance with instructional technology/course
-
related questions


Videos for students
that
introduce
them to
Blackboard


http
://tinyurl.com/BbStudents1

Covers
log in, access Syllabus, overview of Bb screens, upload/download
documents (
assignments)


http
://tinyurl.com/BbStudents2

Covers Safe Assign, Discussion Boards, taking tests, reviewing grades


IT Services
(infrastructure and back office)


Off
-
hours
e
-
mail

response with some automated warning systems

Technologies:

Fit the Need? Supported? Staff Trained?

Academic Achievement Center (Tutoring)


Online tutoring


Online workshops


Online resources


Early Academic Guidance
System


Reviewing Map
-
Works retention system
http://www.webebi.com/mapworks

AAC

Orientation for Online Students

AAC
: Online Writing Workshop

Library


New
OCLC

WorldShare

catalog


Extensive digital
holdings



Online reference


Research Help Now
-

24/7 online chat support
with a consortium of other Michigan libraries


refdesk@ltu.edu



Social media presence: Facebook, Twitter, Flickr,
YouTube



Online Library Orientation and other tutorials


Online Subject Guides


Library: Online Research Instruction

English as a Second Language Program



ESL Website


ESL Subject Guide
http://libguides.ltu.edu/esl



Mango Languages (online learning in 35 languages)
www.ltu.edu/library/



Online ‘0’ credit course using online learning ESL
software Reading Horizons


5 advanced ESL courses: 2 to be delivered online for
fall 13, remaining 3 to be developed by fall 14


Considerations


Listen to student concerns in a structured, proactive way


Create an
active virtual community


Improve
“communication between” or integration of
services


Coordinate online and on
-
ground student services (Online is
often forgotten about when new ideas emerge)


Increase adoption


Encourage on
-
campus students to use virtual
services


B
etter market services
through multiple venues


Further evaluate from online student perspectives/ask
students what they
need


Online Student Services
cont.


Applying, Financial Aid, Advising, Registration,
Textbooks (All
Campus
marketing company assistance)


http
://onlinedegrees.ltu.edu
/



How to address needs of online
s
tudent population?


Student Affairs


http://ltu.edu/student_affairs/index.asp


Disability Services


http://ltu.edu/student_affairs/disability.asp



Career Services


http://ltu.edu/career_services/index.asp



Research Support Services


http://www.research.ltu.edu

Future Steps

Critics and practitioners alike view online learning as a
“one size fits all” approach that treats students as mere
nameless, faceless numbers and ignores all the ways
interaction can come into play


including email,
texting, chat, video, gaming, social networking and
virtual reality/simulations


as well as the inherent
possibilities for customization of the learning
experience to the student as data on performance
outcomes become available in a more real
-
time way
(Calling Tank, 2011)

Calling
Tank,
09/14/2011, http
://www.callingtank.com/blog/2011/09/dystopian
-
visions
-
of
-
digital
-
education.html


References

ACT, Inc. (2010). What Works in Student Retention? Fourth National Survey.
Report for All Colleges and Universities. ACT: Iowa City, IA

Hess , F. (2011, Sept 28). Old school: college's most important trend is the rise
of the adult student.
The Atlantic
, Retrieved from
http://www.theatlantic.com/business/archive/2011/09/old
-
school
-
colleges
-
most
-
important
-
trend
-
is
-
the
-
rise
-
of
-
the
-
adult
-
student/245823
/

Heyman
, E. (2010). Overcoming Student Retention Issues in Higher Education
Online Programs.
Online Journal of Distance Learning Administration
.
13
(4).

Jones S. & Meyer K. (2012). The virtual face of distance learning at public
colleges and universities: what do websites reveal about administrative
support services?
Online Journal of Distance Learning Administration
. 15 (5).

Kretovics
, M. (2003). The role of student affairs in
distance education
: Cyber
-
services or virtual communities.
Online Journal
of Distance Learning
Administration, 6(3).

Liao H. & Lu H. (2008). The role of experience and innovation characteristics
in the adoption and continued use of e
-
learning websites.
Computers &
Education
. 51, 1405

1416.

Moore, J. C. (2010). A Synthesis of Sloan
-
C Effective Practices, November
2010.
Journal of Asynchronous Learning Networks
.
14
(3), 24
-
45.

Perna
, L. W. (2010). Understanding the Working College Student.
Academe
.
96
(4), 30
-
33.


References
cont.

Roberts, J. B., Crittenden, L. A., & Crittenden, J. C. (2011). Students with
Disabilities and Online Learning: A Cross
-
Institutional Study of Perceived
Satisfaction with Accessibility Compliance and Services.
Internet and Higher
Education
.
14
(4), 242
-
250.

SchWeber
, C. (2008). Student Learning and Student Services: Policy Issues.
Journal of Asynchronous Learning Networks
.
12
(2), 67
-
72.

Shelton, K. (2011). A Review of Paradigms for Evaluating the Quality of Online
Education Programs.
Online Journal of Distance Learning Administration
.
14
(1).

Tripathi
, M., &
Jeevan
, V. K. J. (2009). Quality Assurance in Distance Learning
Libraries.
Quality Assurance in Education: An International Perspective
.
17
(1),
45
-
60.

Ullmann
, J. (2009). Alternative Uses for Course Management Systems: They
Aren't Just for Classes Any More.
Online Journal of Distance Learning
Administration
.
12
(3).

Wang, Q. (2006). Quality Assurance
--
Best Practices for Assessing Online
Programs.
International Journal on E
-
Learning
.
5
(2), 265
-
274.

Yeo, K. M., &
Mayadas
, A. F. (2010). The Sloan
-
C Pillars: Towards a Balanced
Approach to Measuring Organizational Learning.
Journal of Asynchronous
Learning Networks
.
14
(2), 45
-
52.


“What else may be done to support online
students
at LTU?”
A
t your university?



“What
may be different ways of assessing
quality for Student Support Services
?”



“How can we share good / best practices?”

What do you think?

THANK YOU!!!