Computer to Community

2021 ◽  
pp. 1-19
Author(s):  
Jason L. Waldow ◽  
Dena AuCoin
Keyword(s):  
Academic Success ◽  
Sense Of Community ◽  
Online Communities ◽  
Conceptual Learning ◽  
Retention Rates ◽  
Online Faculty ◽  
Learning Program ◽  
Online Engagement

The convenience factor of studying online can be diminished by the lack of interaction with faculty and peers, and students often express feelings of isolation as influencing online engagement. When students can actively participate throughout a program, students feel satisfied with the learning program. Building positive and organized connections in online communities enhances academic success and retention rates and fosters a sense of community. Therefore, the presence of online faculty is vital for building interaction and connectedness between faculty and student, and student and student. There are a variety of ways to achieve this, including facilitating connections between discussions, assignments, and live interactions; merging conceptual learning to pragmatic application; connecting cohorts of students; and leveraging synchronous tools to manage an interactive atmosphere.

Factors Influencing International Student Success in a K-12 Blended Learning Program

2017 ◽  
pp. 93-108
Author(s):  
Annette Levesque ◽  
Doug Reid
Keyword(s):  
Academic Success ◽  
Data Analysis ◽  
Student Success ◽  
Blended Learning ◽  
Foreign Students ◽  
Educational Systems ◽  
Analysis Model ◽  
Learning Program ◽  
Learning Programs ◽  
Quality Technology

This research explored the experiences of foreign students enrolled in the Canada eSchool distance learning program. The study included one secondary school in Nigeria and three in Malaysia that had students enrolled in a program based on a blended learning model. A mixed mode data analysis model including qualitative and quantitative data analysis was undertaken. The purpose of the study was to examine factors that influence student success in blended learning programs accessed by foreign students. Results indicated that students in the study were most successful if they were self-disciplined and had access to a variety of local supports including: an effective learning environment with access to quality technology; assistance in the development of English as a second language; and support in navigating pedagogical transitions between educational systems. In theory, the results of this study point to a connection between the local and Canadian support communities for foreign students enrolled in Canadian blended distance education programs, and their academic success.

scholarly journals Effects of the Learning Opportunities Task Force (LOTF) Programs on Postsecondary Students with Learning Disabilities

2012 ◽  
Vol 22 (1) ◽  
Author(s):  
Allyson G Harrison ◽  
Shaljan Areepattamannil ◽  
John Freeman
Keyword(s):  
Academic Success ◽  
Task Force ◽  
Learning Opportunities ◽  
Drop Out ◽  
Retention Rates ◽  
First Year ◽  
Postsecondary Students ◽  
Self Awareness ◽  
Students With Learning Disabilities ◽  
Key Skills

This study examined the effects of participation in the Learning Opportunities Task Force (LOTF) programs on postsecondary students with learning disabili-ties (LDs). Data regarding 969 students from 6 colleges and 4 universities in Ontario were evaluated to investigate rates of academic success and increased self-awareness. Participants had a significantly lower rate of failure or drop out compared with the national average. Comparison of pre- and post-participation data from 450 of these students demonstrated improved understanding of their own LD, ability to explain their disability to others, and ability to self-advocate following participation in the LOTF programs. Overall, the majority of partici-pants reported that participation in the LOTF program contributed significantly to their academic success and would participate again in such a program. Inten-sive learning supports during the first year of postsecondary studies like those provided by LOTF may increase retention rates and improve key skills for those with LD.

scholarly journals Honors College Students' Adjustment Factors and Academic Success: Advising Implications

2018 ◽  
Vol 38 (2) ◽  
pp. 20-30
Author(s):  
Christina Clark ◽  
Alan Schwitzer ◽  
Tisha Paredes ◽  
Tim Grothaus
Keyword(s):  
College Students ◽  
Academic Success ◽  
College Choice ◽  
Retention Rates ◽  
Honors Students ◽  
Honors College ◽  
First Semester ◽  
Self Confidence ◽  
Adjustment Factors ◽  
Honors College Students

We examined first-semester adjustment among students in and out of an honors college because honors college participants receive relatively little attention in the advising literature. As expected, honors college students earned relatively high grades and were associated with high retention rates. Two noncognitive factors predicted these differences: self-confidence and external influences on college choice. In an interesting finding, honors students expressed less self-confidence and placed greater importance on external college-choice factors than their high-achieving peers outside the honors college. Implications for the support of honors students and their peers are discussed.

scholarly journals E-LearningFacultyModules.org

2018 ◽  
pp. 1066-1089
Author(s):  
Roger McHaney ◽  
Lynda Spire ◽  
Rosemary Boggs
Keyword(s):  
Implementation Process ◽  
State University ◽  
Online Faculty ◽  
Learning Program ◽  
Remote Collaboration ◽  
Online Faculty Development ◽  
Wiki Technology ◽  
E Learning ◽  
Kansas State University ◽  
Distance Learning Program

A team at Kansas State University recently launched the E-Learning Faculty Modules wiki to enhance and support online faculty development. This project is customized for teaching in the Kansas State University distance-learning program but contains a broad set of information that might be useful to others. This site is constructed using wiki technology, which permits access, multimedia expressiveness, remote collaboration, tracking, and reversibility of postings. Other tools on the site are derived from MediaWiki and its open-source capabilities. The wiki includes an overall ontology, templates, categories, completed and seeded entries, input boxes, and menus that ensure users can easily use and join the community. Taken holistically, these attributes create an ideal venue for sharing ideas and encouraging synergistic improvement of teaching practices. This chapter describes the implementation process of E-LearningFacultyModules.org and gives insight into its purpose, features, and uses.

scholarly journals Supporting Online Faculty through a Sense of Community and Collegiality

2014 ◽  
Vol 19 (3) ◽  
Author(s):  
Aimee LaPointe Terosky ◽  
Chris Heasley
Keyword(s):  
Qualitative Study ◽  
Sense Of Community ◽  
Professional Growth ◽  
Online Teaching ◽  
Online Course ◽  
Course Development ◽  
Online Faculty ◽  
Tenure Track ◽  
Online Course Development ◽  
Recommendations For Practice

In this qualitative study, we examine the experiences of seven tenure-track and non-tenure track current/future online faculty through the conceptual lenses of sense of community (McMillan & Chavis, 1986) and collegiality (Gappa, Austin, & Trice, 2007). We found: (1) participants reported that their sense of community and collegiality around online course development and teaching was lacking, (2) participants’ communities for online teaching, if available, primarily focused on technical support, and (3) participants desired greater community and collegiality for philosophical and psychological concerns with the medium of online teaching. We conclude with recommendations for practice for online faculty professional growth.

Factors Influencing International Student Success in a K-12 Blended Learning Program

2018 ◽  
pp. 1566-1581
Author(s):  
Annette Levesque ◽  
Doug Reid
Keyword(s):  
Academic Success ◽  
Data Analysis ◽  
Student Success ◽  
Blended Learning ◽  
Foreign Students ◽  
Educational Systems ◽  
Analysis Model ◽  
Learning Program ◽  
Learning Programs ◽  
Quality Technology

This research explored the experiences of foreign students enrolled in the Canada eSchool distance learning program. The study included one secondary school in Nigeria and three in Malaysia that had students enrolled in a program based on a blended learning model. A mixed mode data analysis model including qualitative and quantitative data analysis was undertaken. The purpose of the study was to examine factors that influence student success in blended learning programs accessed by foreign students. Results indicated that students in the study were most successful if they were self-disciplined and had access to a variety of local supports including: an effective learning environment with access to quality technology; assistance in the development of English as a second language; and support in navigating pedagogical transitions between educational systems. In theory, the results of this study point to a connection between the local and Canadian support communities for foreign students enrolled in Canadian blended distance education programs, and their academic success.

Information Literacy Instruction for International Students

2015 ◽  
pp. 117-126 ◽  
Author(s):  
Alessia Zanin-Yost
Keyword(s):  
Academic Success ◽  
International Students ◽  
Information Literacy ◽  
Sense Of Community ◽  
International Student ◽  
Academic Library ◽  
The United States ◽  
Student Population ◽  
Diversity Awareness ◽  
Academic Mission

International students bring cultural and diversity awareness to an institution, but they also bring a variety of assumptions about how research is conducted in the United States. In developing an outreach plan to international students, the academic library should create services that cater specifically to this student population. By developing collaborations with other campus units, the library can foster academic success and at the same time build a sense of community for the undergraduate international student population. The chapter illustrates how through collaboration the library can become an active participant in supporting the academic mission of the institution, foster a sense of belonging among the students, and strengthen campus relationships among various entities, in particular, international students.

scholarly journals Digital divides: K-12 student profiles and online learning

2021 ◽  
Vol 29 ◽  
Author(s):  
Bryan Mann ◽  
Wei Li ◽  
Kevin Besnoy
Keyword(s):  
Online Learning ◽  
Academic Success ◽  
Secondary Students ◽  
Rural Areas ◽  
Online Courses ◽  
School Leaders ◽  
The United States ◽  
Learning Approaches ◽  
Learning Program ◽  
K 12

Online learning for primary and secondary students has expanded significantly in the United States during the last two decades. In addition to the sustained growth of online learning, many schools and districts used online learning to respond to the coronavirus pandemic. As school leaders and policymakers move more students into online courses, they need information about which students succeed and struggle online. We examine the relationship between student traits and academic success in a statewide online learning program. We find that students identified with specific exceptionalities, students who identify as male, students from disadvantaged socioeconomic backgrounds, and students from cities or fringe rural areas were more likely to struggle in their online courses. This information comes at a vital time as school leaders seek to determine the effects of widespread online learning, make decisions about the support students will need after the pandemic ends, and develop the best online learning approaches when in-person schooling returns.

scholarly journals It takes a village - overcoming gender-biased mentorship in academia

2020 ◽  
Author(s):  
Rocio Deanna ◽  
Ivan Baxter ◽  
Kwok Pan Chun ◽  
Bethann Garramon Merkle ◽  
Rui Zuo ◽  
...  
Keyword(s):  
Academic Success ◽  
Data Analysis ◽  
Sense Of Community ◽  
Large Data ◽  
Collective Performance ◽  
Large Data Analysis ◽  
The Impact ◽  
Training Opportunities ◽  
And Training ◽  
Over Time

Effective mentoring implies a two-way relationship in which mentees obtain benefits from the knowledge and training provided by mentors, and mentors gain the possibility of contemplating and learning new perspectives, of self-evaluating their roles and, in consequence, growing as professionals. Mentorship relationships cannot be separated from cultural and societal backgrounds. Thus, they often reflect systemic biases requiring active effort to counteract institutional inequities. Such efforts, particularly when formalized as programs, expand training opportunities for both mentors and mentees. Mentorship networks, in which multiple mentor-mentee relationships are involved, therefore increase collective performance by magnifying resources. Importantly, mentorship exceeds the relationships of students and their direct supervisors (often reflected in co-authorship in publications), and in fact, mentors are often purposely picked outside the direct publication network. A recent large data analysis by AlShebli et al. (2020) showed results of presumed “mentor-protege” relationships after mining millions of coauthor pairs in publications over time, suggesting gender-insensitive changes in institutional mentorship policies based on value-skewed academic success. Because mentorship engages a broader sense of community in academia, mentorship outcomes cannot be quantified solely by the impact of publications.

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