Early Alert Systems: The Role of Student--Instructor and Student--Advisor Relationships

2012 ◽  
Author(s):  
Caroline O. Hart ◽  
Katherine F. Wright
Keyword(s):  
Student Advisor ◽  
Early Alert Systems ◽  
Student Instructor ◽  
Early Alert

The Role of the Online Instructor as a Guide on the Side

2011 ◽  
pp. 224-241
Author(s):  
Margaret Mazzolini ◽  
Sarah Maddison
Keyword(s):  
Online Learning ◽  
Asynchronous Discussion ◽  
Pedagogical Issues ◽  
Discussion Forums ◽  
Prior Learning ◽  
Learning And Teaching ◽  
Online Experience ◽  
Online Instructor ◽  
Student Instructor

We present research results and advice on the role of the online instructor in relation to a particular example of technology-supported learning and teaching — the use of asynchronous discussion forums. Pedagogical issues and studies discussed here are based on six years of designing, coordinating, and teaching into Swinburne Astronomy Online (SAO), an online international program. We discuss some implementation issues associated with the use of asynchronous forums and the induction of instructors, plus the role of the online instructor as a “guide on the side.” As an example of issues involved in maintaining a constructive online learning environment, we discuss strategies used to accommodate students with varying degrees of prior learning. We also summarise results of our research on student-instructor interactions, plus feedback on students’ and instructors’ perceptions of the online experience. The results of this research are used to inform the induction and mentoring of instructors in SAO.

Linking early alert systems and student retention: a survival analysis approach

2018 ◽  
Vol 76 (5) ◽  
pp. 903-920 ◽  
Author(s):  
Renato Villano ◽  
Scott Harrison ◽  
Grace Lynch ◽  
George Chen
Keyword(s):  
Survival Analysis ◽  
Student Retention ◽  
Analysis Approach ◽  
Early Alert Systems ◽  
Early Alert

Making good suggestions in analytics-based early alert systems

2019 ◽  
Vol 12 (1) ◽  
pp. 109-123
Author(s):  
Dennis Foung
Keyword(s):  
Design Methodology ◽  
English Proficiency ◽  
Alert System ◽  
Student Anxiety ◽  
Content Type ◽  
Assessment Performance ◽  
Early Alert Systems ◽  
Performance Results ◽  
Practical Implications ◽  
Early Alert

Purpose The purpose of this paper is to answer the following questions: On which early alert system suggestions are students more likely to act? What factors drive students’ decisions to act on early alert system recommendations? Design/methodology/approach This study examined whether students’ behaviour changed after receiving the results of an early alert system (CDR). In the middle of a semester, 423 students with varying levels of English proficiency were invited to try the CDR and complete a questionnaire that asked about their perception of the tool and whether they planned to act on the recommendations they received. Findings Results suggested that students mainly planned to take the assessment-related recommendations provided through the CDR to improve their assessment performance. Results also suggested that student anxiety and student ability affected the likelihood that students would act on the recommendations. Practical implications These findings provide useful insights for early alert system designers to establish a system that generates useful recommendations for students. Originality/value The findings of this study contribute to the development of early alert systems. Designers can now realise what suggestions can be effectively offered to students.

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