Ask Me Anything!: Reaching out to Online Students in Higher Education through Librarian-Led Virtual Office Hours

2018 ◽  
Vol 13 (1-2) ◽  
pp. 159-166
Author(s):  
Jennifer Rempel
Keyword(s):  
Higher Education ◽  
Online Students ◽  
Virtual Office

scholarly journals Facilitation strategies for enhancing the learning and engagement of online students

2020 ◽  
Vol 17 (3) ◽  
pp. 101-118
Author(s):  
Tracey Muir ◽  
◽  
Tracy Douglas ◽  
Allison Trimble ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Community ◽  
Online Students ◽  
Tertiary Sector ◽  
Online Instructors ◽  
Active Involvement ◽  
Wide Range ◽  
Instructor Presence ◽  
The Impact

The opening up of online education in the Australian tertiary sector has made higher education accessible for a wide range of students, including those living in rural and regional areas. While student numbers continue to grow as a result of this opportunity, there are increasing concerns regarding low student retention and progression rates for online students in comparison with on-campus students. Reasons for this vary, however, online students report a sense of isolation and disconnection with their studies highlighting the need for educators to utilise effective facilitation to enhance student connections to an online community. In this paper, we investigated facilitation strategies using two case studies. This illustrated how two online instructors used design-based research to evaluate the impact of facilitation strategies on instructor presence, instructor connection, engagement and learning in maths education and human biology subjects. Findings indicate that focusing on social, managerial and technical facilitation strategies resulted in an increased instructor presence and active involvement, which in turn were influential in motivating students to engage with learning online. The findings have implications for higher education providers and instructors who are tasked with engaging online students. This identifies the importance of targeted online facilitation to enhance learner-instructor and learner-content engagement.

Retention of Online Learners

2019 ◽  
Vol 9 (2) ◽  
pp. 28-38
Author(s):  
Pamela A. Lemoine ◽  
Gina Sheeks ◽  
Robert E. Waller ◽  
Michael D. Richardson
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Higher Education Institutions ◽  
Dropout Rate ◽  
Dropout Rates ◽  
Online Students ◽  
Online Learners ◽  
Online Services ◽  
Face To Face ◽  
Education Enrollment

The most important word for contemporary global higher education institutions is retention. Although online education enrollment in these institutions has increased by approximately 40 percent in recent years, the dropout rates for online students is approximately 20-30 percent more than for face-to-face classes. Institutions have tried to address this issue, but the dropout rate continues to be a serious concern. The authors of this manuscript propose that the addition of online services for online students as a possible solution.

scholarly journals Teaching Presence Influencing Online Students’ Course Satisfaction at an Institution of Higher Education

2016 ◽  
Vol 9 (3) ◽  
pp. 62 ◽  
Author(s):  
Mohd Khalid M. N. ◽  
Don Quick
Keyword(s):  
Higher Education ◽  
Online Survey ◽  
Community Of Inquiry ◽  
Discussion Forum ◽  
Online Discussions ◽  
Course Satisfaction ◽  
Teaching Presence ◽  
Online Course ◽  
Online Students ◽  
Satisfaction Scale

<p class="apa">This paper discusses the association between online students’ interaction through the Learning Management System (LMS) discussion forum and their reported course satisfaction. The participants in the study reported here were selected from several faculties in one university in Malaysia who were enrolled in at least one hybrid or fully online course. The Community of Inquiry (CoI) framework, its instrument and satisfaction scale were employed in this study via a Qualtrics online survey. Teaching presence in the CoI was used to find out how strong it correlated with students’ course satisfaction. The results showed that both variables were significantly positively associated with each other; indicating that students who enjoyed a relatively high teaching presence in online discussions were very likely to report higher course satisfaction.</p>

Experiential Cyber Education

2021 ◽  
Vol 13 (4) ◽  
pp. 85-96
Author(s):  
Edward J. Glantz ◽  
Mahdi Nasereddin ◽  
David J. Fusco ◽  
Devin Kachmar
Keyword(s):  
Higher Education ◽  
Theoretical Development ◽  
Institutions Of Higher Education ◽  
Online Students ◽  
Current Spectrum ◽  
Hands On ◽  
Cyber Education ◽  
Tools And Techniques ◽  
A Current

There is a gap between available cyber professionals with necessary skills and experience to meet industry requirements. Institutions of higher education (IHE)—as well as other programs—have begun increasing course and degree offerings to help educate, train, and even retrain working professionals to close this gap. Of growing importance are tools and techniques to supplement theoretical development with accelerated experiential cyber training. Fortunately, there has been an increase in providers offering these services, although they vary substantially in features, costs, and opportunities. The purpose of this research is to identify a current spectrum of vendors and opportunities providing hands-on cyber training. The authors of this paper include cyber faculty at a university offering undergraduate and master's cybersecurity degrees. Both degrees are offered to resident as well as online students.

The nature of online students' feedback in higher education

2019 ◽  
Vol 25 (4) ◽  
pp. 377
Author(s):  
Syerina Azlin Md Nasir ◽  
Wan Fairos Wan Yaacob ◽  
Nurazleena Ismail
Keyword(s):  
Higher Education ◽  
Online Students

scholarly journals The Temporal Perspective in Higher Education Learners: Comparisons between Online and Onsite Learning

2014 ◽  
Vol 17 (1) ◽  
pp. 190-209 ◽  
Author(s):  
Margarida Romero ◽  
Mireia Usart
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Time Perspective ◽  
Future Orientation ◽  
Dropout Rates ◽  
Learning Context ◽  
Online Students ◽  
Temporal Perspective ◽  
Growing Population

Abstract Higher Education increases flexibility with online learning solutions. Nevertheless, dropout rates in online university are large. Among the reasons, one aspect deserving further study is students’ Time Perspective (TP), which has been studied in onsite HE. It is necessary to know the TP profile of the growing population of online students, and consider its relation with students’ preference and convenience factors for choosing online or onsite contexts. In this study, learners’ TP in an online and an onsite Catalan HE institutions are compared. Results show that HE students present a high future orientation in general, while online students showed a higher orientation to past negativism. Basic guides are given to help institutions and students in the choice of the better suited learning context according to their TP.

Pursuit of Online Services for Online Students

2021 ◽  
pp. 1850-1880
Author(s):  
Michael D. Richardson ◽  
Gina Sheeks ◽  
Robert E. Waller ◽  
Pamela A. Lemoine
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
Online Students ◽  
Learning Programs ◽  
University Support ◽  
Online Distance Learning ◽  
Online Distance

Increasing numbers of university students are studying online. Distance learning enrollment in global higher education has increased dramatically in the past two decades due to the ubiquity of technology, increasing diversification and globalization, and use of new advanced technology. The development of online learning programs has focused primarily on implementing educational technology to deliver academic content while enhancing the online learning experience. A significant element for the success of distance education programs is the provision of student support services that are appropriate to the unique needs of distance learners. Technology has facilitated this new era in global higher education making the utilization of technology essential to provide university support for online clients. Student support services are all kinds of services other than the coursework rendered by the institutions to online students/learners to facilitate their success.

Overcoming Implicit Bias in Collaborative Online Learning Communities

2020 ◽  
pp. 19-38
Author(s):  
Ludmila T. Battista ◽  
Lisa Wright
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Communities ◽  
Case Studies ◽  
Implicit Bias ◽  
Faculty Perspectives ◽  
Online Students ◽  
Online Learning Communities ◽  
Online Higher Education ◽  
Education Environment

This chapter will lay the groundwork for exploring implicit bias and the effects in the online higher education environment. The authors will analyze privilege, power, oppression, and institutionalized bias and explore examples in higher education, through both student and faculty perspectives. The chapter will focus on collaborative solutions to a diverse variety of case studies on implicit bias across race, culture, gender, ability, and other dimensions. An emphasis will be placed on reflective analysis and creating collaborative experiences for online students and educators.

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