scholarly journals An Advising Initiative for Online Students on Academic Probation

2019 ◽  
Vol 39 (1) ◽  
pp. 5-21
Author(s):  
Nathan Miller ◽  
Katherine Greer ◽  
Lindsey Cozier ◽  
Stephanie Whitener ◽  
Jerry Patton ◽  
...  
Keyword(s):  
Academic Advising ◽  
Online Courses ◽  
Academic Probation ◽  
Postsecondary Institutions ◽  
Degree Programs ◽  
Academic Experience ◽  
Online Students ◽  
Residential Students ◽  
Academic Standing ◽  
Online Degree

Online courses are increasingly popular with students, and postsecondary institutions are increasing the availability of online courses and degrees. Continued improvements in the academic experience, including academic advising, for students attending online degree programs will be expected as more students take these courses. This article provides an example of how institutions can improve academic advising for online students. An advising initiative designed for residential students on academic probation was adapted for use with online students on academic probation. Discussion of the advising approach used with both populations is included. Outcomes included improved academic standing for both student populations.

Grade Validity Of Online Quantitative Courses

2011 ◽  
Vol 2 (1) ◽  
pp. 71
Author(s):  
Judson C. Faurer
Keyword(s):  
Quality Control ◽  
Faculty Member ◽  
Online Courses ◽  
Degree Programs ◽  
Academic Rigor ◽  
Academic Institutions ◽  
Online Programs ◽  
Course Grades ◽  
Evaluative Criteria ◽  
Online Degree

Are prospective employers getting “quality” educated degreed applicants and are academic institutions that offer online degree programs ensuring the quality control of the courses/programs offered? The issue specifically addressed in this paper is not with all institutions offering degrees through online programs or even with all online courses. The concern is with those online courses where the means to ensure the validity of course grades is not guaranteed by measures of technology or academic rigor employed. More specifically, the practical measures to reduce or eliminate doubts about a student’s acquired knowledge in quantitative online courses need evaluation and thought to arrive at a more circumspect solution. Is the grade earned truly indicative of a student’s competency and level of acquired knowledge and understanding in an online quantitative course or merely an indication that the student somehow just satisfied proscribed evaluative criteria set by the faculty member without adequate measures of assessment?

scholarly journals Persistence of Women in Online Degree-Completion Programs

2008 ◽  
Vol 9 (2) ◽  
Author(s):  
Terry Müller
Keyword(s):  
Learning Community ◽  
Degree Completion ◽  
Online Courses ◽  
The United States ◽  
Postsecondary Institutions ◽  
Women Learners ◽  
Degree Completion Programs ◽  
Strong Motivation ◽  
Online Degree

Although online courses at postsecondary institutions promise adults access, flexibility, and convenience, many barriers to online learning remain. This article presents findings from a qualitative case study, which explored the phenomenon of undergraduate and graduate women learners’ persistence in online degree-completion programs at a college in the Northeast of the United States. Research questions asked why women learners persisted or failed to persist, and how factors supporting or hindering persistence influenced learners. Interviews with a purposeful sample of 20 participants revealed the complexity of variables affecting learners’ persistence to graduation. Findings suggested that multiple responsibilities, insufficient interaction with faculty, technology, and coursework ranked highest as barriers to women’s persistence. Strong motivation to complete degrees, engagement in the learning community, and appreciation for the convenience of an online degree-completion option facilitated persistence.

scholarly journals Grade Validity Of Online Quantitative Courses

2013 ◽  
Vol 6 (1) ◽  
pp. 93 ◽  
Author(s):  
Judson C. Faurer
Keyword(s):  
Quality Control ◽  
Faculty Member ◽  
Online Courses ◽  
Degree Programs ◽  
Academic Rigor ◽  
Academic Institutions ◽  
Online Programs ◽  
Course Grades ◽  
Evaluative Criteria ◽  
Online Degree

Are prospective employers getting quality educated, degreed applicants and are academic institutions that offer online degree programs ensuring the quality control of the courses/programs offered? The issue specifically addressed in this paper is not with all institutions offering degrees through online programs or even with all online courses. The concern is with those online courses where the means to ensure the validity of course grades is not guaranteed by measures of technology or academic rigor employed. More specifically, the practical measures to reduce or eliminate doubts about a students acquired knowledge in quantitative online courses need evaluation and thought to arrive at a more circumspect solution. Is the grade earned truly indicative of a students competency and level of acquired knowledge and understanding in an online quantitative course or merely an indication that the student somehow just satisfied proscribed evaluative criteria set by the faculty member without adequate measures of assessment?

Student-Advisor Interaction in Undergraduate Online Degree Programs: A Factor in Student Retention

2012 ◽  
Vol 32 (2) ◽  
pp. 56-67 ◽  
Author(s):  
Carol A. Gravel
Keyword(s):  
Student Retention ◽  
Academic Advising ◽  
Mixed Methods Research ◽  
Dropout Rate ◽  
Drop Out ◽  
Degree Programs ◽  
Student Advisor ◽  
Key Factor ◽  
Online Degree ◽  
Systemic Support

Higher education institutions struggle in determining the best ways to provide effective academic advising for students in online degree programs. In addition, the dropout rate among online students reaches to 50%. Research on student retention reveals that lack of interaction is a key factor in a student's decision to drop out. I used a mixed-methods research design based on the prescriptive-developmental advising framework to investigate advisor interactions with students in online undergraduate-degree programs. The results indicate the need to establish practices and tools that create a more personalized and collaborative student-advisor interaction where advisors focus on providing cognitive, affective, and systemic support.

High Tech, High Touch, High Context

2014 ◽  
pp. 30-48
Author(s):  
Matthew Eichler ◽  
Carrie J. Boden-McGill ◽  
Tennille Lasker-Scott
Keyword(s):  
Student Perceptions ◽  
Online Courses ◽  
Retention Rate ◽  
Social Needs ◽  
High Tech ◽  
Degree Programs ◽  
Graduate Degree ◽  
Online Classes ◽  
Graduate Degree Programs ◽  
The Social

In this chapter, the authors explore the challenge of maintaining a “high touch” learning environment in online and hybrid adult graduate degree programs. The literature suggests that although online degree programs are popular, the retention rate in online classes is low, and online courses may not meet the social needs of adult learners. Few interventions thus far have been successful. The authors used learning pods, small, geographically-oriented teams of students working on individual learning projects as self-directed communities of scholars, as an intervention. Student perceptions of learning pods are explored in this chapter, and suggestions for practice based on student feedback are offered.

Online Doctoral Student Satisfaction

2017 ◽  
pp. 236-247
Author(s):  
Dara Levitch ◽  
Melanie Shaw
Keyword(s):  
Student Satisfaction ◽  
Academic Advising ◽  
Economic Benefits ◽  
Program Completion ◽  
Higher Learning ◽  
Academic Experience ◽  
Institutions Of Higher Learning ◽  
Specific Factors ◽  
The Individual

Institutions of higher learning invest a great deal of time and money on retention issues. Research has identified institutional variables significant to student retention. Current researchers suggest each institution conduct studies to determine the specific factors important to the population served. Increasing retention has considerable financial and economic benefits to the institution, as well as benefits to the individual, especially if it leads to program completion. Research of literature has also indicated that quality of faculty and academic advising communications are two important factors perceived by students as contributing to overall the academic experience.

Benchmarking Online Learning Practices in Higher Education

2012 ◽  
pp. 1005-1018
Author(s):  
Julie A. Ray
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
The United States ◽  
Colleges And Universities ◽  
Course Management Systems ◽  
Degree Programs ◽  
Instructor Training ◽  
Learning Practices ◽  
State Area ◽  
Selection Of

Colleges and Universities across the United States have experienced an unprecedented growth in the availability of and demand for online courses and degree programs in the recent years. However, this medium for instructing is still relatively new compared to other traditional forms of instruction. Therefore, an overall lack of research on the online medium exists. This study benchmarks the practices of colleges and universities in the tri-state area of Pennsylvania, Ohio, and West Virginia on factors that contribute to the selection of Course Management Systems (CMS), the availability and/or requirements for instructor training, and the evaluation or lack thereof of online courses. A total of thirty institutions participated in this mixed methods study.

Benchmarking Online Learning Practices in Higher Education

2011 ◽  
pp. 120-133
Author(s):  
Julie A. Ray
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
The United States ◽  
Colleges And Universities ◽  
Course Management Systems ◽  
Degree Programs ◽  
Instructor Training ◽  
Learning Practices ◽  
State Area ◽  
Selection Of

Colleges and Universities across the United States have experienced an unprecedented growth in the availability of and demand for online courses and degree programs in the recent years. However, this medium for instructing is still relatively new compared to other traditional forms of instruction. Therefore, an overall lack of research on the online medium exists. This study benchmarks the practices of colleges and universities in the tri-state area of Pennsylvania, Ohio, and West Virginia on factors that contribute to the selection of Course Management Systems (CMS), the availability and/or requirements for instructor training, and the evaluation or lack thereof of online courses. A total of thirty institutions participated in this mixed methods study.

When Going Online Isn’t Going

2011 ◽  
pp. 234-246
Author(s):  
Elizabeth Osika ◽  
Rochelle Johnson ◽  
Rosemary Buteau
Keyword(s):  
Online Courses ◽  
State Funding ◽  
Degree Programs ◽  
State University ◽  
Southern State ◽  
Online Programs ◽  
Teaching Online ◽  
Future Success ◽  
Small Cohort ◽  
Enrollment Data

Over the last few years, Southern State University (SSU) has experienced a decline in enrollment and state funding. However, one aspect that holds promise, based on past enrollment data, is the potential movement towards providing online degree programs. While SSU provides rewards and encouragement for the development of online courses and programs, and students consistently are quick to fill the online sections, there has only been a small cohort of faculty who embrace teaching online. Therefore, there has been little to no growth in the number of online courses compared to other schools in the area, and not a single program has been established as being offered completely online. SSU is now faced with the issue of how to convince the heavily unionized faculty and other stakeholders that movement to the offering of online programs is a vital aspect of the university’s future success.

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