Flying SOLO for Student Success

2015 ◽  
pp. 244-265
Author(s):  
Regina L. Garza Mitchell ◽  
Gina L. Cano-Monreal
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Success ◽  
Technical College ◽  
Online Courses ◽  
First Year Experience ◽  
First Year ◽  
Student Preparedness ◽  
Low Socioeconomic ◽  
Global Workforce

This chapter describes how one innovative practice evolved to become an integral part of the college's efforts to increase student preparedness and success in courses so that they will be employable and competitive in the global workforce. Texas State Technical College Harlingen aimed to enhance student success in online education through implementing a mandatory class, Student Online Learning Orientation, for new online students. The course was developed as the result of faculty research and recommendations regarding online learning at the college. The majority of students at the college are underprepared and from low socioeconomic backgrounds, putting them at a disadvantage in taking these courses. Rather than a barrier to taking online classes, the goal of this class is to provide students with the necessary tools and skills to be successful. Results of the program show an increase in persistence and completion of online courses, and the course has become an integral part of the college's training and first-year experience for all students.

Flying SOLO for Student Success

2016 ◽  
pp. 2025-2046
Author(s):  
Regina L. Garza Mitchell ◽  
Gina L. Cano-Monreal
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Success ◽  
Technical College ◽  
Online Courses ◽  
First Year Experience ◽  
First Year ◽  
Student Preparedness ◽  
Low Socioeconomic ◽  
Global Workforce

This chapter describes how one innovative practice evolved to become an integral part of the college's efforts to increase student preparedness and success in courses so that they will be employable and competitive in the global workforce. Texas State Technical College Harlingen aimed to enhance student success in online education through implementing a mandatory class, Student Online Learning Orientation, for new online students. The course was developed as the result of faculty research and recommendations regarding online learning at the college. The majority of students at the college are underprepared and from low socioeconomic backgrounds, putting them at a disadvantage in taking these courses. Rather than a barrier to taking online classes, the goal of this class is to provide students with the necessary tools and skills to be successful. Results of the program show an increase in persistence and completion of online courses, and the course has become an integral part of the college's training and first-year experience for all students.

scholarly journals An Analysis on Adult Learners’ Satisfaction in Online Education Programmes

2018 ◽  
Vol 12 (7) ◽  
pp. 70
Author(s):  
Hueyzher Ng ◽  
Sakina Sofia Baharom
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Online Education ◽  
Quantitative Methods ◽  
Online Courses ◽  
Secondary School Teachers ◽  
College Level ◽  
Mixed Methods Design ◽  
Self Regulated Learning ◽  
Students Satisfaction

The demand for online programmes is continuously increasing at varying degrees, with the major appeal coming from adult learners whom are managing with the numerous demands from other work and life domains. These adult learners have their own varied expectations from the online learning process. The purpose of this paper is to investigate the degree to which other predictors contribute to adult learners’ satisfaction in online learning environment. A mixed-methods design was used, selecting both quantitative methods (utilizing survey research) and qualitative methods (employing open-ended questionnaire items), gathering the feedback of 200 adult learners whom comprises of secondary school teachers and college level teachers, enrolled in professional online courses. The online courses were designed using a problem-centered and case-based approach to learning and utilized technologies including learning management system (LMS) such as Moodle as well as functions from the LMS.  The results showed that the items such as learner-content interaction, self-regulated learning design, and Internet self-efficacy were good predictors of students’ satisfaction. Implications of these findings for higher education in providing blended or online programmes for adult learners are also discussed.

scholarly journals Examining Saudi EFL University Students’ Readiness for Online Learning at the Onset of Covid-19 Pandemic

2021 ◽  
Author(s):  
Elham Abdullah Ghobain ◽  
Abdullah Ahmed Zughaibi
Keyword(s):  
Online Learning ◽  
Online Education ◽  
University Students ◽  
Learning Outcomes ◽  
English Learners ◽  
Test Performance ◽  
First Year ◽  
English Major ◽  
Males And Females ◽  
First Year University

Nowadays, especially after the COVID-19 crisis lockdown, the heavy reliance on technology and online platforms led to a greater expectation of more learning autonomy among English learners in EFL contexts such as Saudi Arabia. The sudden shift to online learning requires an investigation into students’ readiness and willingness for such a mode of learning. This can provide educators with many prospects about learning outcomes achievement and assessment, test performance, and interaction during classes. Therefore, the current study seeks to contribute to the well-known area of learner autonomy research, which is still lacking in the context of the study, by exploring the readiness of Saudi first-year undergraduate English learners towards online education. Participants’ level of readiness is identified according to their autonomous behaviors and activities. The study will also assess the investigated concept considering the influence of gender and field of study of the participants on their autonomy levels. A total of 802 students participated in this study. It was found that Saudi first-year university students are moderately autonomous, that both males and females have similar levels of aptitude and readiness for taking responsibility for their learning, and that English-major and non-English-major groups showed comparatively similar levels across different learning autonomy dimensions. Yet interestingly, English-major participants displayed a relatively lower autonomy level than students of other majors.

scholarly journals Grit in Online Education

2019 ◽  
pp. 1-11
Author(s):  
Nicole Buzzetto-Hollywood ◽  
Kathy Quinn ◽  
Wendy Wang ◽  
Austin Hill
Keyword(s):  
Student Achievement ◽  
Online Education ◽  
Student Success ◽  
Student Performance ◽  
Online Courses ◽  
Self Regulation ◽  
P Value ◽  
Learning Success ◽  
Promising Area ◽  
Learning Efficacy

Aim: This study sought to explore the role of the elusive non-cognitive skill set known as grit, or the resolve and determination to achieve goals regardless of impediments, on student success in online education. It represents an area of exploration where there is a dearth in the available literature and reports the results of a study conducted at a Mid-Atlantic minority-serving university that examined the relationship between grit and student performance in fully online courses. Methodology: Students were administered the standard 12-Question Grit Scale with the addition of a series of validated questions that sought to measure perceived self-learning efficacy. Additionally, student performances in online courses were recorded and correlations conducted. Basic statistical analyses such as mean, mode, standard deviation, variance, and confidence interval were calculated. Two hypotheses were introduced as part of this study and tested with Anovas and crosstabulations. Results: This study found that higher grit scores correlated progressively to both self-discipline and self-efficacy but that a positive relationship to student achievement in fully online courses as measured with a p value of greater than .05 could not be confirmed. Conclusion: As online education continues to grow, providing opportunities to foster and strengthen student success in online courses and programs is increasingly important. E-learning success requires that students exhibit strong self-regulation, self-discipline, resilience, dutifulness, conscientiousness, and low impulsivity all of which are attributes of grit. As such, grit is presented as a promising area of exploration for increasing student achievement in online education.

ANALYSIS OF THE CONSEQUENCES OF THE TRANSITION TO ONLINE LEARNING ON THE EXAMPLE OF MOOC PHILOSOPHY DURING THE COVID-19 PANDEMIC

2020 ◽  
Vol 8 (4) ◽  
pp. 1083-1093
Author(s):  
Daria Bylieva ◽  
Zafer Bekirogullari ◽  
Victoria Lobatyuk ◽  
Tatiana Nam
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Sharp Increase ◽  
Educational Technologies ◽  
Online Course ◽  
First Year ◽  
First Year Students ◽  
Peter The Great ◽  
E Learning ◽  
Learning Portfolios

Purpose of the study: The situation of a mass transition of Universities to online education in the period of the COVID-19 pandemic allowed us to see the challenges of distance e-learning in practice. In this unique situation, the same students studying the same course changed only the form of education, which allows us to see the consequences of such a transition. The purpose of the study is the analysis of changes in students' educational activities in the transition to online learning. Methodology: The article provides a quantitative statistical analysis of changes in the behaviour of first-year students of Peter the Great St. Petersburg Polytechnic University (N=3122) in the framework of studying the mass open online course “Philosophy” on the platform open.edu when switching to fully e-learning in March 2020. The authors have applied data mining MOOCs from students’ learning portfolios. Main Findings: Existing technological solutions and educational technologies made it possible to quickly adapt the education system to the distance format. However, the transition to fully e-learning has led to a sharp increase (by 16-17%) in the number of students who do not participate in intermediate tests and not doing homework in the e-course and later did not return to normal learning. Applications of this study: Since modern higher education is increasingly using e-learning, it is necessary to anticipate the consequences of the implementation of e-learning. The study helps to see general trends in this area. Novelty/Originality of this study: The study provides an analysis of students’ learning when switching to online education based on data taken directly from students’ learning portfolios, which allows us to see a completely objective picture of changes in students' behaviour.

scholarly journals The Transition Online: A Mixed-Methods Study of the Impact of COVID-19 on Students with Disabilities in Higher Education

2021 ◽  
Vol 11 (2) ◽  
pp. 13
Author(s):  
Laura E Mullins ◽  
Jennifer Mitchell
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Students With Disabilities ◽  
Online Courses ◽  
World Health ◽  
Online Classroom ◽  
Global Pandemic ◽  
University Experience ◽  
The University ◽  
The Impact

Following the World Health Organization’s announcement of the global pandemic because of the Coronavirus Disease 2019, most Canadian universities transitioned to offering their courses exclusively online. One group affected by this transition was students with disabilities. Previous research has shown that the university experience for students with disabilities differs from those of their non-disabled peers. However, their unique needs are often not taken into consideration. As a result, students can become marginalized and alienated from the online classroom. In partnership with Student Accessibility Services, this research revealed the impact of the transition to online learning because of the pandemic for university students with disabilities. Students registered with Student Accessibility Services completed a survey about the effects of online learning during a pandemic on the students’ lives, education, and instructional and accommodation. It was clear from the results that online education during COVID-19 affected all aspects of the students’ lives, particularly to their mental health. This research provided a much-needed opportunity for students with disabilities to share the factors influencing their educational experience and identified recommendations instructors should consider when developing online courses to increase accessibility and improve engagement. 

scholarly journals Ensuring Online Learning Quality: Perspectives from the State University of New York

2020 ◽  
Vol 24 (2) ◽  
Author(s):  
Kristyn Muller ◽  
Kim A Scalzo ◽  
Alexandra M Pickett ◽  
Lisa Dubuc ◽  
Lawrence Dugan ◽  
...  
Keyword(s):  
New York ◽  
Online Learning ◽  
Online Education ◽  
Online Courses ◽  
The State ◽  
State University ◽  
Institutional Perspective ◽  
Online Programs ◽  
Quality Scorecard

As online learning continues to grow within higher education, it is important for colleges and universities to ensure that they are delivering quality online courses and programs. This paper will discuss the evaluation and assessment of online learning from an institutional perspective. Open SUNY, the system-wide office of online education that supports and services the State University of New York (SUNY), has developed a process using the Online Learning Consortium’s (OLC) Quality Scorecard for the Administration of Online Programs to help SUNY campuses examine and improve the quality of online learning. The first half of this paper will describe the development of that tool and the implementation of the Open SUNY Institutional Readiness Process. The second half of this paper will explain the OLC Quality Scorecard standards for the Evaluation & Assessment section and provide examples of best practices from four different SUNY community colleges.

scholarly journals Online Education at Voronezh State University

2018 ◽  
Vol 27 (8-9) ◽  
pp. 103-110 ◽  
Author(s):  
E. E. Chupandina ◽  
A. V. Semenikhina
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Courses ◽  
Electronic System ◽  
General Information ◽  
Educational Process ◽  
Open Education ◽  
State University ◽  
Library Resources ◽  
The University

The article describes the state of online learning at Voronezh State University and presents general information about its main components, such as e- library resources, electronic system for education process management, and  the university’s online courses. Since 2001 the University is a participant of  the scientific and technological program “Creation of the open education  system in the Russian Federation”. Within the framework of this program an  informational and educational portal Voronezh. OpeNet.ru − “Voronezh  virtual university” has been established, which is a part of the mega-portal of the Russian informational and educational environment of open education  (www.OpeNet.ru). In 2007 the University has started the work for  implementation of network education based on LMS Moodle. Online education is being realized on three levels: e-library resources,  organization of educational process (“Electronic University”), and online  courses (distant courses, university online courses, and open online courses).  Distant courses include 59 courses on ecology and learning  foreign languages worked out in the framework of Tempus project. At  present Voronezh State University is developing its own open online courses  (MOOC) using the experience of Tomsk State University and Moscow Institute of Physics and Technology. The implementation of online learning makes it  possible to realize two main principles of modern education − “education for  everybody” and “lifelong education”. 

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