Student Support Services

2010 ◽  
pp. 1253-1260
Author(s):  
Scott L. Howell ◽  
Wendi Wilcken
Keyword(s):  
Online Learning ◽  
Support Services ◽  
Student Support Services ◽  
Learning Experience ◽  
Student Support ◽  
Technical Support ◽  
Learning Program ◽  
Online Programs

Success secret number one for a successful online learning program, according to Jeffrey Feldberg, chairman and CEO of Embanet Corp. and who has launched several successful online programs, is “live technical support” (Feldberg, 2001, p. 1). Many student support services, like technical support, are critical to the successful learning experience of all students, but especially for students who are engaged in online learning at a distance. One director of student support services for an online learning program said it this way: “If they’re having trouble with the technology, it’s like showing up at class and the door’s locked and they can’t get in” (Kelly, 2001, p.5). And, just as trouble with technology may keep the class door locked for one student, so can any other unmet student need for another student.

Student Support Services

2010 ◽  
pp. 1951-1956 ◽  
Author(s):  
Scott L. Howell ◽  
Wendi Wilcken
Keyword(s):  
Online Learning ◽  
Support Services ◽  
Student Support Services ◽  
Learning Experience ◽  
Student Support ◽  
Technical Support ◽  
Learning Program ◽  
Online Programs

Success secret number one for a successful online learning program, according to Jeffrey Feldberg, chairman and CEO of Embanet Corp. and who has launched several successful online programs, is “live technical support” (Feldberg, 2001, p. 1). Many student support services, like technical support, are critical to the successful learning experience of all students, but especially for students who are engaged in online learning at a distance. One director of student support services for an online learning program said it this way: “If they’re having trouble with the technology, it’s like showing up at class and the door’s locked and they can’t get in” (Kelly, 2001, p.5). And, just as trouble with technology may keep the class door locked for one student, so can any other unmet student need for another student.

Student Support Services

2011 ◽  
pp. 1687-1692 ◽  
Author(s):  
Scott L. Howell ◽  
Wendi Wilcken
Keyword(s):  
Online Learning ◽  
Support Services ◽  
Student Support Services ◽  
Learning Experience ◽  
Student Support ◽  
Technical Support ◽  
Learning Program ◽  
Online Programs

Success secret number one for a successful online learning program, according to Jeffrey Feldberg, chairman and CEO of Embanet Corp. and who has launched several successful online programs, is “live technical support” (Feldberg, 2001, p. 1). Many student support services, like technical support, are critical to the successful learning experience of all students, but especially for students who are engaged in online learning at a distance. One director of student support services for an online learning program said it this way: “If they’re having trouble with the technology, it’s like showing up at class and the door’s locked and they can’t get in” (Kelly, 2001, p.5). And, just as trouble with technology may keep the class door locked for one student, so can any other unmet student need for another student.

Scaling Online Education at a Small, Private University

2019 ◽  
pp. 185-205
Author(s):  
Michael S. Hoffman ◽  
Shelley Jack
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Support Services ◽  
Public Universities ◽  
Student Support Services ◽  
Learning Experience ◽  
Student Support ◽  
Private University ◽  
Online Programs ◽  
For Profit

The online education landscape is dominated in higher education by large for-profit institutions and large public universities, but how can a small, private university develop online programs and scale them in such a way as to offer students an excellent learning experience, provide exemplary student support services, and do so with limited resources? This chapter discusses the challenges faced, and solutions deployed, by one such institution as it implemented and grew its portfolio of fully online programs.

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.

Pursuit of Online Services for Online Students

2020 ◽  
pp. 57-97
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.

LIS e-learning programs: a study of Student Support Services

2014 ◽  
Vol 31 (6) ◽  
pp. 16-20
Author(s):  
Shraddha Anilkumar ◽  
Shalini Ramdas Lihitkar
Keyword(s):  
Financial Aid ◽  
Career Counseling ◽  
Support Services ◽  
Student Support Services ◽  
Research Work ◽  
Student Support ◽  
Technical Support ◽  
Content Type ◽  
Learning Programs ◽  
E Learning

Purpose – The purpose of this paper is to know the personalized online student support system provided by e-learning centers, to find out academic advice as Student Support Services provided by institution running e-learning programs; to find out career counseling as Student Support Services provided by institution running e-learning programs; to find out technical support as Student Support Services provided by institution running e-learning programs; to find out registration assistance as Student Support Services provided by institution running e-learning programs; to find out methods used for paying fee for e-learning programs for LIS education; and to find out financial aid available for students for e-learning programs in LIS education. Design/methodology/approach – The present study is exploratory in nature. In the study, the attempt was made to explore the Student Support Services provided by e-learning institution. It focuses on the various online Student Support Services. Data collection was made through following methods: through Web pages of related departments; by contacting the departments and by sending questionnaires. Findings – Student Support Services provided by institutions – academic advice: it was observed from Table I that the data were significant (p < 0.05) and that high percentage (60.9 per cent) of universities/institutes provide support systems like academic advice to the students opting LIS courses through e-programs; career counseling: it was observed from Table II that the data were significant (p < 0.05) and that high percentage (60.9 per cent) of universities/institutes provide support systems like career counseling to the students opting LIS courses through e-programs; technical support: it was observed from Table III that 100 per cent universities/institutes provide technical support to the students opting LIS courses through e-programs; and registration assistance: it was observed from Table IV that 100 per cent universities/institutes provide registration assistance support to the students opting LIS courses through e-programs. *Mode of payment of fees for e-learning programs for LIS education: it was apparent from the information (Table V) that mode of payment of fees such as credit card, check and purchase order or money order is available for majority of e-learning courses. *Financial aid available for students for e-learning programs in LIS education: it may be concluded on the basis of the study results (Table VI) that for significantly (p < 0.05) high percentage of LIS courses, the financial aid is not available. Research limitations/implications – The research work, especially Student Support Services, was limited to only 23 institutions which are running courses in LIS education by e-learning technology. Practical implications – The present study shows that there is a need to strengthen more Student Support Services. The successful implementation of such a system would need efforts by the concerned management of the institutions and substantial support from the apex statutory organizations. The stakeholders have strongly reinforced the necessity of support strategies which need to start from the time the student enrolls to completion of course. Feedback from students, teachers and researchers should be taken for improving the services. It is useful for those who are running e-learning courses. Social implications – Students who are taken and studying online courses would be aware of Student Support Services. Originality/value – This research work is valuable and original, and no prior research has been identified for Student Support Services for e-learning programs in LIS.

Comparative Study Of Student Support Services Of UKOU And SLOU

2008 ◽  
Vol 5 (1) ◽  
pp. 66-76
Author(s):  
Aijaz Ahmed Gujjar ◽  
◽  
Bushra Naoreen Choudhry ◽  
Amtul Hafeez Choudhry ◽  
◽  
...  
Keyword(s):  
Comparative Study ◽  
Support Services ◽  
Student Support Services ◽  
Student Support

Availability of student support services for Inclusive Education in Govt. and Non Govt. Schools.

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
Neetu Khokhar
Keyword(s):  
Inclusive Education ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
Physical Infrastructure ◽  
The Difference

The purpose of present investigation is to study the availability of student support services for inclusive education in govt. and non govt. schools. The study was conducted on 50 schools of both types in sonipat distt.of Haryana. Self constucted questionnaire was used for this investigation. t-two tail test assuming equal variances was used for the purpose of ananysis the data the difference between the availability of student support services( physical /infrastructure,madical,teching and evaluation ) in govt and non-govt schools is found to be significant.

Connecting with others: Dispositional and situational relatedness during the college transition

2021 ◽  
pp. 026540752110345
Author(s):  
Jordan A. Booker ◽  
Erika Hernandez ◽  
Karen E. Talley ◽  
Julie C. Dunsmore
Keyword(s):  
College Transition ◽  
Support Services ◽  
College Adjustment ◽  
Student Outcomes ◽  
Student Support Services ◽  
Student Support ◽  
Well Being ◽  
Subjective Well Being ◽  
Social Challenges ◽  
Successes And Challenges

The college transition involves social challenges for students, including concerns about distance from family and hometown friends, and pressure to build a new social network on campus. Students who are successfully navigating these social challenges should be better adjusted on campus and feel more satisfied with the direction of their lives. We measured two expressions of relatedness in incoming, central US students’ ( N = 244; M age = 18.1 years; 78.6% women) autobiographical recollections of the college transition: (a) dispositional relatedness (DR) and tendencies to emphasize motivations for connecting with others; and (b) situational relatedness (SR) and reflections on successes and challenges within specific relationship domains. We hypothesized that both expressions of relatedness would be positively and distinctly associated with longitudinal reports of college adjustment (i.e., belonging) and subjective well-being (i.e., life satisfaction). We also hypothesized that changes in college adjustment would mediate associations between expressions of relatedness and well-being. Findings broadly supported expectations. Each expression of relatedness robustly predicted better student outcomes longitudinally. Further, improvements in college belonging and decreases in homesickness mediated the ties between situational relatedness and subjective well-being. We discuss the implications of these findings for the college transition and student support services.

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