A Case Study of the Development and Impact of Online Student Services Within Community Colleges PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download A Case Study of the Development and Impact of Online Student Services Within Community Colleges PDF full book. Access full book title A Case Study of the Development and Impact of Online Student Services Within Community Colleges by Aubrey Conover. Download full books in PDF and EPUB format.
Author: Aubrey Conover
Publisher:
ISBN:
Category :
Languages : en
Pages : 364
Get Book Here
Book Description
Over the past ten years institutions of higher education throughout the country have begun to expand their educational offerings to the online environment. While the benefits of online education have been touted by administrators and institutions across the country, the actual impact on students' education is unclear (Distance learning student services: An interview with CTDLC executive director Ed Klonoski. 2004; Planning reaps variety of benefits for distance programs. 2006; Restauri, 2004; Yang & Cornelius, 2004). Many authors including Cox (2005) and Vail (2006) have found that in their rush to take advantage of the online market, many schools have failed to adequately prepare and develop both the educational and student services foundation needed for a successful online education program. This dissertation seeks to provide insight into the development of the online educational student services environment within the community college setting. Based on the work of Orlikowski and Gash (1994), an examination of the technological frames of institutional stakeholders was performed. Through this analysis a clearer picture of the online services development process was achieved. Furthermore, the theory of technological frames was examined to proved a framework from which organizations may examine their own institutional structures Using a multifaceted qualitative case study approach, this dissertation explored both the level of satisfaction students are receiving from the online student services environment and the technological frames of stakeholders that contributed to the current state of service. The findings of this research provided insight into current practices as well as contributed to the literature through the expansion of the theory of technological frames.
Author: Aubrey Conover
Publisher:
ISBN:
Category :
Languages : en
Pages : 364
Get Book Here
Book Description
Over the past ten years institutions of higher education throughout the country have begun to expand their educational offerings to the online environment. While the benefits of online education have been touted by administrators and institutions across the country, the actual impact on students' education is unclear (Distance learning student services: An interview with CTDLC executive director Ed Klonoski. 2004; Planning reaps variety of benefits for distance programs. 2006; Restauri, 2004; Yang & Cornelius, 2004). Many authors including Cox (2005) and Vail (2006) have found that in their rush to take advantage of the online market, many schools have failed to adequately prepare and develop both the educational and student services foundation needed for a successful online education program. This dissertation seeks to provide insight into the development of the online educational student services environment within the community college setting. Based on the work of Orlikowski and Gash (1994), an examination of the technological frames of institutional stakeholders was performed. Through this analysis a clearer picture of the online services development process was achieved. Furthermore, the theory of technological frames was examined to proved a framework from which organizations may examine their own institutional structures Using a multifaceted qualitative case study approach, this dissertation explored both the level of satisfaction students are receiving from the online student services environment and the technological frames of stakeholders that contributed to the current state of service. The findings of this research provided insight into current practices as well as contributed to the literature through the expansion of the theory of technological frames.
Author: Tonia L. Teresh
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 178
Get Book Here
Book Description
This qualitative instrumental case study examined how student services practitioners tasked with implementing the Student Success and Support Program in California Community Colleges learned about issues related to student success. Through inductive analysis of documents, interviews, and intake forms, it emerged that practitioners learned about student success through (1) on-the-job experiences, (2) professional development and training activities, (3) and dialogue and problem solving with colleagues. These modes of learning were impacted by external pressures, personal commitment, and inclusion. The study concluded that practitioners preferred relevant, task-focused training, and that the student success legislation provided practitioners with both the impetus and content for learning. Further, employee engagement and inclusion were essential for learning about student success. Based on the study findings, suggestions for theory, future research, and practice were provided. Suggestions for practice included the expansion of learning opportunities, particularly for classified support staff who felt excluded from professional development activities. The researcher recommended future research on community college student services practitioners and provided recommendations for ways that professional associations could contribute to research and practice in community college student services. The study helped to address a gap in the literature by shedding light on learning among community college student services practitioners, a population that has often been neglected in student affairs research.
Author: Katy W. Ho-Middleton
Publisher:
ISBN:
Category : Adult college students
Languages : en
Pages : 106
Get Book Here
Book Description
The purpose of this phenomenological case study was to understand the experiences of older students' use of web-based student services in a community college setting. For the purpose of this study the term "older student" was defined as people born between the years 1943 and 1960. This group of people, often described as the Baby Boomer generation, would not have had access to computer technologies had they gone to college during their adolescent years. Web-based student services was defined as the range of student services which are placed online, allowing students to access information and services without needing to see someone in-person. There were three major reasons for this study: (a) the increase in the development and use of online student services, (b) the increase of older students in higher education, and (c) further need to understand the unique experiences of older students in higher education. The case study design used an interpretive social science philosophical approach. The study was conducted at a large multi-campus community college in a metropolitan area located in the Northwest. A combination of survey, interviews, institutional data, and student-journals were used to answer the following research questions: (a) What is the experience of older students with web-based technology in a community college setting, (b) How do the older students' overall experiences and use of web-based services affect their community college experience, and (c) How might older students' background and experiences with web-based student services inform community college policy and practice? Close examination of data revealed several major themes of older students' experiences with online student services. These themes are: [1] Student Assumptions [2] Self-Motivation [3] Influence of Prior Work Experiences [4] User Preferences [5] How and What Online Services are Used [6] User Suggestions When these themes are taken into consideration with related literature on the digital divide, technology use in student affairs, older student experiences in the community college, and older students' use of technology, this study offers implications for community college leaders and practitioners in the student affairs and technology development. The implications of this study may impact online service development, assessment of computer literacy, program enhancement or development, and technical changes.
Author: Matthew J. Mayhew
Publisher: John Wiley & Sons
ISBN: 1118462688
Category : Education
Languages : en
Pages : 784
Get Book Here
Book Description
The bestselling analysis of higher education's impact, updated with the latest data How College Affects Students synthesizes over 1,800 individual research investigations to provide a deeper understanding of how the undergraduate experience affects student populations. Volume 3 contains the findings accumulated between 2002 and 2013, covering diverse aspects of college impact, including cognitive and moral development, attitudes and values, psychosocial change, educational attainment, and the economic, career, and quality of life outcomes after college. Each chapter compares current findings with those of Volumes 1 and 2 (covering 1967 to 2001) and highlights the extent of agreement and disagreement in research findings over the past 45 years. The structure of each chapter allows readers to understand if and how college works and, of equal importance, for whom does it work. This book is an invaluable resource for administrators, faculty, policymakers, and student affairs practitioners, and provides key insight into the impact of their work. Higher education is under more intense scrutiny than ever before, and understanding its impact on students is critical for shaping the way forward. This book distills important research on a broad array of topics to provide a cohesive picture of student experiences and outcomes by: Reviewing a decade's worth of research; Comparing current findings with those of past decades; Examining a multifaceted analysis of higher education's impact; and Informing policy and practice with empirical evidence Amidst the current introspection and skepticism surrounding higher education, there is a massive body of research that must be synthesized to enhance understanding of college's effects. How College Affects Students compiles, organizes, and distills this information in one place, and makes it available to research and practitioner audiences; Volume 3 provides insight on the past decade, with the expert analysis characteristic of this seminal work.
Author: Robert S. Feldman
Publisher: Psychology Press
ISBN: 1135600899
Category : Education
Languages : en
Pages : 365
Get Book Here
Book Description
The first year of college represents an enormous milestone in students' lives. Whether attending a four-year or two-year institution of higher education, living on campus or at home, or enrolled in a highly selective school or a college with an open-admissions policy, students are challenged in unique and demanding ways during their first year. Although many students rise to the challenges they face, for some the demands are too great. Retention rates beyond the first year are disappointing: one third of first-year students seriously consider leaving college during their first term, and ultimately one half of all students who start college complete it. What are the factors that impact students during their first year? How can the academic and social experiences of first-year students be optimized? What can we do to improve retention rates to maximize the number of students who complete college? Improving the First Year of College employs a variety of perspectives from leading researchers and student-service providers to address these questions and examine the first year of college. This volume also highlights the development of learning communities and coaching, as well as how technology impacts students' first year. Perhaps most important, the book provides examples of "best practices," as determined through research by leaders in the field, to permit educators to draw on their experiences.
Author: Gloria Crisp
Publisher: John Wiley & Sons
ISBN: 1119319382
Category : Education
Languages : en
Pages : 120
Get Book Here
Book Description
With calls for community colleges to play a greater role in increasing college completion, promising or high-impact practices (HIPs) are receiving attention as means to foster persistence, degree completion, and other desired academic outcomes. These include learning communities, orientation, first-year seminars, and supplemental instruction, among many others. This volume explores the latest research on: how student success program research is conceptualized and operationalized, evidence for ways in which interventions foster positive student outcomes, critical inquiry of how students themselves experience them, and challenges and guidance regarding program design, implementation and evaluation. This is the 175th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 640
Get Book Here
Book Description
Author: Iain Michael Ritterbrown
Publisher:
ISBN:
Category :
Languages : en
Pages : 201
Get Book Here
Book Description
The issue of student success has become significant if not dominant in discussions at all levels of education since the early part of the 21st century. Discussions of public education have historically focused on issues of access, stemming from the belief that everyone should have the opportunity to benefit from education. In recent years, however, the focus of this discussion has shifted to the obligation of educational institutions to ensure students not only have access to education, but that they are successful. In response to the growing concerns about student success, the California State Senate, in 2010, passed SB 1143, which authorized the California Community College Board of Governors to form the California Community College Student Success Task Force, a body led by California Community College Chancellor Jack Scott. The task force was charged with producing actionable recommendations that would improve the success of California's community college students. The Student Success Task Force produced 22 recommendations, published in the Student Success Task Force Final Report (2012). Most of these recommendations were implemented by the time this study was completed. Implementation has had a considerable impact on the California community college system and its students. While the recommendations and their implementation have received considerable attention, relatively little is known about the process by which they were formed. This case study of the Student Success Task Force was designed to examine the ways in which educational policy is formed. Specifically, the study sought to examine policy formation from a systems theory perspective. The study explored ways in which student success was defined by the task force and by individual members, the ways in which these definitions were influenced by educational research and theory, and the degree to which the task force employed formal research methodology in the formation of its recommendations. The study found that the Student Success Task Force represented an effective model for policy development, and that its structure, developed by the architects of the task force, provided a sound foundation for discussions. The deliberate inclusion of all stakeholder groups provided representation from a broad range of perspectives, though faculty, community college administrators, and outside interests, which collectively had the largest numbers of representatives, appear to have had had the greatest influence on discussions. Stakeholder obligation also played a significant role in the development of the task force recommendations. Perhaps the most important influence on the task force and the development of its recommendations was the strength of leadership provided by Chancellor Jack Scott and by the California community college CEOs.
Author: Benny Joe Seaberry
Publisher:
ISBN:
Category :
Languages : en
Pages : 456
Get Book Here
Book Description
Author: Regina L. Garza Mitchell
Publisher: John Wiley & Sons
ISBN: 0470889691
Category : Education
Languages : en
Pages : 115
Get Book Here
Book Description
This volume highlights existing issues in online courses and programs and provides strategies for addressing them as the demand for online education continues to grow. Organizational changes caused by greater reliance on technology for teaching and learning are still not fully understood, and many colleges continue to react to change rather than positioning themselves to take advantage of it. As a challenge to that, contributors to this volume use personal narratives and research to discuss how online education continues to lead to organizational, professional, and personal change. Community colleges are at the forefront of the tremendous growth in online programs. Two-year colleges now serve more than half of all online students, and they are poised for continued growth as more adults seek education and retraining. Despite the acceptance, and even expectation, of online services and programs in education, colleges must address existing issues before expanding these. This volume is an indispensable resource in that process. This is the 150th volume of the Jossey-Bass higher education quarterly report series New Directions for Community Colleges. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
