A Study of the Relationship Between Distance Learners' Perception of the Value of Student Support Services and a Sense of Belonging in the University's Learning Community PDF Download
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Author: Rouseline Emmanuel-Frenel
Publisher:
ISBN:
Category : Belonging (Social psychology)
Languages : en
Pages : 137
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Book Description
This study asked two primary questions: (1) to what extent do distance learners find value in student support services; and (2) is there a relationship between the value placed on student support services and students' sense of belonging in the university's learning community? Value was defined as the frequency of use, importance, and satisfaction with student support services. The participants in the study were drawn from undergraduate and graduate students enrolled in one or more online courses in a Catholic University in Pennsylvania’s accelerated adult learning program. These students were taking at least 80 percent of their formal instruction online, and were enrolled in the spring and/or summer sessions of 2016. The research was conducted using a quantitative correlation research design. The variable of value in student support services was measured using a web-based survey assessing the respondents’ frequency of use, perceived importance, and satisfaction with 14 student support services. The variable of online students’ feelings of connection to the wider university community was measured using the Social Connectedness subscale of the Campus Connectedness Scale. To examine the relationships between the perceived value of student support services and respondents’ sense of belonging, a Pearson correlation coefficient was computed for total use of support services, total perceived importance of support services, and total satisfaction with the total sense of belonging scores. The findings revealed a positive correlation between the extent that distance learners used and were satisfied with the student support services and the students’ sense of belonging in the learning community. However, sense of belonging did not significantly correlate with the perceived importance item. The combined results of this study demonstrate that online learners use and satisfaction with student support services had a positive impact on these students’ sense of engagement and belonging in the institution as a whole.
Author: Rouseline Emmanuel-Frenel
Publisher:
ISBN:
Category : Belonging (Social psychology)
Languages : en
Pages : 137
Get Book Here
Book Description
This study asked two primary questions: (1) to what extent do distance learners find value in student support services; and (2) is there a relationship between the value placed on student support services and students' sense of belonging in the university's learning community? Value was defined as the frequency of use, importance, and satisfaction with student support services. The participants in the study were drawn from undergraduate and graduate students enrolled in one or more online courses in a Catholic University in Pennsylvania’s accelerated adult learning program. These students were taking at least 80 percent of their formal instruction online, and were enrolled in the spring and/or summer sessions of 2016. The research was conducted using a quantitative correlation research design. The variable of value in student support services was measured using a web-based survey assessing the respondents’ frequency of use, perceived importance, and satisfaction with 14 student support services. The variable of online students’ feelings of connection to the wider university community was measured using the Social Connectedness subscale of the Campus Connectedness Scale. To examine the relationships between the perceived value of student support services and respondents’ sense of belonging, a Pearson correlation coefficient was computed for total use of support services, total perceived importance of support services, and total satisfaction with the total sense of belonging scores. The findings revealed a positive correlation between the extent that distance learners used and were satisfied with the student support services and the students’ sense of belonging in the learning community. However, sense of belonging did not significantly correlate with the perceived importance item. The combined results of this study demonstrate that online learners use and satisfaction with student support services had a positive impact on these students’ sense of engagement and belonging in the institution as a whole.
Author: D. Randy Garrison
Publisher: Taylor & Francis
ISBN: 1317357590
Category : Education
Languages : en
Pages : 221
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Book Description
The third edition of E-Learning in the 21st Century provides a coherent, comprehensive, and empirically-based framework for understanding e-learning in higher education. Garrison draws on his decades of experience and extensive research in the field to explore technological, pedagogical, and organizational implications. The third edition has been fully updated throughout and includes new material on learning technologies, MOOCs, blended learning, leadership, and the importance and role of social connections in thinking and learning, highlighting the transformative and disruptive impact that e-learning has recently had on education.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This study draws on the experiences of one population of distance learners, comprised of adult women, enrolled in a distance learning program in the context of a Midwest dual-mode higher education institution to better understand the impact of student support on their distance learning experience. While limited to a specific institutional context and distance education program, this systematic examination of support service needs of adult distance learners represents a practical application of literature and contributes to and confirms the work of others. By and large, the 28 support services and assistance provided were important to this population of learners. These services fall within six functional categories identified in the literature as important supports for distance learners: recruitment and enrollment services, academic support, educational materials and resources, community development, financial services, and technical support. One conclusion drawn from this study is that these areas provide a good starting point for any distance education program interested in designing ways to support distance learners. That is, even in the context of specialized programs and groups of learners, there are some basic similarities that can be adapted and modified particular to the institutional context and learners. However, even within a distance learning program designed to meet the needs of one population of learners, there is much diversity in terms of learner dispositional and situational circumstances that impact their support needs. Therefore, the institution must be prepared to provide a range of student support throughout the distance learner's experience. The manner in which support services were provided was a major factor in students' perceptions of effective support assistance. Providing timely and accurate information, providing assistance that is responsive to the individual needs of the learners, and building a sense of community to overcome feelings of isolation had an impact on students' level of satisfaction with support assistance. In addition, it was further revealed in this study that how the distance education unit interacts within the larger institutional context impacts the quality of services and is, therefore, an important consideration in the design and delivery of student support for distance learners.
Author: Olaf Zawacki-Richter
Publisher: Athabasca University Press
ISBN: 1927356628
Category : Education
Languages : en
Pages : 520
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Book Description
Online Distance Education: Towards a Research Agenda offers a systematic overview of the major issues, trends, and areas of priority in online distance education research. In each chapter, an international expert or team of experts provides an overview of one timely issue in online distance education, summarizing major research on the topic, discussing theoretical insights that guide the research, posing questions and directions for future research, and discussing the implications for distance education practice as a whole. Intended as a primary reference and guide for distance educators, researchers, and policymakers, Online Distance Education addresses aspects of distance education practice that have often been marginalized, including issues of cost and economics, concerns surrounding social justice, cultural bias, the need for faculty professional development, and the management and growth of learner communities. At once soundly empirical and thoughtfully reflective, yet also forward-looking and open to new approaches to online and distance teaching, this text is a solid resource for researchers in a rapidly expanding discipline.
Author: Terrell L. Strayhorn
Publisher: Routledge
ISBN: 1315297272
Category : Education
Languages : en
Pages : 224
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Book Description
This book explores how belonging differs based on students’ social identities, such as race, gender, sexual orientation, or the conditions they encounter on campus. Belonging—with peers, in the classroom, or on campus—is a critical dimension of success at college. It can affect a student’s degree of academic adjustment, achievement, aspirations, or even whether a student stays in school. The 2nd Edition of College Students’ Sense of Belonging explores student sub-populations and campus environments, offering readers updated information about sense of belonging, how it develops for students, and a conceptual model for helping students belong and thrive. Underpinned by theory and research and offering practical guidelines for improving educational environments and policies, this book is an important resource for higher education and student affairs professionals, scholars, and graduate students interested in students’ success. New to this second edition: A refined theory of college students’ sense of belonging and review of current literature in light of new and emerging theories; Expanded best practices related to fostering sense of belonging in classrooms, clubs, residence halls, and other contexts; Updated research and insights for new student populations such as youth formerly in foster care, formerly incarcerated adults, and homeless students; Coverage on a broad range of topics since the first edition of this book, including cultural navigation, academic spotting, and the "shared faith" element of belonging.
Author: Margaret Lyn McBeath
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 124
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Book Description
The primary aim of this study was to examine student perceptions of sense of belonging, peer support, and student social media use and how these factors influence their mental health, overall well-being, and confidence regarding their transition to work after graduation (i.e., school-to-work efficacy). A second aim was to examine the role of social media use on sense of belonging, peer support, and mental health. A third and final aim was to examine the above-mentioned variables in the context of co-operative education (co-op). Participants, undergraduate students (n=314) from all years of study and all academic faculties completed an online survey which included demographic information as well as measures of sense of belonging, mental health status, social connections and peer support systems, social media usage, perceived mental preparedness for the transition to work, and perceived importance of peer support and sense of belonging on mental health and overall wellbeing. The results of this study revealed a number of important findings related to the relationships between sense of belonging, peer support, and social media on school to work transitions and indicators of mental health and well-being. It was shown that student's perceived sense of belonging to their peers and the university community and access to high quality peer support were strongly related to their overall mental health and well-being. Demographic factors were also found to be significantly related to sense of belonging, peer support, and confidence in school to work transitions, and students who participate in co-operative education were shown to have higher levels of school to work efficacy than non-co-op peers. The results revealed that students who reported a strong sense of belonging to school and peers were more likely to report experiencing greater emotional stability and that students who experienced a stronger sense of appraisal and belonging support within the campus community were more likely to report that they experienced better levels of mental balance and happiness. It was also found that while students perceived social media as playing an important role in their perceived sense of belonging and peer support, a high intensity of social media use was related to lower emotional stability in students. Implications and recommendations for future research are discussed.
Author: Pamela Cantor
Publisher: Routledge
ISBN: 100039977X
Category : Education
Languages : en
Pages : 245
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Book Description
This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 748
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Book Description
Author: Alfred Rovai
Publisher: Elsevier
ISBN: 1780631626
Category : Education
Languages : en
Pages : 267
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Book Description
The purpose of this book is to increase understanding of the major theories, issues, challenges, and solutions related to online distance education. It balances practical advice with a description of the theoretical and research-based underpinnings for the culturally-responsive strategies presented. An important integrating theme is the impact of globalization and internationalization on all aspects of distance education. Consequently, the book examines the implications of global reach and cross-border education and promotes the integration of global learning in academic programs. - Addresses the global reach of distance education and associated cultural, linguistic, and accreditation issues - Describes the latest online learning technologies, e.g., blogs, wikis, podcasting, mobile learning, virtual worlds, etc. - Addresses the culture of higher education and forces that are moving higher education in new directions, e.g., academic capitalism, consumerism, and competition among non-profit, for-profit, and corporate universities
Author: Uttam Gaulee
Publisher: Springer Nature
ISBN: 9811523991
Category : Education
Languages : en
Pages : 324
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Book Description
This book focuses on critical issues and perspectives concerning globally mobile students, aspects that have grown in importance thanks to major geopolitical, economic, and technological changes around the globe (i.e., in and across major origins and destinations of international students). Over the past few decades, the field of international higher education and scholarship has developed robust areas of research that guide current policy, programs, and pedagogy. However, many of the established narratives and wisdoms that dominate research agendas, scope, and foci have become somewhat ossified and are unable to reflect recent political upheavals and other changes (e.g. the Brexit, Trump era, and Belt and Road Initiative) that have disrupted a number of areas including mobility patterns and recruitment practices, understanding and supporting students, engagement of global mobile students with their local counterparts, and the political economy of international education at large. By re-assessing established issues and perspectives in light of the emerging global/local situations, the contributing authors – all experts on international education – share insights on policies and practices that can help adapt to emerging challenges and opportunities for institutions, scholars, and other stakeholders in international higher education. Including theoretical, empirical, and practitioner-based methods and perspectives provided by scholars from around the world, the book offers a unique and intriguing resource.
