A sense of belonging to enhance participation, success and retention in online programs

Thomas, Lisa; Herbert, James; Teräs, Marko

doi:10.5204/intjfyhe.v5i2.233

Cited by 122 publications

(104 citation statements)

References 11 publications

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“…The findings reflect the key role tutors, supportive classrooms and the organisation of the program play in student engagement as noted in the literature (Thomas et al, 2014;Zepke, 2013). Instead of being treated like they had been at school, students reported they liked learning in a respectful partnership with tutors who modelled what was required within a structure that was easily accessible (Thomas, 2013).…”

Section: Discussionsupporting

confidence: 68%

“…Thomas (2013) calls for a "partnership approach" (p. 8) where the responsibility for engagement includes students, tutors and the institutions. Other empirical evidence supports the notion that establishing a sense of belonging can impact positively on student retention (Krause & Armitage, 2014;Thomas et al, 2014).…”

Section: Introductionmentioning

confidence: 72%

“…Nelson, Clarke, Kift, and Creagh (2011) explain the importance of embedding interactive learning opportunities within the curriculum and assessment practices to provide a purposeful context for students to actively build learning communities. There is a significant body of research that shows that a sense of belonging to a learning community is important to students in terms of their perception of the learning experience but also in terms of improving their learning outcomes (Cocks & Stokes, 2013;Thomas, Herbert, & Teras, 2014). Thomas (2013) calls for a "partnership approach" (p. 8) where the responsibility for engagement includes students, tutors and the institutions.…”

Section: Introductionmentioning

confidence: 99%

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Encouraging engagement in enabling programs: The students’ perspective

Hellmundt

Baker

2017

SUCCESS

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Student retention is a key concern in tertiary education enabling programs with research showing that early engagement leads to higher completion rates (Hodges et al., 2013). But how do students new to university education learn how to engage effectively? This article outlines an engagement framework that foregrounds Guidance, Encouragement, Modelling and Structure (GEMS) as a holistic approach to facilitating effective student engagement. This framework was developed from qualitative data gleaned from students enrolled in the Preparing for Success Program at Southern Cross University, New South Wales, Australia. The findings from the students indicate that the GEMS framework activates student potential and enables them to use existing knowledge and experience to not only deepen and broaden their learning but also successfully prepare for further study.

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Section: Discussionsupporting

confidence: 68%

Section: Introductionmentioning

confidence: 72%

Section: Introductionmentioning

confidence: 99%

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Encouraging engagement in enabling programs: The students’ perspective

Hellmundt

Baker

2017

SUCCESS

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“…One of the primary challenges of students enrolled in online courses is their feelings of isolation, lack of community, and experiences of limited engagement with the instructor (Boton & Gregory, 2015;Mokoena, 2013). These factors can result in higher attrition rates than traditional courses (Thomas, Herbert, & Teras, 2014). For courses with enrollments of 150+, students may be at an even greater risk of attrition if these factors are not considered as part of course design or addressed through high touch instructional strategies.…”

Section: From Discussion Forums To Emeetings: Integrating High Touchmentioning

confidence: 99%

From Discussion Forums to eMeetings: Integrating High Touch Strategies to Increase Student Engagement, Academic Performance, and Retention in Large Online Courses

Betts

2020

OLJ

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Student engagement and group work are critical to developing competencies, deeper learning, and attributes that align with 21st-century skills. Group work is particularly important for future employment in an increasingly competitive and dynamic workforce. A new capstone group work assignment using Online Human Touch (OHT) strategies was integrated into an Information Systems course at a regional university in the Caribbean. The course typically enrolls 250-300+ students per semester with one instructor. The assignment simulated a real-world business ‘eMeeting’ to proactively increase student engagement and retention. Quantitative data was collected three years prior to, and three years after the new ‘eMeeting’ format. Qualitative feedback after the integration shows significant increases in student engagement, while results and data show improved academic performance, higher scores on the standardized final exam and decreases in attrition. Integrating group assignments in large courses with real-world requirements, not only provide students with the opportunity to apply the knowledge, skills, and experience gained throughout the course, but enhance key soft skills sought by employers including problem-solving, ability to work in teams, communication, leadership, and time management.

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“…This course is an opportunity for teachers to talk about personal teaching experiences and learn from one another, breaking down isolation by recognizing that others have similar experiences. The Flexi-ULT facilitators focus on developing activities that encourage interaction and reciprocal feedback in a space that is welcoming and safe and creates a sense of belonging (Thomas et al 2014). For example, the overall course begins with introductory icebreaker activities, and open discussion forums are used for informal conversations within modules and are encouraged outside the space.…”

Section: Figmentioning

confidence: 99%

Mobilizing PD: Professional Development for Sessional Teachers Through Mobile Technologies

Dean¹,

Zanko²,

Turbill³

2014

Handbook of Mobile Teaching and Learning

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The emergence of mobile technologies has changed the higher education landscape. The expansion of mobile technologies in our classrooms presents new learning opportunities not just for students but also for teachers. While professional development is core business for higher education providers, over the years, increasing attention has been afforded to the growing cohort of casual teachers typically overlooked. Sessional teachers are at the interface of learning, yet have historically experienced limited professional development. A unique opportunity is presented to utilize the flexibly of mobile technologies with the needs of time-poor, provisional sessional teachers. This chapter explores this notion and what this might look like by offering two exemplary cases. These cases demonstrate ways in which to use the affordances of mobile technologies to deliver and customize professional development, thereby embedding professional learning in practice. This is an important strategic, pedagogical, and capacity building movement that currently seems to be lacking in uptake and explication of best practice. AbstractThe emergence of mobile technologies has changed the higher education landscape. The expansion of mobile technologies in our classrooms presents new learning opportunities not just for students but also for teachers. While professional development is core business for higher education providers, over the years, increasing attention has been afforded to the growing cohort of casual teachers typically overlooked. Sessional teachers are at the interface of learning, yet have historically experienced limited professional development. A unique opportunity is presented to utilize the flexibly of mobile technologies with the needs of time-poor, provisional sessional teachers. This chapter explores this notion and what this might look like by offering two exemplary cases. These cases demonstrate ways in which to use the affordances of mobile technologies to deliver and customize professional development, thereby embedding professional learning in practice. This is an important strategic, pedagogical, and capacity building movement that currently seems to be lacking in uptake and explication of best practice.

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A sense of belonging to enhance participation, success and retention in online programs

Cited by 122 publications

References 11 publications

Encouraging engagement in enabling programs: The students’ perspective

Encouraging engagement in enabling programs: The students’ perspective

From Discussion Forums to eMeetings: Integrating High Touch Strategies to Increase Student Engagement, Academic Performance, and Retention in Large Online Courses

Mobilizing PD: Professional Development for Sessional Teachers Through Mobile Technologies

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