An Analysis of Supports for Persistence for the Military Student Population

Mentzer, Bruce Duane; Black, Ellen Lowrie; Spohn, R. Terry

doi:10.24059/olj.v19i1.500

Cited by 8 publications

(6 citation statements)

References 40 publications

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“…Academic and nonacademic support (the S in RASE) are essential for online learning students at the institutional, program, and course levels both to assure retention and avoid the feelings of isolation that can occur in online learning spaces (Mentzer, Black, & Spohn, 2015;Simpson, 2018). Supports for online learners are manifested in a multitude of ways following the traditional modes of interaction: student-to-student, student-to-content, and student-to-instructor (Moore, 1993).…”

Section: Elements Of Course Designmentioning

confidence: 99%

Award-winning faculty online teaching practices: Elements of award-winning courses

Kumar

Martin

Budhrani

et al. 2019

OLJ

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The purpose of this study was to explore award-winning instructors' insights on elements of their course design that were award-winning and the differences between expert and novice online instructors. Interviews were conducted with eight award-winning online faculty members from across the United States who had received online teaching awards from one of three professional associations. The five main areas that emerged from the data analysis were (a) authentic and relevant course materials that connect to practice, (b) the use of multimedia resources, (c) student creation of digital content individually and collaboratively, (d) students' reflection on learning, and (e) the instructor's explanation of the purpose of activities, technologies, and assessments in the online course. Additionally, award-winning faculty emphasized the importance of using data and evaluation practices and reflecting on course offerings in the development of an excellent online course. Award-wining faculty described expert online instructors as being experienced and comfortable in the online environment, using a wide range of strategies, being willing to learn, using data and analytics, and engaging in continuous improvement. The findings add to the literature on best practices and what constitutes excellence in online courses.Over more than a decade, online education in the United States has experienced steady growth in the number of courses and programs offered at higher education institutions. Seaman, Allen, and Seaman (2018) report that approximately 31.6% of all students took an online course in fall 2016, an increase of 5.6% from fall 2015. As institutions increase their online offerings, they seek to continuously improve the design, implementation, and assessment of online courses

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Section: Elements Of Course Designmentioning

confidence: 99%

Award-winning faculty online teaching practices: Elements of award-winning courses

Kumar

Martin

Budhrani

et al. 2019

OLJ

View full text Add to dashboard Cite

show abstract

“…For working adults, veterans who are getting ready to take traditional classes, or those students that want to take a class during the summer while away at an internship, online classes allow them the flexibility they need in their busy schedules to persist towards graduation. Carefully constructed online classes, including consistent and organized syllabi, tests, and instruction have been recommended to increase military students' persistence (Mentzer, Lowrie Black & Spohn, 2015).…”

Section: Practical Implications and Conclusionmentioning

confidence: 99%

Exploring Differences in Business Undergraduate Perceptions by Preferred Classroom Delivery Mode

Blau¹,

Drennan²

2017

OLJ

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The purpose of this study was to compare business undergraduate online/hybrid course perceptions across three different preferred classroom environment delivery modes: online, hybrid or face-to-face (F2F). Four different perceptions were measured: perceived favorability of online/hybrid courses (PFoOc); intent to recommend online/hybrid courses; perceived learning; and timely graduation. Undergraduates who were taking at least one online or hybrid class voluntarily completed an online survey. In the fall 2015 a complete-data sample n of 264 respondents was obtained and in the spring 2016 the complete-data sample n was 272. Consistent results across both samples were found for three of four outcomes. Undergraduates who preferred either online or hybrid classroom delivery had significantly higher PFoOC and intent to recommend online/hybrid courses than students preferring F2F. There were no differences in perceived timely graduation across the three classroom delivery mode groups, and inconsistent results were found for perceived learning. The fall sample showed no differences on perceived learning but for the spring sample, undergraduates preferring either an online or hybrid delivery mode perceived higher learning than F2F preferred-mode students. A new, short four-item measure of PFoOC was found to reliable. As universities increase their online and hybrid course offerings keeping course integrity or equivalence between F2F and online/hybrid course sections will be important. Ways to increase the PFoOC for undergraduates who prefer F2F are suggested. Increased PFoOC should lead to higher intent to recommend online/hybrid courses.

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“…Researchers have used, or adapted, two questionnaires to predict persistence. Four studies (e.g., Whiteman et al, 2013) used the 30-item Persistence or Voluntary Dropout Scale (Pascarella & Terenzini, 1980) and three studies (e.g., Mentzer et al, 2014) used the College Persistence Questionnaire (Davidson et al, 2009;Lindheimer, 2011). Some researchers combined different approaches to capture persistence (e.g., Southwell et al, 2018).…”

Section: Summary Of Academic Outcome Measuresmentioning

confidence: 99%

Assessing Student Veterans’ Academic Outcomes and Well-Being: A Scoping Review

Moeck¹,

Takarangi²

2022

Preprint

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Higher education provides a pathway for military veterans to transition to an engaged civilian life. Veterans can be model students because of their diverse experiences, resilience, and discipline. Yet some veterans are simultaneously “at-risk”; most are non-traditional students and more likely than the general population to face mental/physical health issues. We propose well-being might protect student veterans from academic difficulties, ensuring positive outcomes. But few studies have investigated the relationship between student veterans’ well-being and academic outcomes. To guide much-needed research, we mapped how well-being and academic outcomes have been assessed in the student veteran literature. We reviewed 96 studies that quantitatively measured student veterans’ well-being or academic outcomes (databases: PsycINFO, ERIC, Proquest Dissertation/Theses, PubMed). Well-being was conceptualized in several ways, demonstrating lack of uniformity. Academic outcomes predominantly focused on performance, though non-performance-based measures (e.g., adjustment) were common. We outline existing research limitations and provide future research measurement recommendations.

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An Analysis of Supports for Persistence for the Military Student Population

Cited by 8 publications

References 40 publications

Award-winning faculty online teaching practices: Elements of award-winning courses

Award-winning faculty online teaching practices: Elements of award-winning courses

Exploring Differences in Business Undergraduate Perceptions by Preferred Classroom Delivery Mode

Assessing Student Veterans’ Academic Outcomes and Well-Being: A Scoping Review

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