Going to College without Going to Campus: A Case Study of Online Student Recruitment

Examining Recruitment Practices for Servingness during COVID-19: Perspectives from Institutional Agents at an Emerging Hispanic-Serving Institution (HSI)

“…Institutional agents underscore the significance of cultivating this sense of community in the virtual settings during the COVID-19 pandemic to introduce students to the campus, which contributes to the identification of indicators of servingness in recruitment efforts. Echoing the importance of high-touch recruitment for online programs at research universities [25] and positive messaging to prospective Latinx/a/o students at HSIs [11], our study extends these findings to recruiting Latinx/a/o students at emerging HSIs. Given the positive influence of campus visits on Latinx/a/o enrollment [17], which the pandemic severely limited as part of recruitment efforts, the significance of online recruitment approaches is magnified.…”

“…While not centered on cultural responsiveness, a recent study explored how online programs at research universities implement strategies and practices to recruit students to online degree programs, given the growth of such programs in higher education [25]. The insights from this study seem instructive for recruitment at research universities during the COVID-19 pandemic, given the shift to virtual events for prospective admits for what ended up as primarily an online college experience in fall 2020.…”

Minding the Gap: An Assessment of the Quality of Course Information Available on the Websites of African Universities

“…Websites play a prominent role in recruiting students in the global North (Mogaji, 2016b;Ortagus & Tanner, 2019;Saichaie & Morphew, 2014), this study provides that this may not be the case in Africa as the information provided is not sufficient enough to make an informed decision for the prospective student. There were evidence of broken links, empty pages, pages with text placeholder, and separate pages opening in another window with a different layout and design.…”

Conclusion: Mobility, Data and Learner Agency in Networked Learning

“…Their work may open-up a new stream of pedagogical research on designing networked learning environments, instructional design and learner activities. This work is of particular interest when considering the changing student profile in higher education (Ortagus & Tanner, 2019). Students in higher education are no longer predominantly novice learners in the age bracket of 18-25, studying full time and able to invest in learning to learn or engage in networked learning practices.…”