Learner Support Services for Online Students: Scaffolding for success

Ludwig-Hardman, Stacey; Dunlap, Joanna C.

doi:10.19173/irrodl.v4i1.131

Cited by 151 publications

(78 citation statements)

References 21 publications

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“…In addition, it is necessary to provide an adequate social and academic support in order to enhance the students' sense of belonging in online learning both for increased meaningful learning experiences and higher retention rates (Ali & Leeds, 2009;Atchley, Wingenbach, & Akers, 2012;Ludwig-Hardman & Dunlap, 2003). However, those existing student readiness instruments tend to ask about learner's computer skills, technology accessiblity, or initial thoughts regarding online learning that are not related to the social aspects in online learning.…”

Section: Significance Of the Studymentioning

confidence: 99%

An Exploratory Factor Analysis and Reliability Analysis of the Student Online Learning Readiness (SOLR) Instrument

Richardson

2015

OLJ

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The purpose of this study was to develop an effective instrument to measure student readiness in online learning with reliable predictors of online learning success factors such as learning outcomes and learner satisfaction. The validity and reliability of the Student Online Learning Readiness (SOLR) instrument were tested using exploratory factor analysis (EFA) and reliability analysis. Twenty items from three competencies–social competencies, communication competencies, and technical competencies–were designated for the initial instrument based on the Student Online Learning Readiness (SOLR) Model as a new conceptual model. An exploratory factor analysis (EFA) revealed that four factor-structures of the instrument of student readiness in online learning explained 66.69% of the variance in the pattern of relationships among the items. All four factors had high reliabilities (all at or above Cronbach’s Î± > .823). Twenty items remained in the final questionnaire after deleting two items which cross-loaded on multiple factors (social competencies with classmates: five items; social competencies with instructor: five items; communication competencies: four items; and technical competencies: six items). The four-factor structure of the Student Online Learning Readiness (SOLR) instrument has been confirmed through this study. Educators can use the Student Online Learning Readiness (SOLR) instrument in order to gain a better understanding of the level of freshmen college students’ online learning readiness by measuring their social, communication, and technical competencies. In addition, this study examined two factors of social integration in Tinto’s Student Integration Model (SIM) and has introduced the Student Online Learning Readiness (SOLR) conceptual model with the purpose of extending Tinto’s social integration model to online learning environments.

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Section: Significance Of the Studymentioning

confidence: 99%

An Exploratory Factor Analysis and Reliability Analysis of the Student Online Learning Readiness (SOLR) Instrument

Richardson

2015

OLJ

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“…One response to this scenario has been to create the conditions for an online learning community in which students collaborate and take responsibility for their own learning and for supporting that of their peers. Such a learning community is defined by Mioduser, Nachmias et al [17] and Mioduser and Nachmias [16] [15] define a learning community as a group of people connected via technology-mediated communication who actively engage with one another in collaborative learnercentred activities to intentionally foster the creation of knowledge, while sharing a number of values and practices, including diversity, mutual appropriation and progressive discourse. What is clear from both definitions is that three elements are vital; a technological element, a social element and an educational element.…”

Section: A Learning Communities and Collaborative Learningmentioning

confidence: 99%

Technology Enhanced Assessment for Learning in a Distance Education IT Degree Programme in Sri Lanka

Usoof¹,

Hudson²,

Wikramanayake³

2013

Int J on Adv. in ICT for Emerging Countries

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Abstract-This paper reports on a research study to investigate the impact of assessment practices on the learning process, student learning outcomes and student attitudes to learning in a large-scale distance education IT degree programme in Sri Lanka. The national context for higher education is described, especially the national challenges for widening access to, and participation in, higher education. The study is set within a developmental context which has involved a continual process of improvement through the use of technology enhanced learning. This process has addressed the need to improve retention and progression rates and the need to develop assessment practices in order to improve support for student learning. The paper includes a discussion of related work with regard to the development of online learning communities, promotion of collaborative learning and development of assessment for learning approaches. Findings from the research study are presented which arise from an analysis of students' enrolment, retention and progression rates in relation to three developmental phases of the programme. The outcomes of a survey of students' perspectives on their experience of assessment practices within this developmental context are also reported. The discussion identifies successes, areas for further improvement and directions for future research and development in relation to technology enhanced assessment for learning.

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“…Every year, more universities are starting online programs [2,3]. Institutional economics (e.g., lack of physical classroom space, need to attract students from beyond immediate geographic location and assumed economies of scale that can be achieved with more sections of a course and more students per section); and the demands of students who face a number of obstacles that make the on-campus format inconvenient are the main reasons for this increase [4]. As a result continuous research has been undertaken in this field on online education.…”

Section: Introductionmentioning

confidence: 99%

What Factors Impact Student – Content Interaction in Fully Online Courses

Nandi¹,

Hamilton²,

Harland³

2015

IJMECS

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Abstract-The rapid advancement of fully online courses has made education accessible from -anywhere‖ and -anytime‖. One of the major success factors of online courses is effective student -content interaction -which defines how students interact with the content in the fully online learning environment. However, there appears to have been little research published about the relationship of content to course design and consequent outcomes for students. In this article, we report on our research on the investigation of factors that affect student -content interaction in fully online computing courses. We have conducted our research through surveys and used a grounded theoretic approach for data analysis. Our results identify the factors that are perceived by students as critical in ensuring effective student -content interaction in fully online computing courses.

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Learner Support Services for Online Students: Scaffolding for success

Cited by 151 publications

References 21 publications

An Exploratory Factor Analysis and Reliability Analysis of the Student Online Learning Readiness (SOLR) Instrument

An Exploratory Factor Analysis and Reliability Analysis of the Student Online Learning Readiness (SOLR) Instrument

Technology Enhanced Assessment for Learning in a Distance Education IT Degree Programme in Sri Lanka

What Factors Impact Student – Content Interaction in Fully Online Courses

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