Online Student Support: A Framework for Embedding Support Interventions into the Online Learning Cycle

Abstract

Support is one of the vital elements of online students’ success. Although many support strategies have been documented in the past, less is known at what stages of the learning cycle suggested interventions can be best embedded into the online learning curriculum. This paper aims to address this gap. First, it offers a systematic review of the empirical research on effective support interventions, as well as analyses recommendations for student support retrieved from the research on online student attrition and retention. Secondly, by utilizing an Inclusive Student Services Process Model, this paper indicates areas where considered strategies can be embedded into the online learning cycle. The analysis suggests that support strategies and services offered at different stages of students learning cycle and embrace all the aspects of the university experience, including administrative and pastoral, hold a great potential for ensuring online student success. Yet, there is a need for the development of the criteria of quality and effectiveness of existing support interventions.

Learner Support Services in ODL: Gaps at Regional Level in Sindh, Pakistan

“…According to Rotar (2022) the support services to be provided to DLs need to include pre enrolment advertising with comprehensive information of course, orientation program after enrolment, strong interaction system, pointing out high risk DLs and provide more care to retain them, socialization of DLs, peer mentoring and cost effectiveness policy, teaching skills, feedback and proper counselling. Arain, Khatoon & Samson (2020) conducted a research on ICT based DL system of Virtual University of Pakistan (VUP) and found students support gaps as delayed information of admissions, short help at regional level & short academic facilities at regional level.…”

Inclusive pedagogies in digital post‐Covid‐19 higher education

“…The effectiveness of tutor-s tudent and student-student interactions is not only mediated/influenced by the various modes of communication, but also by formative assessment procedures to facilitate and support the process of e-learning (Faulconer et al, 2021;Rotar, 2022). Formative assessment constitutes an endemic aspect of well-designed online pedagogical models aimed at creating student-centred and supportive virtual learning communities.…”

“…Nicol and Macfarlane-D ick (2006) discuss the ways in which students can self-evaluate and monitor their engagement with learning activities (self-generated feedback/internal feedback). Formative feedback can also help online tutors monitor students' learning with a view to providing proactive support to those students who are at risk (Rotar, 2022).…”

“…The three kinds of presence have reciprocal effects on the ways in which students and tutors experience virtual learning environments and obtain satisfaction and cognitive stimulation, while developing a strong sense of belonging in online learning communities. Central to this process is the role of 'academic caring' that is observed to be 'an important factor for online students' success' (Rotar 2022). 'Community building', according to Bliss et al (2022, p. 11):…”