The Roller Coaster Life of the Online Learner: How Distance Educators Can Help Students Cope

Wiesenberg, Faye

doi:10.21225/d5hw2g

Cited by 13 publications

(4 citation statements)

References 10 publications

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“…However, the findings coupled with in-class observations also suggest the strategy of flipped learning integrated with digital technologies such as the LMS can present a substantial learning curve. Wiesenberg (2013) observes the need for educators to be aware of, and provide resources for, addressing the challenges and stresses of online education. Similarly, in flipped classrooms utilising digital technology, attention needs to be given to strategies for shepherding students through the initial learning curve to help them adapt rapidly until these emergent forms of teaching and learning have become more prevalent in higher education.…”

Section: Discussionmentioning

confidence: 99%

Flipped learning, flipped satisfaction, getting the balance right

Fisher

Ross

Laferriere

et al. 2017

TLI

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This paper explores students' perceptions of their learning outcomes, engagement, and satisfaction with a technology-facilitated flipped approach in a third-year core subject at an Australian university during 2014. In this pilot study, findings reveal that students preferred the flipped approach to the traditional face-to-face delivery and reported increased engagement, satisfaction, and learning outcomes as a result of both the flipped classroom approach and the use of digital technologies in the delivery of the unit. However, students did report frustration and less satisfaction generally with the flipped model in the initial stages of the semester. The implications are that students may require extra support in the initial stages of delivery of a flipped class to assist them to understand and take up the challenge of the approach, thereby maximising student engagement and satisfaction earlier in the semester.

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Section: Discussionmentioning

confidence: 99%

Flipped learning, flipped satisfaction, getting the balance right

Fisher

Ross

Laferriere

et al. 2017

TLI

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“…The small, dated body of research about online advising states that a good online advisor responds to the needs and competing demands of students (Granger & Benke, 1998;Wiesenberg, 2001), assists in identifying resources, helps set an academic plan, supports students coping with distance education, adds to students' online study skills, sets shortterm immediate goals, encourages personal evalu ation (Granger & Benke, 1998;Ludwig-Hardman & Dunlap, 2003), demonstrates familiarity with various computer software and advising media, and offers career counseling (Granger & Benke, 1998). They also had been trained specifically on ways to advise online learners (Beaudoin, 1990;Granger & Benke, 1998;Wiesenberg, 2001).…”

Section: Advising the Adult Learnermentioning

confidence: 99%

“…Furthermore, the literature addressing online study primarily emphasizes the role of instructors over advisors, and cohort advising has been directed at the cohort members' largely recognized reliance on one another over a univer sity appointed advisor. In addition, many university policy makers have inaccurately assumed that adult or graduate learners do not require as much advising as do traditional-aged undergraduates (Merriam, Caffarella, & Baumgartner, 2007;Potthoff, Dinsmore, & Moore, 2001;Wiesenberg, 2001).…”

mentioning

confidence: 99%

Advising Experiences and Needs of Online, Cohort, and Classroom Adult Graduate Learners

Schroeder

Terras

2015

NACADA Journal

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Although a majority of graduate students fall under the definition of adult learners (over age 24 years), many traditional institutions do not offer advising specific to them, nor do they recognize advising needs of these older students in online, classroom, or cohort situations. In this phenomenological study, 9 adult graduate learners were interviewed, 3 from each learning environment, to understand and explain the perceived advising needs and experiences within and among learning environments. Findings suggest that adult learners, regardless of learning environment, require complex and holistic advising. Five themes of good graduate advising are discussed. The need for immediate advisor response varied with respect to participants' learning environments. Implications for practice are discussed.

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“…Research with diverse cohorts of students has found students use a rollercoaster metaphor to illustrate the highs and lows of their first year (Kahu et al, 2015;Luzeckyj et al, 2017;Morrison-Saunders et al, 2010;Wiesenberg, 2001). The lows of the rollercoaster reflect the stress students experience, caused by a range of factors such as academic demands, procrastination and finances (Stallman and Hurst, 2016).…”

mentioning

confidence: 99%

Using photo elicitation to understand first-year student experiences: Student metaphors of life, university and learning

Kahu

Picton

2020

Active Learning in Higher Education

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The transition from school to university is challenging and a greater knowledge of the first-year student experience will enable staff to better support their students. University- and government-run student surveys fail to capture the depth and breadth of the first-year experience and so qualitative research is needed to get a more nuanced and holistic understanding of students’ lives. The study described in this article used a photo elicitation method. We asked students to choose four images that represented their first year at university. The data – the chosen photographs and the students’ explanations of their choices – were thematically analysed, focusing in particular on the diverse metaphors students used to depict three dimensions of their experiences: life, university and learning. The findings highlight the dual nature of the transition to university – learning to be a university student and learning to be an adult – as well as the challenges and stresses of that process. The lack of agency that students felt is evident. The students likened their journey to a rollercoaster and talked of not being able to keep up with the fast-moving curriculum. They depicted themselves as passive acquirers of knowledge. The findings offer new ways for staff to understand the challenges that potentially disrupt student engagement in the first year. Both students and staff could benefit from recognising the metaphors in their thinking and, potentially, seeking new metaphors that might reveal different and more positive ways of experiencing the first year in higher education.

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The Roller Coaster Life of the Online Learner: How Distance Educators Can Help Students Cope

Cited by 13 publications

References 10 publications

Flipped learning, flipped satisfaction, getting the balance right

Flipped learning, flipped satisfaction, getting the balance right

Advising Experiences and Needs of Online, Cohort, and Classroom Adult Graduate Learners

Using photo elicitation to understand first-year student experiences: Student metaphors of life, university and learning

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