Online Advising in Support of Learning Communities November 8, 2007 Larry Schankman Mansfield University Todays Outline l Goal: successful, satisfied, & engaged students l Essential Question: Can an online advising system provide personalized, student-centered support of online learners and learning communities? l Proposed Strategy: Integrated advising strategy to increase social presence (active dialogue) and information sharing with and about learner dispositions, academic progress and personal experiences Challenges l Psychological distance (isolation) between students, faculty, and advisers l Faculty/staff do not know online students l Off-campus faculty/staff do not share relevant personal, academic and dispositional information about students l Off campus faculty/staff have little or no access to student data or paper records Ludwig-Hardman and Dunlap (2003) l individual course instructors may be ill prepared to provide the level of scaffolding needed for individual students or may not attend to scaffolding consistently across learning experiences. l Advisers provide consistency since they are involved with learners throughout their educational experience with the institution Murphy, Mahoney and Harvell (2000) Components of a learning community: l Interpersonal exchanges l Shared information collection & analysis l Group problem solving Add: Rapid response to decrease isolation and increase social presence Advising in the Learning Community l Share information with faculty/staff about students personal and academic situation l Develop long-term relationships with students through their academic career l Actively participate in the learning community to encourage learners to thrive in the community (active presence) Integrated Advising Plan l Welcome letters from adviser and chair l One-week orientation (week before first class) l Introductory course with advising interactions l Help pages, tutorials and searchable FAQs l Newsletter andannouncements l Student handbook (online) l Online database and advising system with secure access to student information, surveys, dispositional comments and academic progress Adviser-led Intro Course l New online learners develop core skills, dispositions and strategies for success l Students examine responsibilities as reflective, self-directed learner in an interactive, caring learning community l Students assess and develop technical skills and dispositions for online learning l Advising conferences during course Web-Based Data System l Student Database + Advising TrackerDatabase Advising l Secure Access to Student Folders l Self-Scoring SurveysSurveys l Student Self-Update Page (contact info) l Ask Us Form (prospective and current studentslog computer/browser info)Form l Customizable BulkSystem (query based to specify student categories) l Searchable Knowledge BaseKnowledge Base Personalization of Database l Database allows adviser to quickly recall many years worth of collective experience l Adviser can recall past events as if intimately familiar with each student (e.g. recent birth, recovery from illness, etc) l Especially helpful if adviser interacts with hundreds of students or has recently assumed responsibility for that student Screen Shots Following are snapshot images from various online resources and database applications to support students Inquiry Form Canned Reports & Queries Student Record (page 1) Student Record (page 2) Program Completion Plan (completed in Intro Course) Program Completion Plan (2) Advising System (page 1) Advising System (page 2) BulkSystem Knowledge Base (Admin View) Self-Tabulating Survey Thank You! Questions??? Continue for References References l Hughes, J. A. (2004). Supporting the online learner. Theory and Practice of Online Learning.l Harroff, P. A., & Valentine, T. (2006). Dimensions of program quality in web-based adult education. The American Journal of Distance Education, 20(1), l Ludwig-Hardman, S. & Dunlap, J. C. (2003). Learner support services for online students: Scaffolding for success. International Review of Research in Open and Distance Learning, 4(1). l Murphy, K., Mahoney, S., & Harvell, T. (2000). Role of contracts in enhancing community building in web courses. Educational Technology & Society, 3 (3).l Phipps, R., & Merisotis, J. (2000). Quality on the line: Benchmarks for success in Internet-based education.l Swan, K. (2001). Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education, 22(2), /4/ References