Date post: | 21-Nov-2014 |
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GRANTHAM UNIVERSITY
Swaddling Support Services: Building Online Orientation
Programs
Cheryl HayekCindy Otts
Adult Student Success: A Nation’s
Opportunity 54 million working adults in the United States have not completed a four year degree
“The gap between qualifications and job demands, [will create] a shortage of 9 million qualified workers by 2014”
To help offset this deficit, it is estimated that the United States will have to increase degree production by 40% over the 20 year period 2005-2025
The Challenge to Higher Education
Online attrition rates are 10-20% higher than their face to face counterparts (Angelino, Williams, & Natvig, 2007).
Adults seek online education to meet their busy lifestyle needs.
Research to date indicates that add-on programs do not work; student success must be integral to the student’s academic program
Barriers are both personal and situational
The Solution: Theoretical Foundation
Adult Learne
rs
Cognitive Load Theory“...first time eLearners often experience cognitive overload in the early stages of an online course and it is suggested that
this is a likely contributor to high dropout rates, particularly in terms of those withdrawing within the first few
weeks of the course start” (Tyler-Smith, 2006,¶3).
Adult Learner Theory: Andragogy
Adults are motivated to learn new material if applicable to their real-life situations.
Adults learn best in informal, comfortable, flexible, nonthreatening settings (Knowles)
Departure Theory Inclusive programs; avoid “add-ons” Result is segmentation Make retention efforts integral to
student life; not marginal Change the 1st year of college conditions We have to change the environment
that we ask them to thrive in
Adult Transition Theory
The Individual in Transition (Schlossberg, 1984)
HOW?
Swaddling Support Services
Why ‘Swaddling’ Support? GTJPROBLEM
Distress due to overstimulation
Premature
New environment is cold and uncomfortable
No support
INTERVENTION RESULTS
Limit stimulus overload
Change the environment
Offer flexible support
Need for Adult Learner Swaddling
• Premature/readiness test • Reduces ‘startle effect’ (Cognitive Load Theory)
• Warm, secure environment (Knowles)
• Integral to student’s program; no add-ons (Tinto/parker)
• Flexible (allows for growth and separation) (Vygotsky)
• Real-life centered (Knowles)
Swaddling Student Support Services
We surround our students with early integrated support.
Student
So, What is GU100? “Student success has less to do with aptitude and IQ
than with a positive attitude, curiosity, determination, effort, character, and learning how to learn best.”
It takes these students beyond study skills, to life skills.
GU100 is paired with an Academic Companion Course to assist the student through not one, but 2 academic courses so that in just 8 weeks, a student has earned 4 credits!
Academic Companion Courses: ACC
Students take GU100 simultaneously with an ACC. All ACCs were chosen because they are deemed ‘confidence building courses’
In each of the 8 week of GU100, the student learns a new study topic or life skill.
During each week, the student applies this study skill to their academic companion course
The Results are Two-fold
Students put their study techniques
to use immediately.
Students are studying for their academic course while doing
the GU100 assignment.
How do ACC courses work with GU100?
Week 4 of GU100
• Taking Effective Notes (Using Cornell Note Taking System or a Mind Map)
Week 4 of CJ101
•Read and work in Chapter 10 of Criminal Justice Text
Week 4 GU100 Assignment
•Take notes on CJ101 chapter 10. Use either the Cornell Notes or Mind Map. Submit to your GU100 instructor.
Sample “Mind Map” GU100/GP210 Assignment
GU100/CJ101 Study Skills
100 and 200 level Confidence Building Courses
Low Failure rate
Low withdrawal rate
Excellent Instructor ratings
Bloom’s Taxonomy
Courses of Student Interest: Relevance
Student
Academic Advising
Advising
Policies & Procedures
Career Planning
Educational Planning
Readiness Testing
Self-Directed Learning
Monitor Academic
Performance
Advising as Teaching
Developmental AdvisingShared between
students, advisors, and
Student Progress Reps
Course Selection
Persistence & Retention
Student
Training FacultyEspecially high-risk students who
overcame the odds and succeeded in college cited one or two events, when someone had made personal contact with them...that’s what made the
difference. ~Vincent Tinto
What are the online ‘best practices’?
Merging all research, Grantham has developed its own faculty training model
VIP2
VIP2
Visible Immediate Personal Proactive
Grantham University
Educational Support Services
“It takes a village to raise a child.”
~ African Proverb
It takes an entire university to support a
student.