Exploring AdvisingReaching Distance Learners Through Online Advisement
Courses
NACADA National Presentation – October 2014
Introduction
http://coe.georgiasouthern.edu/gasc/
• Lydia Cross, Director◦ M.Ed. Secondary Education◦ [email protected]
• Theresa Duggar◦ M.Ed. Higher Education
Administration◦ [email protected]
Presentation Outcomes
• Discuss research on barriers to persistence in distance education courses and programs
• Discuss advising challenges and opportunities for distance education students
• Demonstrate Georgia Southern College of Education online advisement course pilot program
• Discuss strategies at other institutions for advising distance education students
Georgia Southern University
• Founded in 1906
• Located in Statesboro, Georgia (approximately 50 miles west of Savannah, GA)
• Largest comprehensive university in south Georgia
• Dedicated to academic distinction in teaching, scholarship, and service
• Carnegie Doctoral/ Research University
• Fall 2013 Enrollment
◦ Undergraduate:17,904
◦ Graduate: 2,413
• Student/Faculty Ratio
◦ 22:1 http://www.georgiasouthern.edu
College of Education
• Ranked in the top 50 in U.S. News & World Report Best Online Graduate Education Programs
• Fall 2013 Enrollment
◦ Undergraduate: 938
◦ Graduate: 1,319
• 2013-2014 Academic year
◦ 25 graduate programs• 11 Masters • 9 Education Specialist • 2 Doctoral • 3 Endorsement
◦ 15 fully online and 2 hybrid programs
Online Education Research
• Moore and Kearsley (2005) - most distance education students are adults between the ages of 25 and 30.
• Patterson and McFadden (2009) - dropout rates in online programs are 6-7 times higher than traditional programs.
• Boston, Ice, & Gibson (2011) - student retention in online courses is lower than in traditional, face-to-face courses.
• Berge and Huang (2004) - three variables impact online student retention and persistence:
◦ Personal, Institutional, Circumstantial
• Muilenburg and Berge (2005) completed a large-scale factor analysis study that found 8 factors that contribute to barriers for online learning:
◦ Administrative Issues
◦ Social Interaction
◦ Academic Skills
◦ Technical Skills
◦ Learner Motivation
◦ Time and Support for Studies
◦ Cost and Access to the Internet
◦ Technical Problems
• Administrative Issues
◦ Lack of sufficient academic advisors online
◦ Lack of clear expectations/instructions
◦ Difficulty contacting academic or administrative staff
◦ Lack of support services such as tutors
◦ Insufficient training to use the delivery system
• Social Interactions
◦ Lack of interaction/communication among students
◦ Online learning seems impersonal
◦ Afraid of feeling isolated
• The most severe barrier perceived by students was the lack of social interaction
COE Online Advising Challenges
• Self advisement• Learner struggles with online
environment• Loss of personal contact• Decentralized information• Students’ life situations
Online Advising Opportunities
• Innovation through technology• “One-stop shop” for information• Accessible 24/7• Building virtual relationships• Consistency in messages• Efficient use of advisor time
Office Self-Analysis of Advising Practices
• Pros◦ Immediate contact with newly admitted
students
◦ Advisor knowledge
◦ Student-advisor relationships
• Cons◦ Tracking student usage of information
◦ FAQs
◦ Utilization of technology options
Office Self-Analysis of Advising Practices
• Academic Impressions Conference – Academic Advising in a Virtual World• Past NACADA Conferences• Researched online institutions’ websites
Development of Advisement Course
Online Advisement Course Development Process:Course & Syllabi Development in Spring 2014
• Course demonstration• Enroll students• Notify students• Utilize course to communicate with
students• Review of course analytics
Initial Analysis of Online Course Advisement
• Data from both courses◦ Master’s
• Students enrolled: 149• Utilized: 89.9%• Average module completion: 5.4%• Average total login: 51.4
◦ Specialist• Students enrolled: 98• Utilized: 83.7% • Average module completion: 13%• Average total login: 49.6
Opportunities to Move Forward
• Host regular chats for students enrolled for virtual, real-time question and answer session• Tie in more student services and
academic support into the learning module• Get faculty and program coordinators
more involved in the online courses in active ways
Questions and Comments
Thank you for attending! We will upload the presentation to the NACADA conference
website.
References
Berge, Z. & Huang, Y. (2004). A model for sustainable student retention: A holistic perspective on the student dropout problem with special attention to e-learning. DEOSNEWS, Volume 13 (5) http://www.ed.psu.edu/acsde/deos/deosnews/deosnews13_5.pdf)
Boston, W. E., Ice, P., & Gibson, A. M. (2011). Comprehensive assessment of student retention in online learning environments. Online Journal of Distance LearningAdministration, 14(1). Retrieved from http://www.westga.edu/~distance/ojdla
Moore, M.G, & Kearsley, G. (2005). Distance education: A system view (2nd ed.). Belmont, CA: Wadsworth Publishing.
Muilenberg, L., Berge, Z. (2005). Student barriers to online learning: A factor analysis study. Distance Education, (26)1, 29-48.
Patterson, B., McFadden, C. (2009). Attrition in Online and Campus Degree Programs. Online Journal of Distance Learning Administration, 12(2). Retrieved fromhttp://www.westga.edu/~distance/ojdla/summer122/patterson112.html