An Investigation of the Forms of Support Needed to Promote the Retention and Success of Online Students

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH American Journal of Distance Education Pub Date : 2022-05-19 DOI:10.1080/08923647.2022.2061235
D. Kember, Allison Trimble, Si Fan
{"title":"An Investigation of the Forms of Support Needed to Promote the Retention and Success of Online Students","authors":"D. Kember, Allison Trimble, Si Fan","doi":"10.1080/08923647.2022.2061235","DOIUrl":null,"url":null,"abstract":"ABSTRACT This research conducted an exploratory study of online students’ perceptions of forms of support which might promote their retention and success. Data came from interviews with 41 online students at a dual-mode regional Australian university. Interviewees reported very limited involvement with centralized support services. These appear to have been originally configured to provide support to on-campus students and had not adapted significantly to a substantial increase in online students at the university. Instead, the students looked to online teachers for support, to a greater extent than did on-campus students. The online teachers provided support by building ties to students through interactions via discussion forums and individual communications. Peers also provided support through online forums and webinar-facilitated exchanges. Online teacher and peer student support contributed to the formation of virtual online learning communities. This is important as social and academic integration are mechanisms for retention and success. This research is significant as the numbers of online students have increased markedly in recent times, but student support services do not appear to have changed accordingly. Further, support models for retention and success have not been adequately adapted to suit online learners’ needs.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":"37 1","pages":"169 - 184"},"PeriodicalIF":1.2000,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Journal of Distance Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/08923647.2022.2061235","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 4

Abstract

ABSTRACT This research conducted an exploratory study of online students’ perceptions of forms of support which might promote their retention and success. Data came from interviews with 41 online students at a dual-mode regional Australian university. Interviewees reported very limited involvement with centralized support services. These appear to have been originally configured to provide support to on-campus students and had not adapted significantly to a substantial increase in online students at the university. Instead, the students looked to online teachers for support, to a greater extent than did on-campus students. The online teachers provided support by building ties to students through interactions via discussion forums and individual communications. Peers also provided support through online forums and webinar-facilitated exchanges. Online teacher and peer student support contributed to the formation of virtual online learning communities. This is important as social and academic integration are mechanisms for retention and success. This research is significant as the numbers of online students have increased markedly in recent times, but student support services do not appear to have changed accordingly. Further, support models for retention and success have not been adequately adapted to suit online learners’ needs.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
促进网上学生保持和成功所需支持形式的调查
本研究对在线学生对支持形式的认知进行了探索性研究,这些支持形式可能促进他们的保留和成功。数据来自对澳大利亚一所双模式地区大学41名在线学生的采访。受访者报告说,他们对集中支助服务的参与非常有限。这些系统最初的配置似乎是为在校学生提供支持,并没有明显适应大学在线学生的大幅增长。相反,与在校学生相比,学生们更倾向于向网上老师寻求支持。在线教师通过论坛互动和个人交流,与学生建立联系,为学生提供支持。同行们还通过在线论坛和网络研讨会提供支持。在线教师和同侪学生的支持有助于虚拟在线学习社区的形成。这一点很重要,因为社交和学术整合是留存和成功的机制。这项研究意义重大,因为近年来在线学生的数量显著增加,但学生支持服务似乎并没有相应地改变。此外,保留和成功的支持模式还没有充分适应在线学习者的需求。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
American Journal of Distance Education
American Journal of Distance Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.20
自引率
3.10%
发文量
30
期刊最新文献
Investigating Performance Patterns, Dynamics, and Relationships in Asynchronous Online Discussions of the Same Student Cohort: A Cross-Semester Perspective The More Things Change, the More They Stay the Same Higher Education in the New Reality: A Study of Students’ Preferences About Digital Learning in Mexico Language Learning Outcomes in on Ground Vs. Online Settings: Comparison and Correlation Why Do Universities Outsource Management of Their Online Programs?
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1