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Providing effective student development support to facilitate a successful
first year experience (FYE)
for distance learners (DL): An advising and learning design.
Yvonne Stephens
University of Maryland University College
OMDE 690
May 2006
Yvonne Stephens
Table of Contents
1. Introduction
The New Face of Distance Learners
Significance of the First Year Experience for Distance Learning Students
Mission Enacted
Goal of this Paper
2. Distance Learning Students: Needs and Expectations
Frequent interaction with other course participants and the instructor
Expert counseling and academic advising
Easy access to state-of-the-art library and research services
Continuous access to technical assistance
Efficient administrative support services
Personal and professional development
3. Good Practice Guidelines
Efficient administrative support services
Expert counseling and academic advising
Frequent interaction with other course participants and the instructor
Easy access to state-of-the-art library and research services
Continuous access to technical assistance
Personal and professional development
Mission Alignment with Distance Learning Goals
4. An Advising and Learning Design
Target Audience
Purpose
Assumptions
Design Matrix
5. Implementing the Advising and Learning Design
Administrative Services
Academic and Counseling Services
Peer/Faculty Interaction
Library and Research Services
Technical Assistance
Personal and Professional Development
6. Conclusion
7. References
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1. Introduction
With the changing needs and requirements of higher education, professional
development and the labor market, more learners are using information technology
tools to access learning and training. In response, tertiary institutions are offering online
courses and programs to meet the increasing demands of students who run the gamut
of full- and part-time employment, homemakers, commuters, disabled, or otherwise
have limited access to traditional educational opportunities. While controversy abounds
regarding course-completion and retention rates of distance learning (DL) students
(Howell, Laws & Lindsay, 2004), there seems to be agreement that these students need
critical support from matriculation throughout their first year DL college experience and
beyond. Students’ success and retention not only elevate the institution’s credibility but
affirm the mission (Frieden, 1999).
The New Face of Distance Learners
The convenience of distance learning has opened doors for people of all ages,
ethnicities, locations and socio-economic means (Tait, 1995). Originally, distance
learning catered to students who were geographically dispersed from traditional
classrooms, and adults beyond the traditional age of undergraduate studies who were
returning to or continuing formal education (Granger & Benke, 1998). Current distance
learners span a broad range of categories including traditional students transitioning
from high school to college, returning students seeking professional development and
post-graduate training, professionals seeking certification or corporate employees
updating specific skills (Turoff, 1997). Wlodkowski’s (2003) study on adult DL students
found that distant learners with work and family obligations are highly likely to
Providing effective student development support to facilitate 3
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discontinue study if challenges arise, and that improved interaction with peers and
faculty contributes to course persistence.
Significance of the First Year Experience for Distance Learning Students
Students in the first year of their college experience no longer fit the profile of
mainly young, recent, middle and upper-class high school graduates who are moving on
to tertiary education. Today’s first year college population comprises a complex
demographics of ages, ethnicities, sexual orientations, nationalities, first-generations,
disabilities, and increasing numbers of women (Ishler, 2005). The labor market and
employment trends continue to shift in effort to keep pace with globalization, while the
Internet continues to offer potential students competing opportunities to develop their
skills (Keller, 2001).
Continuing students with previous college experience may enter the program
with a higher degree of confidence and coping skills than new students (Wlodkowski,
2003). By and large, new DL students need to reorient themselves to the learning
environment and to self-directed study (Turoff, 1997). The first-year experience (FYE)
philosophy embraced by John Gardner (2006) acknowledges FYE as a fundamental
influence on a student’s decision to continue pursuit of education in traditional
institutions.
Perhaps, adequate FYE services could also be beneficial to distance learners
(DL) and help to set the institution apart from the competition. Traditional and DL
students are seeking the same educational experiences in a student-centered learning
environment where student support, retention and success are given priority (LaPadula,
2003).
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In the same way that traditional delivery attempts to provide students with a
holistic learning experience, it behooves DL institutions to adapt a similar. WICHE and
NACADA affirm holistic advisement in DL that support students both academically and
personally (Wagner, 2001). Transformative education (Skipper, 2005) places the
students’ reflective processes at the core of the learning experience with the goal of
engaging each in the creation of a multi-dimensional identity. “The outcomes for
transformational education include cognitive complexity; the ability to acquire, integrate,
and apply knowledge; humanitarianism; civic engagement; interpersonal and
intrapersonal competence; practical competence; and persistence and academic
achievement” (Skipper p 106). Distance learning academic counselors/advisors should
focus on students’ acquisition of these skills as the framework for designing academic
and social experiences of the FYE.
Mission Enacted
An institution’s mission embodies its overarching purpose and goals. Kuh, Kinzie
and Schuh and Whitt, et al (2005) point to an “espoused mission,” articulated in the
mission statement, which is essentially the school’s image of itself; and secondly, an
“enacted mission,” which identifies the real work of the institution and the population that
it serves. By its nature, distance learning (DL) fits the mode of an “enacted” mission
linking instructor, student and resources through diverse technologies, geographic
borders, and across socio-economic groupings (Feasley, 1983). Ideally, all academic
and administrative functions are geared to providing a supportive environment that
fosters students’ success. The typical DL mission embodies the tenet “learning is our
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business, students our priority” that helps to promulgate scholarship, personal
development and institutional growth (Stephens, 2004).
Any institution serving DL students can fulfill its implicit contract by providing a
holistic approach to learning and an environment in which student success is achieved.
An institution committed to student success will articulate “an enacted mission” that is
accomplished through collaborative effort of student, faculty and staff (Kuh, Kinzie and
Schuh and Whitt, et al, 2005) and can be gauged by:
Identifying and clarifying students’ goals and expectations upon entry
Measuring students’ progress and learning experiences
Monitoring students’ use and need of support services
Holding counselors, faculty and staff accountable
Evaluating students’ performance outcomes (Montgomery College, 2005-2006).
Distance learning (eLearning, virtual education) or Web-based training have
become pervasive alternatives to traditional educational institutions and are
transforming teaching and learning, globally. Consequently, successful distance
learning becomes a process that integrates academic exercise and student
development (Sampson, 2003).
Goal of this Paper
This project examines the relationship among and between DL student support
services and students’ needs. Six areas of needs and expectations and seven areas of
support services are identified. The discussion focuses on certificate and degree
seeking students and suggests that more critical support is need in their first year
experience. The paper reviews some standards and guidelines for DL good practices
and considers selected exemplars. Based on these observations, an advising and
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learning design that balances students’ needs with holistic DL support services is
proposed. The prototype matrix embodies interventions at critical junctures of the first
year experience. The process includes benchmarks and success measures for both
students and personnel in building a successful learning environment and providing
opportunities for student scholarship and development (Lee & Kim, 2001). An
explanation for the implementation of the learning and advising design is also
presented.
2. Distance Learning Students: Needs and Expectations
The appeal and success of distance learning lie primarily in “the convenience,
flexibility and adaptability of this mode of education to suit individual student’s needs”
(Holmberg, 1989, p. 24). Through research (Sampson, 2003) DL students have
identified basic needs including:
Frequent interaction with other course participants and the instructor.
In assessing student satisfaction with distance learning, Beare (1989) and
Hilgenberg & Tolone, et al (2000), found that one of the most common problems
is the lack of teacher-to-student, and student-to-student dialogue. This finding is
supported by Kurkup and Jones (1996), observation that students need constant
interaction with teacher and their peers to verify and strengthen their own
learning. Interaction fosters a sense of belonging among students and allows the
institution to gauge its mission accomplishments.
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Expert counseling and academic advising.
Tait (1995), categorizes advice and counseling, tutoring, study skills, and
feedback of student’s progress as critical services to the success of distance
learning. Tait (2000), later expands this observation and describes learner
support services in DL as cognitive, affective and systemic. He asserts that
cognitive support, which includes guidance, counseling, assessment, and
coaching, is often neglected.
Easy access to state-of-the-art library and research services.
Sampson (2003), reports several studies in which students identify easy access
to library and research services as compelling requirements for their success as
distance learners. Thayer (2006), supports and elaborates students’ needs as 24
hours, seven days a week (24/7) accessibility to library services, easily viewable
materials on trendy browsers, more graphical interface, increased links to
external databases and links for downloading multi-media. Assistive technologies
for students with special needs; professional staff including a digital initiatives
librarian (George & Frank, 2004); online learning centers and virtual laboratories
that provide students with simulations and special assistance in inter-disciplinary
areas are integral support services to first year DL students (Tiffin &
Rajasingham, 1995).
Continuous access to technical assistance
Distance education is a driving force to strengthen computer competency and
reduce the digital divide among diverse groups (Mills, 2004). Basic computer
skills are pre-requisites for any DL course. DL institutions are obliged to provide
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Web-based tutorials and technical assistance for their delivery platforms to
students on a 24/7 basis. Adequate technical assistance through help-desk
services to trouble-shoot system glitches and other online problems is vital to
distance learning. Free e-mail and toll-free telephone also help to provide
continuous assistance to students, faculty and staff.
Efficient administrative support services.
As consumers of non-traditional educational delivery services, DL students have
a different approach to and expectations of administrative support services
(Rumble, 2000). These students expect and demand that they receive the
services for which they have paid. Tait (2000), discusses systemic learner
support services and observes that matriculation, financial transactions and
course management processes need to be conducted timely and accurately to
avoid distracting students from cognitive learning.
Personal and professional development.
In assessing the value of student support services, LaPadula (2003), highlights
its contribution to “enhanced enrollment, decreased attrition and provide for a
well rounded program…ease student adjustment to college, assist their
intellectual and personal growth and contribute to their academic success” (p
119). Verduin & Clark (1991), agree that personal and professional development
services are critical components of any effective DL program. Counseling
services help students deal with the element of isolation, develop self-
understanding and focus their goals. Exposure to online career exploration tools,
personality type indicators, assessment inventories, evaluation of learning styles,
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toolkits to enhance study and organizational skills are essential components of
DL best practices (Krauth & Carbajal, 1999).
3. Good Practice Guidelines
Unprecedented innovation in digital and wireless technologies have gifted to
distance education with a variety of tools that exponentially increases the convenience
(Bakker, 2002), accessibility and appeal to not only potential students but also providers
of distance learning programs. Consequently, strategies and procedures for the
provision of best or creditable DE practice are imperative.
Good and best practices are “techniques of success” or “standards of excellence
and integrity” attained through research or experience that result in desired outcomes
(Mills, 2004; Saelens, 2004). Ironically, many of these studies and findings are
presented at face-to-face conferences, though online publishing is becoming an
acceptable vehicle for expedited dissemination.
In this discussion, examples of credible and good practices are limited to the six
areas of student needs identified, and based on guidelines drawn from accrediting and
educational policy authorities including Western Interstate Commission for Higher
Education (WICHE), the National Association of Academic Advisor (NACADA), and the
Association for College and Research Libraries (ACRL). Each organization has
assessed online student support services at colleges and universities and established
good practice guidelines (Wagner, 2001).
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Advising and Counseling
1. Succinct presentation of core curriculum/general education requirements. This
information will enable DL students to select courses and take some responsibility
for determining their own need for advisement.
2. A section on frequently asked questions (FAQ). Answers to FAQs will be expedient
for DL students and advisors.
3. Self-help assistance and information for special groups. Selected information such
as survival skills, academic standing and technical support; and for target audiences
such as new and disabled students.
4. Links to related institutional sites and services. Personal and professional
development information such as career and community services.
5. Individual access to academic counselors/advisors. To facilitate interaction, access
may be achieved through e-mail, listserv, chat rooms, telephone, text messaging to
facilitate interaction (Wagner, 2001).
The Association for College and Research Libraries (ACRL) offers guidelines for
institutions, instructors and the provision of library services for distance education
students.
Institutions
1. Toll-free telephone number specifically for distance students
2. E-mail assistance for reference and other services
3. Contact person specifically for DL students
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4. Provide DL students with authenticable identification for virtual use (Buchanan,
2000).
Libraries
1. Collaboration with vendors and service providers to enable reliable, anytime,
anywhere, access to licensed databases and indexes.
2. Provide a full-time DE librarian to assists programs, instructors and students, and
ensure access to information and services
3. Allow timely and dependable access to course materials though a variety of means.
4. Ensure a toll-free number specifically for library-related services
5. Ensure the clarity of electronic reserve articles and inform users of file size
6. Offer students the options of purchasing documents or downloading on their own.
7. Establishment of long term collaborations with other libraries, both public private
(Buchanan, 2000).
Instructors
1. Prepare and upload course materials prior to first class. Enabling students early
access assists them in gaining familiarity with course content.
2. Perform daily monitoring of class activities. Frequent acknowledgements and
feedback to students may help to minimize students’ apprehension
3. Collaborate with libraries and other departments to ensure dissemination of current
information to DL students.
4. Establish an “off-day” for posting or reading to facilitate downtime for students and
instructors (Buchanan, 2000).
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Efficient administrative support services
Matriculation requirements including functions such as admissions applications,
financial transactions, course placement assessment, course registration and textbook
purchases were among the first to become permanent fixtures in the virtual environment
for both traditional and DL programs. College Websites now offer a repository of
matriculation and course information, require online registration for courses and
maintain comprehensive student information system (Crawley, 2004).
Indiana State University and Indiana University-Perdue, WICHE selected best
practices, provide student access to a variety of services including e-mail, course
information and performance update as well as a section on frequently asked questions
(FAQs) (Wagner, 2001). University of Maryland University College (UMUC) and
Montgomery College offer comprehensive Websites. Password protected Web portals
provide access to students’ records, transcripts, financial statements, courses and
academic programs, related extra-curricular activities, and advising (Crawley, 2004).
Most DL institutions accept admissions applications and fees online and by other
means:
(i) Online registration may be accessed directly on the colleges’ Websites or via a
variety of links from other agencies and community sites
(ii) Telephone (touch-tone and cellular) telephone which takes the applicant through
a series of steps
(iii) Mail-in paper application
(iv) Walk-in — hand delivered
Expert counseling and academic advising
City View Community College, pioneering participant in the Illinois Virtual
Campus (IVC), and Countryside Community College require students to follow an
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advising process that includes placement tests, course selection and registration.
Students, advisors and faculty may use a combination of face-to-face appointments,
telephone and e-mail interactions, online chat appointments and instant messaging. In
some instances, students can use cell phone text messaging (Saelens, 2004). Two
different advising strategies serve students. Country Side favors an advising system
that is discipline driven. For example, students majoring in education are matched with
advisors with particular interests in those academic areas rather than generalists. City
View follows an academic planning process in which each student and a
counselor/advisor must work in concert to develop a study program and progress plan.
In each case, all students and advisors must engage in ongoing interaction and
individually report on these encounters during the school year. Additionally, at the end
of each semester, students and advisors are required to complete assessments of each
other (Saelens, 2004). Washington State University directs students to a
comprehensive online advising resource manual that covers matriculation, core
requirements and self-help information (Wagner, 2001). The Education Network of
Maine, Rochester Institute of Technology, Sinclair Community College and Empire
State College distribute a series of videotapes which are primers for new students in
areas such as independent study skills, stress reduction and time management
techniques (Steele, 2005).
Having completed undergraduate and graduate degrees at UMUC, my
experiences do not reflect the institution meeting acceptable practices for academic
counseling and advising as suggested by Saelens (2004) and utilized at some other
institutions.
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In my experience, this student support area of academic advising at UMUC
consisted of e-mail messages with registration and course-drop dates. Assigned
advisors changed frequently and often during a semester. During my first year
experience both as an undergraduate and graduate student, I would have benefited
from many of the good-practice student support services discussed. Had I had the
benefit of timely, accurate and appropriate information and guidance, I would have
made different decisions regarding the choices and combination of courses, taken in the
same semester, based on the content and rigor. Expert advice may have helped to
reduce many anxious moments and hastened my graduation (Stephens, 2006).
Frequent interaction with other course participants and the instructor
Common DL course management systems such as WebCT, WebTycho and
Blackboard include inherent e-mail and messaging systems that enable student and
faculty interaction. At UMUC, UMS and Empire State College most courses are
designed with student-to-student interaction such as group tasks, dyadic exercises and
interactive conferences. Some courses include synchronous telephone or online
asynchronous conferences and with guest presenters. In addition to receiving guidance
from the DL instructors who are specialists in their fields, as a student in the UMUC DL
program, I had the opportunity of conferencing with several distance education
researchers and experts (Stephens, 2006). These encounters contribute to the
credibility of the course; enable students to check their own learning and thinking; and
share ideas with the expert thinkers and shapers of the field. Additionally, students learn
from each other’s contribution to the discussion can seek help from, and give support to
each other and thereby develop a learning community (Bower, 2001). Most courses are
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designed with timelines for assignments to ensure a structure and level of reciprocal
responsibility for both faculty and students. Despite these measures, there are no
guarantees against students’ non-compliance and non-completion of DL programs
(Wlodskowski, 2003). A student’s circumstances and motivation may supersede the
most sophisticated online system (Howell, Laws & Lindsay, 2004).
Articulating clear expectations and guidelines to students is considered essential
to constructive interaction and academic discourse. Indiana University’s Center for
Research and Learning Technology (CRLT) found that faculty who offered clear
guidelines, set and kept response timelines for themselves were more successful than
others. For example, telling students to expect a response on specific days or at certain
times help to focus both students and faculty, and help to develop mutual trust and
respect (Graham, Cagiltay, Lim, et al, 2001). While such interactive diligence may be
warranted, in evaluating the volume of work required by faculty to affect such
comprehensive DL oversight, the National Education Association (NEA) pointed out that
DL faculty were being compensated at the same level as those in traditional institutions
from whom similar industry is not required. Enrollment limited courses or the lack
thereof is another consideration for DL faculty. According to a 2000 NEA study faculty
with enrollment limited courses were more open to teaching DL courses (Howell, Laws
& Lindsay, 2004). Both these concerns may impact the provision of credible interaction
between instructor and students.
Easy access to state-of-the-art library and research services
Most DL institutions offer twenty-four hour access to library and a variety of
research services. Montgomery College provides students, faculty and staff free access
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to its catalog of in-house resources and numerous online indexes and full-text
databases, 24 hours, seven days a week (Montgomery College, 2005-2006).
At Country Side Community College, one-to-one reference desk assistance is
available by clicking a specific icon on the website and sending an e-mail (Saelens,
2004). Open University of United Kingdom has designated chat times, when students
may engage with a reference librarian (Jones, 1998). Montgomery County Public
Libraries, in Maryland, offer reference telephone hotline that students and members of
the public may use to check such items as quotations, word spelling, book references,
and community services. Through an interlibrary loan system, DL students and faculty
may also borrow hard copies from other colleges and the Library of Congress. Assistive
technologies are also available for students with special needs. A knowledgeable,
professional staff including a digital initiatives librarian is available during operating
hours. Physical and virtual bookstores provide access to textbooks and classroom
materials, study guides, other literature and College memorabilia. Students may browse
and purchase online or visit the bookstore (Montgomery College, 2005-2006).
At the start of the UMUC Online Masters in Distance Education (OMDE)
program, students are required to complete a virtual introductory library services course.
The University of Maryland library system offers a wealth of information and research
materials. However, in my experience, easy access to the materials and personal
assistance were not always forthcoming. My moments of anxiety would have been
lessened with “as needed” virtual or personnel guidance in retrieving materials. Many of
my course conferences were punctuated with requests among students and instructors
regarding the location of course required or suggested articles (Stephens, 2006).
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Continuous access to technical assistance
Montgomery College is among 1600 other schools that through contractual
collaborations with Sunguard Collegis, provide twenty-four hour, seven days per week
technical assistance to students, faculty and staff (collegis.com). These services include
help-desk assistance to students in uploading or downloading assignments, trouble
shooting interface problems between their personal computer and the college system,
and manipulating course-related applications.
Primarily in the FYE, when some DL students are learning their way around the
computers, the internet and online platform, continuous access to help desk services
are critical to relieving frustrations. The Education Network of Maine distributes a series
of videotapes to first year students that include introduction to basic computer skills,
common problems that new users may encounter and how to fix them (Granger &
Benke, 1998).
Students participating in online courses at UMUC are required to have basic
computer skills, access to a computer, Internet and email service. It is however,
noteworthy that not all DL students own a computer. Many depend on employer-owned
or publicly available computer access such as libraries, community centers, cybercafes
or telecenters (Colle & Roman, 2004). During my degree-seeking tenure, UMUC
technical assistance was available and adequate to meet my needs (Stephens, 2006).
Personal and professional development
Institutional support and investment in the continuing education and professional
development of college personnel are as important as support to students. Colleges are
often faulted for not providing adequate funding or training opportunities for DL faculty
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(Howell, Laws & Lindsay, 2004). In recent years, some institutions have made
significant commitments to personnel training and professional growth in DL (Essex,
2005). Albeit, instructors often find it difficult to carve out time to attend training. Indiana
Higher Education Telecommunication System (Ihets) identified guidelines and
benchmarks for faculty development and training that includes in-service workshops,
conferences, technical training in hardware, software and networking, use of course
management tools, policy, research and pedagogical updates (Ihets, 1999). Indiana
University initiated “lunchtime” streaming video broadcasts that provided technical
training for faculty, every other Wednesday. An archived version of the session was
made available afterwards. Faculty began to invite students and audience participation
expanded rapidly (Essex, 2005). Montgomery College established a Center for
Teaching and Learning (CTL) that facilitates year-round training opportunities on-
campus and via online programs. Some courses are offered as collaborative learning
with local and national institutions. Professional development tools and opportunities for
students are available through a variety of online career exploration resources to which
colleges subscribe including DISCOVER and FOCUS. A variety of career management
tools, job-related sites and job search resources are also available through numerous
networks (Gore, 2006 & UCS 2005).
Rutgers University offers twenty-four hour access to an Online Career Library, a
repository of occupations, industry and company profiles. Students can research career
trends, industry practices, labor market and employment reports (Rutgers University,
2004).
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As an emerging DL professional, scholarship in MDE program, course
conferences and completing assignments constituted my own personal and professional
development. Research of career mobility; trends, practices and tools-of-the-trade; and
employment reports were forthcoming from my personal research, instructors and peers
who are actively employed in the distance teaching and learning fields (Stephens,
2006).
Mission alignment with distance learning goals
Gardner (2006) and Saelens (2004), agree that a well-defined institutional
mission statement or philosophy provides guiding principles and long range vision.
Alignment of DL goals and program vision with the overall mission is considered integral
to the student success in the first year experience (Kuh, Kinzie, Schuh, Whitt, et al.,
2005). Montgomery College’s motto, Endless Possibilities, is supported by a mission
that embodies three elements: “Changing Lives,” “Enriching Our Community,” and
“Holding Ourselves Accountable” (Montgomery College, 2005-2006, p 3). The mission
of City View Community College encompasses the programs that are “academically,
geographically, financially, technologically accessible to meet the educational and
training needs of a diverse multicultural populations,” and its community organizations
(Saelens, 2004, p 45). Country Side Community College is “committed to being a
recognized leader in providing quality, innovative and adaptive programs and services
which meet the lifelong academic, cultural and workforce needs of our diverse
community” (Saelens, 2004, p 65).
Primarily in the FYE, institutional mission and goals for distance learning
programs should embody meeting students and personnel needs, providing the
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necessary technology to support success, and enriching the communities served by the
schools.
4. An Advising and Learning Design
This prototype is based on the instructional systems design (ISD) that utilizes the
analysis, design, development, implementation and evaluation (ADDIE) model. The
overarching goal is to align the design with the mission, students’ needs and support
services to facilitate a successful first year experience (FYE) for distance learners
(Seels & Glasgow, 1998).
This learning design is guided by John Gardner’s (2001-2005) theories and
practices to secure a successful FYE program that leads to retention. The FYE
philosophy advocates a transformative educational experience. In tandem, this learning
design proposes a holistic approach to student centered learning and student
development for distance learners. The model pivots on six distinct core elements of the
FYE: administrative services, academic/counseling, peer/faculty interaction, library and
research, technical assistance, student/counselor personal and professional
development (Skipper, 2005); and aligns with the six student needs discussed.
The benchmarks are determined by the best practices studied and a high level
of accountability attached to the performance of faculty, staff and students. Success
measures are based on expected outcomes and data analysis of reports and surveys
completed by the principals.
Target Audience:
Academic counselors/advisors, faculty and students in the first year experience.
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Purpose:
To assist counselors/advisors, faculty and students in engaging in interactions
and interventions through:
1. focus on critical stages and students’ needs in the first year experience
2. effective benchmarking and accountable counselors, faculty, and staff
3. ample resources to achieve students success
Assumptions:
1. All students will take the College’s Appropriate Course Placement Test
2. All students matriculate into the General Education program.
3. All first year students are assigned to an academic counselor/advisor upon
admission.
4. All DL academic counselors/advisors are trained in providing online FYE
support
5. DL counselors will comply with designated FYE benchmarking schedule
6. DL counselors will work with students to ensure successful FYE
7. DL counselors will guide students to second year enrollment
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A Prototype Design for Distance Learning Students in the FYE
FYE Core DL College Online Services Needs Benchmark and Success
Elements Processes and Resources Evaluation Measures
Matriculation— Administrative College Website: Efficient Student Students’
Application and Services Acceptance Letter, administrative satisfaction completion of the
Financial Personal support services survey. Consistent matriculation
Transactions Identification and timely process.
Number (PIN) attention to all Ninety-five
assignment and applicants. percent students’
Next Step Accurate record of satisfaction with
Instructions students’ services
information. received.
Distance Learning Administrative Online student Efficient Information and Data collection
Readiness Counseling readiness inventory administrative implementation of and development
support services the student of student
readiness readiness matrix
inventory for
100% of
applicants.
Online Access Technical Guidelines to using Continuous Test of minimum Completion of
and Preparation Information and the College’s access to computer skills online
Assistance Website and technical requirement. introductory
Course assistance Demonstrated tutorials.
Management willingness to
System. For learn new
example, WebCT computer skills.
Instructions about Assessment of
required hardware ability to learn and
and software follow instructions.
Appropriate Administrative (i).Instructions, Efficient Implementation of Student
Course services access codes and administrative appropriate completion of the
Placement Tests placement tests. support services. course placement appropriate
(ii) Interpretation of tests. Application course
test scores and Expert counseling of college placement tests.
Counseling guidance in course and academic standards in test Students receive
selection advising scores appropriate
interpretations. information for
general studies
eligibility.
Course Selection Academic Access to online Expert counseling User-friendly Student
and registration Counseling course registration. and academic guidelines and successful
Peer/ Faculty E-mail confirmation advising online registration course selection
Interaction of acceptance into and registration.
courses. Links to
NSO
Providing effective student development support to facilitate 23
a successful FYE for DL: An advising and learning design
Yvonne Stephens
New Student Administrative (i) Simulation and Efficient User-friendly Increased
Orientation (NSO) services game tutorial administrative simulations, familiarity with
Counseling related to online support services. tutorials, games institution’s
participation and Expert counseling and instructions. services and
interactivity. (ii) and academic resources for
Overview of virtual advising. scholarship and
Library & support services. Easy access to personal
Research (iii) Accessing state-of-the-art development.
course information, library and Enhanced
purchasing texts, research competencies
Technical using the online services. with college
Assistance services and Continuous Website and
resources. For access to course
example, digital technical management
library, online assistance. system
tutoring.
(iv) Working
collaboratively.
Survival Skills Counseling (DL Webinars (online Expert counseling Webinars Webinar reports
& At-Risk) seminars) in and academic of completion of
Establishing and effective study advising. Individual tutorials and
maintaining Library and habits, time Personal and educational plan quizzes.
credible GPA Research management, professional (IEP). Library
organization, test development. Student survey automated
Peer/Faculty taking strategies Frequent Faculty survey reports.
Interaction and problem interaction with Peer and faculty
solving techniques. other course reports.
Online IEP participants and
framework. the instructor
Course Faculty Online course Frequent Counselors’ Timely
Participation Interaction work, conferences interaction with reports, mid-term completion of
Academic and assignments other course and final exams. evaluations and
Progress Counseling Online progress participants and Evaluations: submission of
Assessment Library and checks the instructor. Students’ self-; reports
Research Expert counseling Student-faculty;
and academic Faculty-student;
advising Student-counselor
Counselor-student
Career Career Career Expert counseling Availability of Student
Exploration Counseling assessment tools and academic state-of-the-art awareness and
Peer/Faculty such as advising career exploration use of career
Interaction ACT-DISCOVER, Frequent tools and access exploration
Library and FOCUS interaction with to online career resources
Research Online career other course libraries.
Personal and library participants and Online job
Professional the instructor preparation and
Easy access to job search tools
state-of-the-art
library and
research
services.
Personal and
professional
development
Providing effective student development support to facilitate 24
a successful FYE for DL: An advising and learning design
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Learning Administrative Technology Frequent Assessment of Ninety-five
Communities services mediated interaction with students’ percent students’
Counseling communication other course participation and participation in all
Faculty participants and performance in a academic
Peer the instructor variety of online interactions and
Personal and Expert counseling community a minimum of
Professional and academic activities two online
Development advising Mandatory student community
Personal and satisfaction survey activities
professional
development 100% completion
Continuous of student
access to satisfaction
technical survey
assistance.
Service Learning Career Online linkages to Expert counseling Collaborative Students
Counselor appropriate and academic relations with connected with
Faculty organizations and advising organizations and appropriate
Personal and businesses Frequent businesses organizations
Professional interaction with and businesses
Development other course
Library and participants and
Research the instructor
Easy access to
state-of-the-art
library and
research
services.
Personal and
professional
development
Counselor/Faculty Administrative Webinars, Personal and Compliance with 100%
Professional Services workshops and professional professional compliance
Development conferences development. certification,
Personal and Professional Continuous Conference
Professional memberships access to participation
Library and technical Discipline
Research assistance. updates
Technical DL updates
assistance Accreditation
5. Implementing the Learning and Advising Design
Crawley (2004), observes that “change is a key word for education in the 21 st
century [and] nowhere is change more evident than in the way we use technology to
assist students.” Implementing this prototype calls for a commitment to distance
learners that permeates the institution’s enacted mission at all levels.
Providing effective student development support to facilitate 25
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Yvonne Stephens
Administrative Services:
Systems and services need to be in place to allow distance learners (DL) to
provide and access personal data anywhere, anytime, quickly and efficiently through
self-service technologies such as the Internet or telephone (Akoi & Pogroszewski,
1998). Following the initial registry process of recruitment, matriculation progression
begins with students accessing, submitting application forms and completing financial
transactions. Registration continues with the development of the students’ record
system generating acceptance letters with personal identification numbers (PIN), and
counselor assignment. The assessment outcomes of standardized achievement tests
(SAT), advanced course placement (ACP), prior learning experiences, or previous
college credits, must be entered in the students’ records (Walti, 2004).
Timely and accurate enrollment management validates that the institution
welcomes and appreciates students. The DL students, not physically at the campus,
need immediate follow-up and guidance by the assigned counselor to ensure successful
completion of the matriculation process and receive next-step instructions to register
and prepare for classes (Frieden, 1999).
Appropriate course placement tests (ACPT): Students use their PIN to enter the
system and an issued password to access and complete the course placement
test of English, reading and mathematics online. Test results and course
placements are displayed immediately following completion of the tests. Within
24 hours, the counselors need to make contact with the students to answer
questions and provide additional information about the next step (Montgomery
College, 2005-2006).
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Course selection and registration (CSR): Counselors help students to interpret
test results and course placements and guide the selection and registration of the
first year courses including general education and required core courses
(Montgomery College, 2005-2006).
Online course readiness: It is important to identify students’ readiness for online
learning experiences. There are several student readiness inventory (SRI)
software programs that can be used by the students and/or counselors to
determine students’ readiness for online courses. It is imperative that DL
students are aware of the responsibilities and expectations of participating in
online courses. Counselors may help students discern their readiness through
the use of various SRI means: (1) intake interviews persuade students to
consider their skills and abilities, identify learning needs, and clarify their
expectations of the online program in meeting their goals; (2) learning orientation
questionnaires (The Training Place, 2001) solicit students’ understanding of the
requirements of online learning and identify psychological factors that influence
how students learn including autonomy, determination and their strategic self-
reliance; (3) self-assessments (http//:www.wgu.edu) measure students’
preparedness for online studies, identify their communication style, and provide
guidance in setting personal and professional goals; and (4) diagnostic pre-
assessments to help students identify areas of strengths and need (Ludwig-
Hardman & Dunlap, 2003). With appropriate guidance, students can access any
of the four SRI methodologies.
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New student orientation (NSO): Through a virtual tour of a welcome and
informational session and/or a simulated class, students should be exposed to
the basics of learning online (Akoi & Pogroszewski, 1998). Counselors need to
be available via e-mail within 24 hours to answer students’ questions that may
arise. The orientation process should help students develop an understanding of
common terms and acronyms used in distance learning and specifically Web-
based course delivery; provide overview of institution’s policies, procedures,
code of conduct; establish familiarity with names and configuration of hardware
and software tools; clarify acceptable online language, choice of fonts and
typeset; inform about seeking technical assistance; provide practice in accessing
courses, participating in discussions, working in groups, contacting instructors,
and submitting assignments. Students who are informed and prepared will be
better able to participate meaningfully and without feelings of apprehension when
the class begins (Ludwig-Hardman & Dunlap, 2003).
Academic and Counseling Services:
Support services provide assistance to distance learning (DL) students and are
reinforcements for their academic learning and personal development. It is critical for
counselors and advisors to engage a holistic approach to learner support for students
throughout their first college year (Skipper, 2005). Learner support entails providing
services and resources that contribute to student development and their lifelong
learning. Distance learning students need assistance with utilizing technology to access
their course work. However, technology must also be used to provide top tier guidance,
Providing effective student development support to facilitate 28
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Yvonne Stephens
information, training, services and resources for students who are learning at a distance
(Lee, 2003).
A support factor in building an “online course readiness foundation” for first year
students is for counselors/advisors to make every effort to eliminate certain
misunderstandings or misconceptions of the demands of online courses. For example,
though “asynchronous” means access anywhere and at anytime, class participation
within a specific time may be required. Contrary to common belief, online courses are
not entirely self-paced. Students need to allocate adequate time daily or weekly to
access and participate in class discussions, activities and assignments (Christ & Ganey,
2003).
Effective and appropriate academic counseling is fundamental to a quality DL
experience. Verduin and Clark (1991), point out that like traditional learners, distance
learners often face educational, personal and career challenges. Academic and
counseling interventions can help students understand, cope and resolve issues that
may interfere with their studies. In addition to individualized counseling, DL institutions
can provide access to e-mail therapy and a variety of Web-based self-help services and
publications to assist students (Krauth & Carbajal, 1999). Students may also receive
referrals to clinical services in their local communities (LaPadula, 2003).
Peer/Faculty Interaction:
One of the most attractive features of DL is the element of independent study
and the convenience of remote access. Yet, these are also among the most challenging
factors. A common cause of DL attrition is student’s feeling of isolation owing to
insufficient interaction with other students and instructors (Tait, 2000). By nature,
Providing effective student development support to facilitate 29
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Yvonne Stephens
humans crave social interactions. As observed by Abraham Maslow in his hierarchy of
needs, belonging and love needs [include] friendship, affection, relationships and
interpersonal acceptance (DeVito, 2005, p 320). In the virtual environment the absence
of face-to-face interaction can cause students to experience feelings of alienation and
diminished self-direction (Ludwig-Hardman & Dunlap, 2003). First year DL students, in
particular, experience anxiety and frustration and need frequent interaction with peers,
instructors and support services.
Personal connection with DL students is critical in the FYE. According to (Kuh,
Kinzie, Schuh, Whitt, et al., 2005), “there is no substitute for spending time interacting
with students, whether face-to-face or electronically (p 80). It is imperative that DL
faculty provide timely and substantive feedback to students regarding assignments and
engage them in productive online discussions with other course participants (Granger &
Benke, 1998).
Interactive learning serves to stimulate cognitive outcomes. Thorpe (2001),
argues that three inter-related cognitive elements are affected:
identity — the learner has the opportunity for one-to-one communication
individualization — specific needs and goals of the individual learner are
addressed
interpersonal interaction — mutual and reciprocal interaction to learning and
performance goals.
Library and Research Services:
The library is pivotal to students’ success in their educational pursuit. Services
and resources need to be accessible 24 hours, 7 days a week, and easy to navigate.
Librarians serving online students must have the technical skills and professional
abilities to meet the needs of DL students. Convenience, accessible, interactivity, and
Providing effective student development support to facilitate 30
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visual presentations are essential elements to DL students (Thayer, 2006). A digital
initiative librarian assists instructors and online students through a wide range of
(comprehensive) services (Montgomery College, 2005-2006). Instructional materials
need to be designed to be adaptable to Blackboard and WebCT software programs to
assist the online distance learning students. DL students must be able to access e-book
library services, e-copy services online, e-chat, and e-mail librarians (Allen, 2004).
Distance learning instructors/counselors need to have access to updated
resources; have dependable and individualized assistance and training; access to
expert advice with online course design; be informed about copy and intellectual
property regulations; receive guidance in detecting and preventing plagiarism,
identifying legal and ethical issues relating to research, and be able to ensure that
students are receiving current and accurate information. George and Frank (2004),
purport that students need information literacy, critical thinking and research skills.
Librarians have computerized their style and methods of teaching and can provide
these services and resources digitally through synchronous (chat-rooms, telephone and
videoconferencing) and asynchronous (email, discussion lists and bulletin boards)
communication. Librarians are eager to assist counselors in providing services for their
students.
Technical Assistance:
Technical support is the crux of DL students’ preparation and access to courses,
services and resources online. The matriculation process includes the registrar and/or
counselors ascertaining that students enrolled in DL online courses have access to
Providing effective student development support to facilitate 31
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electronic mail (email), appropriate hardware and have basic knowledge and computer
skills (Lee & Kim, 2001).
Faculty/Counselors need to have access to online functions in order to interact
with students and perform administrative duties such as grading assignments and
submitting grades. Technology services including an interactive online guide,
orientation, tutorials, e-mail, chat-room, and an 800 telephone number to contact
personnel for assistance must be available 24 hours, seven (7) days a week (Allen,
2004).
Personal and Professional Development:
Both faculty and students need to be exposed to opportunities for personal and
professional growth. A structured program for students must be a component of DL
during the first year experience that facilitates self-assessment, goal setting and
decision making. Faculty and staff must have opportunities to attend conferences,
participate in refresher courses, maintain currency with new trends and practices in their
field and in DL, engage in research and publish (Dirr, 1999). Studies have shown that
faculty and staff who are actively engaged in research and scholarship provide an
advantage to their students by integrating their research into their teaching and
involving students (Kuh, Kinzie, Schuh, Whitt, et al, 2005). Students are often excited
and motivated to be part of an intellectual exercise that goes beyond the course work.
Holmberg (1986), supports distance teaching that motivates students, promotes
learning pleasure and effectiveness and is relevant to the students’ needs.
Assessments Inventories (AI) — diagnostic testing: Many students beginning
their college education are undecided about the major and/or career path they
Providing effective student development support to facilitate 32
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should pursue and need guidance. Counselors should direct first year students to
use online career self-assessment tools and personality type indicators that will
assist them in identifying their interests, values, abilities and educational goals.
The selection of a self-assessment tool should be guided by the counselor. At
completion, the counselors need to discuss the results and recommendations of
the diagnostic tests, guide the students in interpreting and utilizing the
information, and in selecting curricula based on the information that will lead to
the acquisition of a certificate of degree in a specific career field.
Samples of Web-based self-assessment inventories:
Strong Interest Inventory (SII) — is a diagnostic instrument designed to
measure and compare an individual’s interests and preferences with those of
other people to determine how the individual fits into a particular career field
(Harmon, et al, 1998).
Myers-Briggs Type Indicator (MBTI) — is a self-reporting questionnaire that
identifies psychological types of individuals as they relate to differences and
similarities between people. This diagnostic tool will help the individual to
understand self, motivations, and strengths (Myers, et al, 2002).
Self Directed Search (SDS) — is a simulated career counseling guide that
focuses on education and career planning intervention. This theory-based
program measures the realistic, investigative, artistic, social, enterprising and
conventional (RIASEC) interests and abilities of an individual and suggests
educational and occupational paths (Reardon & Lenz, 1998).
FOCUS II —this program offers career information and guidance based on the
outcomes of the diagnostic self-assessment questionnaire of an individual’s
interests and personality traits (UCS, 2005)
DISCOVER — a career planning and guidance program provides a self-
assessment of interests and abilities and guides the individual to detailed
information about career choices, occupations, colleges, job search and the
creation of a personal portfolio (Gore, 2006).
Providing effective student development support to facilitate 33
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Survival Skills — Distance learners, in their new learning mode, need a clear
understanding of how to be successful in their academic and non-academic
environments, independent of the physical interaction with instructors/counselors.
Students should be directed to Web-based guidance programs that assist with
identifying and assessing learning styles; developing study and note-taking skills;
utilizing tutoring resources and services; over-coming test anxiety; managing time
and organizing personal, social and academic responsibilities; and enhancing
information technology skills (Johnson, 2004).
Support for students with special needs — Students who may have learning,
physical or social deficiencies need access to support services. Students who are
able to self-identify should be guided to special services in the institution and
community agencies according to their needs. Some students who have learning
disabilities may not readily disclose. However, when the disability is known, an
instructor may, for example, assign a practicum instead of a long reading
assignment to a student with dyslexia (Dahl, 2005).
Learning Communities — Distance learning (DL) students should be encouraged to
participate in academic and non-academic alliances with their peers,
instructors/counselors, and groups within the institution through online learning
communities. This will help to foster a sense of belonging and encourage students
to seek assistance from various factions (Allen, 2004). Through technology
mediated communication, students have the opportunities to collaborate with each
other to share information and learning experiences; socialize and provide support.
Providing effective student development support to facilitate 34
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Yvonne Stephens
Mentors can be assigned to first year students to welcome and acclimatized them
to the learning community (Ludwig-Hardman & Dunlap, 2003).
Service Learning — Many distance learning (DL) students need to work while
pursuing their education. DL students need to have access to career services and
receive job search assistance including resume writing, interviewing, job
opportunities and job fairs. In addition, students should be directed to links to
employment databases in their geographic locations (Saelens, 2004).
6. CONCLUSION
Distance education has become a fully-fledged and competitive enterprise for
many educational institutions and businesses. The convenience of anywhere, anytime
learning continues to attract students of all ages, ethnicities, socio-economic status,
locations and competencies. Through conveniently structured programs, students may
obtain certification and degrees to improve their careers and enrich their lives.
However, asynchronous access does not constitute unstructured participation. Reports
of high non-completion rates in DL, varying levels of DL readiness and students
expressed needs for comprehensive support give impetus to adaptation of the FYE
approach as a foundation for DL students.
Student support services form the core of any distance learning program and is
the cornerstone of the first year experience (FYE). As the research has shown,
extensive support services need to be integrated into the institutional program,
articulated in the mission and consistently promulgated through the provision of
designated services to meet student needs.
Providing effective student development support to facilitate 35
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Guidelines and standards set forth by accrediting bodies prescribe the
components of student support services, institutional and personnel responsibilities to
maintain credible DL programs. Support must provide students with diverse, unlimited
choices and services to ensure their development as self-confident, active and
independent learners.
Good and credible practices from institutions offering distance learning confirms
that a combination of efficient support services, use of current technologies, available
and relevant research services and resources, effective academic counseling and
interactions with peers and faculty contribute to students’ intellectual and personal
development and completion of DL courses.
Interactive engagement among students and instructors is identified as a key
element of DL pedagogy and student support. However, student self motivation and
coping skills are recognized as intervening variables that may influence their success
regardless of institutional support. Faculty competency in DL, compensation,
institutional support and enrollment levels may also influence the quality of instruction
and interaction.
The learning and advising design prototype, while not a cure-all, attempts to
address core elements, processes, services and resources fundamental to the first year
DL experience. These support services are not restricted to the first year, and ideally,
should continue through the completion of the certificate and degree programs.
Developing and maintaining an effective educational program is paramount to
any DL institution. However, without students, no program can exist. A visionary
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institution will create an environment that promises and delivers intellectual growth,
social support and professional development.
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