Creating Community Outside of Space, Time, & Place: Leveraging the Learning Management System to Foster Virtual Connections
Download as PPTX, PDF1 like47 views
The document discusses the decline in college enrollment in the U.S. and the increasing role of distance education. It highlights the importance of creating virtual communities to enhance student engagement and success, particularly for non-traditional learners. Additionally, it details the components of an online learning community developed by SUNY Oswego to support students in online and blended programs.
![A study conducted by SUNY Oswego’s Institutional
Research & Assessment department comparing
students’ GPAs in their face-to-face [“traditional”
classes] with GPAs in online [classes] shows that grades
are lower in online courses.
The Problem
SUNY Oswego Syracuse Campus Business Plan Updates and Progress Report, 2019, pgs. 5, 16, & 17.](https://image.slidesharecdn.com/sunysummitolcpresentation-10-191025184437/85/Creating-Community-Outside-of-Space-Time-Place-Leveraging-the-Learning-Management-System-to-Foster-Virtual-Connections-9-320.jpg)
![Intro to Online Learning
Berkley College, Arizona State University, Excelsior College, Western Governors
University, Liberty University, and many others have developed online learning
orientations for distance learners that mimic or foreshadows their courses.
• Excelsior has found that student performance is “substantially higher and course
withdrawal rates are significantly lower” among those who complete the orientation.
• Western Governors asserts that “students who take the orientation are far more
likely to complete full-time credits within a term”; and
• Arizona State “has observed that students who complete [online learning]
orientation end up with an average of 0.3 grade points higher than their peers who
skip orientation. . . and also have a higher rate of persistence throughout the
program”.
Lieberman, Mark. “Orientation Programs Set Online Learners up for Success”, Inside Higher Ed, 13 Sept. 2017](https://image.slidesharecdn.com/sunysummitolcpresentation-10-191025184437/85/Creating-Community-Outside-of-Space-Time-Place-Leveraging-the-Learning-Management-System-to-Foster-Virtual-Connections-12-320.jpg)
Creating Community Outside of Space, Time, & Place: Leveraging the Learning Management System to Foster Virtual Connections
- 1. Creating Community Outside of Space, Time, and Place: Leveraging Learning Management System to Foster Virtual Connections Ryan Lynn, Student Resources Coordinator Melissa Semione, Academic Planning Coordinator Division of Extended Learning
- 2. Enrollment Trends College enrollment in the United States has decreased for the eighth consecutive year according to data released in spring 2019 by the National Student Clearinghouse Research Center. “Current Term Enrollment Estimates, Spring 2019” National Student Clearinghouse Research Center
- 3. 2-Year Colleges vs. 4-Year Colleges Fall 2017 Community Colleges: -1.7% 4-yr Public Institutions: -0.2% Spring 2018 Community Colleges: -2.0% 4-yr Public Institutions: -0.2% Fall 2018 Community Colleges: -3.2% 4-yr Public Institutions: -0.0% Spring 2019 Community Colleges: -3.4% 4-yr Public Institutions: -0.9% “Current Term Enrollment Estimates, Spring 2019” National Student Clearinghouse Research Center
- 4. Distance Education Distance education, as defined by the Education Department’s National Center for Education Statistics, “uses one or more technologies to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the student and instructor synchronously or asynchronously”. ”The Condition of Education - Postsecondary Education - Postsecondary Students - Undergraduate Enrollment – Indicator”, National Center for Education Statistics, May 2019.
- 5. While overall postsecondary enrollment dropped by almost 90,000 students from fall 2016 to fall 2017, the number of students who took at least some of their courses online grew by more than 350,000 students (5.7%). By fall 2017: • 33.1% of students took at least one online course • 15.4% of students were enrolled exclusively online • 17.6% of students mixed online & face to face classes Distance Education Enrollment “New Data: Online Enrollments Grow, and Share of Overall Enrollment Grows Faster”, Inside Higher Ed, 7 Nov. 2018.
- 6. SUNY Oswego Bachelor’s Completion Degrees Syracuse Branch Campus (Blended Programs) • Business Administration, BS • Criminal Justice, BA • Human Development, BA Online Programs • Business Administration, BS • Broadcasting & Mass Communications, BA • Criminal Justice, BA • Public Relations, BA • Wellness Management, BS
- 7. Bachelor’s Completion Program Criteria • Intended for students who have earned an A.A. or A.S. degree in chosen major or something related, although we do have students in the program who have earned approximately 60 credits in another major and eligible for a General Education Waiver. • Same curriculum and requirements as main campus-based majors. • Due to the varied needs of each student, all course offerings, are subject to availability as not every course is offered, each semester, at our Syracuse campus and/or online. • Some courses might only be offered intermittently during the intersessions (winter and summer), so being able to take courses during the summer and/or winter is extremely important.
- 9. A study conducted by SUNY Oswego’s Institutional Research & Assessment department comparing students’ GPAs in their face-to-face [“traditional” classes] with GPAs in online [classes] shows that grades are lower in online courses. The Problem SUNY Oswego Syracuse Campus Business Plan Updates and Progress Report, 2019, pgs. 5, 16, & 17.
- 10. Non-traditional learners • Older than residential students • First-Generation • Location bound • Employed • Have children • Break in education • English Second Language Students lack skills & experience for online learning • Technology • Time Management • Organization • Study Skills • Clear understanding of requirements What’s Different?
- 11. Asynchronous Learning Students report feeling • Isolated • Confused • Passive • Unengaged • Self-taught Lineberger, Jason. “Isolation: A Pitfall of Online Learning.” PBS, Public Broadcasting Service/Digital Learning Coordinator, 29 Nov. 2016. Photo by Navjot Kauer Courtesy of Chandigarhedu
- 12. Intro to Online Learning Berkley College, Arizona State University, Excelsior College, Western Governors University, Liberty University, and many others have developed online learning orientations for distance learners that mimic or foreshadows their courses. • Excelsior has found that student performance is “substantially higher and course withdrawal rates are significantly lower” among those who complete the orientation. • Western Governors asserts that “students who take the orientation are far more likely to complete full-time credits within a term”; and • Arizona State “has observed that students who complete [online learning] orientation end up with an average of 0.3 grade points higher than their peers who skip orientation. . . and also have a higher rate of persistence throughout the program”. Lieberman, Mark. “Orientation Programs Set Online Learners up for Success”, Inside Higher Ed, 13 Sept. 2017
- 13. Intro to Online Learning Upon completion of this module, students will be able to demonstrate the skills necessary to: • Navigate an online course • Participate in an online discussion forum using critical analysis • Upload documents for submission • Complete & submit an online quiz or exam • View grades • Interact with peers in a virtual environment • Explore different learning strategies and which ones may work for them • Define plagiarism and other forms of academic dishonesty • Manage time appropriately • Organize course materials and deadlines • Create a plan for work/life/school balance
- 15. Survey findings from the Higher Education Research Institute at UCLA, Your First College Year (YFCY), and the College Student Survey (CSS) indicate that a students’ sense of campus community is significantly related to the educational experience, has a noticeable effect on retention, and has an effect on various learning outcomes. “Classroom community and student engagement are closely related to one another. Students who feel a sense of connectedness and psychological closeness rather than isolation are better prepared to become more actively involved with online learning. . . A welcoming teaching and learning community is central to online student knowledge acquisition, which in turn leads to meaningful learning experiences.” Community Springer, Robert. “Community: Influencing Learning Outcomes and Retention.” Director of Institutional Research at Elon University. Bean, John. Leaving College: Rethinking the Causes and Cures of Student Attrition, The Journal of Higher Education, 59:6, 708-711
- 16. Creating Community • Create a safe space for risk taking, vulnerability, and the sharing of diverse ideas. • Encourage students to reach out to classmates with similar life circumstances and/or career goals. • Foster a supportive environment among peers in which positive relationships may be formed. • Empower students to be self-sufficient regarding institutional policies & procedures.
- 17. Online Learning Community (OLC) Using SUNY Oswego’s Learning Management System (LMS), Blackboard Learn, a community has been developed for students in our online and blended completion programs.
- 18. OLC Components Each component area is considered fluid, as we work with students and institutional subject matter experts to further define and develop content that benefits our students the most. Welcome • Intro to Online Learning (Adaptive Release – OLC access granted upon completion) • OLC News/Announcements (Advising Info, Important Dates, Reminders, Etc.) Information & Access • Programs of Study (Info related to specific majors) • Support Services (Accessibility Services, Tutoring, Library) • How do I. . . (FAQs: policies, procedures, video tutorials, etc.) • Forms Communication • Email • Community Discussions (Major specific, general, & Book Swap discussions)
- 19. Pilot Launch • Fall 2019 – project goal • Winter 2019 – soft launch • Spring 2020 – revised goal
- 20. Data Collection & Review Intro to Online Learning Module & Online Learning Community •technological skills •comfort level in virtual environment •performance in online classes •retention •knowledge of relevant policies & procedures
- 21. Questions