Presentation is loading. Please wait.

Presentation is loading. Please wait.

WEAVING A WEB OF ONLINE STUDENT SERVICES Diane J. Goldsmith, PhD. Dean of Planning Research and Assessment Connecticut Distance Learning Consortium.

Similar presentations


Presentation on theme: "WEAVING A WEB OF ONLINE STUDENT SERVICES Diane J. Goldsmith, PhD. Dean of Planning Research and Assessment Connecticut Distance Learning Consortium."— Presentation transcript:

1 WEAVING A WEB OF ONLINE STUDENT SERVICES Diane J. Goldsmith, PhD. Dean of Planning Research and Assessment Connecticut Distance Learning Consortium

2 An eLearning Services Organization WWW.CTDLC.ORG An eLearning Services Organization WWW.CTDLC.ORG MISSION: Promote Quality Distance Learning MISSION: Promote Quality Distance Learning 9 years old 9 years old 50 member institutions 50 member institutions 20 employees 20 employees Ct State Agency Ct State Agency

3 Associate Degree Programs_5 Associate Degree Programs_5 Bachelors Degree Programs_5 Bachelors Degree Programs_5 Graduate Degree Programs17 Graduate Degree Programs17 Certificate Programs16 Certificate Programs16 Enrollment Growth Online Programs

4 Collaborative Problem Solving Collaborative Problem Solving Success Measurements Success Measurements Menu of Services Menu of Services Small, Focused Staff Small, Focused Staff Flexible Resources Flexible Resources CTDLC Strategies

5 Portal Web Site for CT Portal Web Site for CT Technical Tools & Support Technical Tools & Support Collaborative Student Services Collaborative Student Services Instructional Design Instructional Design LMS Hosting in a Shared Data Center LMS Hosting in a Shared Data Center –WebCT: CE & Vista, Blackboard, WebMentor, Angel eLearning Management eLearning Management –Virtual High School, AAMI, Online Student Services Web Application Development Web Application Development –Registration & eCommerce, Systems Integration –ePortfolio, eTutoring, Financial Aid Core Competencies & Services

6 Whats Driving Online Student Services: Millennial Students – embrace technology Part Time Students – need the flexibility of online services Adult Learners – have family and work obligations and want the convenience of online services

7 What is Driving Online Services? Students Taking at Least One Online Course - Fall 2005 Undergraduate2,621,713 First Professional39,350 Graduate443,827 Other for-credit75,159 Total3,180,050 Increase of 2.3 million students from Fall 2004 (18.2% Growth in one year) Allen, I.E. and Seaman, J. (2006) Making the Grade, Online Education in the United States. Published by the Sloan Consortium. Available at: http://www.sloan-c.org/publications/survey/pdf/making_the_grade.pdfhttp://www.sloan-c.org/publications/survey/pdf/making_the_grade.pdf

8 Who is offering online courses/programs? Percentage of Online Offerings – Fall 2005 Doctoral/ Research M.A/ M.S. B.A/ B.S. A.A/ A.S Special Online Program 55.743.617.231.226.0 Courses only 24.933.924.039.822.7 No online 19.422.558.829.051.3 Allen, I.E. and Seaman, J. (2006) Making the Grade, Online Education in the United States. Published by the Sloan Consortium. Available at: http://www.sloan-c.org/publications/survey/pdf/making_the_grade.pdfhttp://www.sloan-c.org/publications/survey/pdf/making_the_grade.pdf

9 Web Of Student Services MODELS What services do we need to provide? –WCETs web of services When do they need them? –Floyd & Casey Powell Model How to provide them? Improving services for online learners, provides online services for all. Technology removes time and distance barriers for all students

10 Pat Shea & Burnie Blakeley, Designing Web-Based Student Services, Innovation in Student Services: Planning for models blending high touch & high tech (2002)

11 Floyd &Casey-Powell Model 1 Learner Intake Phase – pre-courses –What do I need to know to become an (online) student at this institution? 2: Learner Intervention Phase – orientation –What tools, software, policies, and procedures do I need to know to participate in (online) courses? 3: Learner Support Phase – –What services will support my (online) learning? 4: Learner Transition Phase – –How do I determine and meet my educational and career goals Floyd, Dl.L. & Casey-Powell, D. (2004). New roles for student support services in distance learning. New Directions for Community Colleges, 2004 (131), 5-18)

12 Models of Developing Online Services Develop your own online services Separate services for distance students Collaborate/Integrate within an institution Online services used by all students Collaborate within a system of institutions Public systems already linked Collaborate among multiple institutions (CTDLC, Jesuit Net, Ohio Learning Network) Outsource services

13 Models for Developing Online Services Distribution of cost –Staffing Who can technology replace (i.e. data entry staff)? What staffing does technology require (help desk)? –Infrastructure - hardware –Development or purchase of software Quality –Evaluation – what works and what doesnt?

14 Best Practices for Services Online Web services are designed to interact with individuals Responsive customer service Personal experience Call to action Immediate rewards Relationship marketing Pat Shea & Darlene Burnett, 2006. All rights reserved.

15 Administrative Core AdmissionsCatalogRegistration Financial Aid Class Schedule Student Records Best Practices

16 Administrative Core - Portals Collaborative Doorways to Online Learning –Connecticut Distance Learning ConsortiumConnecticut Distance Learning Consortium Public and Private – all online courses and programs –JesuitNETJesuitNET Distance Learning at all Jesuit colleges/universities –Ohio Learning NetworkOhio Learning Network K-20 –Minnesota State Colleges and UniversitiesMinnesota State Colleges and Universities One application for any state college/university

17 Administrative Core -- Admissions Penn States World College Admissions Centralized Institutional Collaboration http://admissions.psu.edu/ Pre-Admissions Counseling – specific to World Campus http://www.worldcampus.psu.edu/Student Services_AdmissionsCounseling.shtml

18 Administrative Core – MIT Admissions Student Can: -Apply online -Track Application & Fin. Aid -Register for an Overnight Visit Bulletins: - Admissions System Status -Links to MyMIT Tracking

19 Administrative Core -- Admissions

20 Administrative Core - Admissions

21 Administrative Core - Catalogs Access to Prior Year Catalogs

22 Administrative Core - Catalogs Easy to Search: - Course Type -Gen Ed -Writing Intensive -Course Level -Program

23 Administrative Core - Catalogs Link to Course Syllabus for detailed information Link to Register

24 Administrative Core – Enrollment Check List: -What to do - in Order -Where to go for Help

25 Learner Intake Readiness Activities What do I need to know to become an (online) student at this institution? Best Practices – for On Line Students

26 Learner Intake - Readiness Readiness for Education at a Distance Indicator (READI)READI Measure 5 Major Assessment Components –Reading Comprehension –Technical Competency –Individual Attributes –Preferred Learning Styles –Typing Speed and Accuracy Course Technologies Skills Assessment ManagerSkills Assessment Manager

27 Learner Intake - Readiness Comprehensive Free Seminars to prepare students for online learning –Ohio Learning Network free online course E 4 MEE 4 ME –Capella University free online seminars for graduate students Making the Graduate School Decision.Making the Graduate School Decision –for undergraduate studentsReturning to LearningReturning to Learning

28 Pat Shea & Burnie Blakeley, Designing Web-Based Student Services, Innovation in Student Services: Planning for models blending high touch & high tech (2002) www.wcet.info

29

30 Academic & Personal Services Orientation Advising Tutoring Disability Services Assessment/Testing Best Practices – for On Line Students

31 Individualized Support – Walden College Online Concierge Team: personalized student support from enrollment through graduation. Each student assigned a Concierge welcomes them guides through new student orientation and readiness activities, assists with technical and administrative aspects of online study maintains a presence on students personalized portal page and in their online classrooms.

32 Orientation: Video Based Metropolitan State University

33 Orientation and Support Montgomery College Online Success Center

34 Advising: High Tech Penn State eLion AdvisoreLion Degree audit Registration Course drop/ add Bills/ tuition Grades Transcripts Provides Guidance through different scenarios: How does dropping course affect my financial aid? How does dropping affect my major? What happens to my credits/courses if I change majors?

35 Advising: Tech and High Touch San Diego City College –uses a web-based meeting center –students to meet with a counselor in a real- time encrypted meeting room for education, career, and personal counseling. –Students are allowed to schedule their own one hour appointment, or workshop appointment via the appointment calendar on this website.

36 Advising: High Tech and High Touch City University of New York –Synchronous chat program links students and advisors. –Electronic transcript of discussion sent to the student and stored for reference. –If caller is a current student the system draws name and info from SIS – If caller is an inquiring student a short form is completed before connection asking for name and email address.

37 Advising: High Tech and High Touch Montgomery Colleges Virtual Advising & Counseling Center: An Online Companion Online Modules: StartingSuccess TricksAcademics LibraryTransfer DecisionsBarriers Student Lounge to Meet Other Students Ask a Counselor – Discussion Forum Ask a Counselor Privately

38 Advising: Valencia Community College

39 Advising: Collaborative/Hosted CTDLCs ePortfolio.org

40 6.Academic Advising 7.Teaching 8.Promotion and Tenure 9.Institutional 10.Other Portfolios can be Used For: 1.Student Learning 2.Career Planning and Job Search 3.Assessment 4.Accreditation 5.Showcase

41 How Institutions are Using ePortfolios Advising: Working with undeclared majors As part of a major retention effort. Undeclared majors more likely to drop out Advising: Working with pre-Nursing students Nursing slots limited Ensure students know what the program and field demands

42 From ePortfolio of Undeclared Major I'm going to major in Elementary Education. Final Answer? YES!!! I made it through the process! I'm happy with my choice even though I kind of knew all along this is what I wanted to be. I'm happy with my choice but I wonder what it would have been like if I hadn't switched from elem ed to undecided when I entered as a freshman. I think I'd be at the same place I am now because you really have to do all your gen ed classes first in order to start your classes necessary for your major of choice. Plus it doesn't really matter what your major is until your junior year.

43 Tutoring: Outsourced Smarthinking –Can buy as an institution –Individuals can buy tutoring as well –Use their tutors on their platform Ask on Line –Provides a platform for a single institution –Work with your own tutors

44 eTutoring: Collaboration eTutoring.org: A Collaborative, Aggregated Service: Began in 2001, Grant Funded, 7 partners Spring 2007, 31 institutions in 7 states Institutions join for a fee, based on usage Tutors provided by each institution Tutoring hours are combined into one schedule Students at each institution access all tutors on this one schedule

45 CTDLC Director Facilitates Monitors Schedules Trains Create Platform Technical Support Host INSTITUTIONS Market Hire Pay Meet Regularly Set Policy Collectively Choose Subjects Supervise Tutors Coordinators CTDLC COLLABORATIVE TUTORING MODEL

46 INSTITUTIONS Market Hire Pay Meet Regularly Set Policy Collectively Choose Subjects Supervise Tutors Coordinators YOUR COLLABORATION Your PoliciesSchedulesTraining CTDLC Hosts Consults Trains eTutoring: YOUR Consortium

47 eTutoring: Collaboration Online Tutoring Services Offered: Synchronous Student-Tutor Sessions Drop in Sessions Scheduled 7 days a week Asynchronous Student Questions Response received in 24 to 48 hours Asynchronous Online Writing Lab Response received in 24 to 48 hours

48 The Collaborative Effort Why Build Collaborations? Cost Savings Shared Resources Build it TOGETHER, Own it TOGETHER Flexibility in Design The Strength and Size of the group makes more things possible

49 Why Collaborate? eTutoring represents the enormous value gained from collaboration. The network of talent made available through the pooling of resources of the participating two and four-year schools is hugely superior to whatever any individual institution may possess. Moreover, the ongoing sharing of ideas and resources contributes to even greater benefits. What you have done is create a forum for the sharing of new ideas in teaching and learning and, remarkably, a platform for the realization and testing of these ideas. Greg Fallon, Assistant Dean for Learning Resources, Passaic County Community College

50 Disability Services: Training Training WebAIM – training to ensure that your web site is accessible to all users including those with disabilities. http://www.webaim.org/intro/

51 Disability Services:

52 Visual Disabilities http://www.webaim.org/articles/visual/blind.php Principles for Blind Users

53 Assessment Standardized Testing Institutional created testing Authentic Assessment –ePortfolios www.ePortfolio.org (collaborative)www.ePortfolio.org OSPI (open source) Commercial (LiveText, Task Stream) LMS (Blackboard, Angel)

54 Testing A Commercial Solution: Outsource KRYTERION is a secure, online, digital test delivery and program management company offering a far higher level of test security than has been available until now. http://www.kryteriononline.com/backgrounder.htm

55 Individualized Tech Support – Walden College Online Concierge Team: personalized student support from enrollment through graduation. Each student assigned a Concierge welcomes them guides through new student orientation and readiness activities, assists with technical and administrative aspects of online study maintains a presence on students personalized portal page and in their online classrooms.

56 Technical Support Old Style

57

58 Communications Suite Mentoring Smart FAQ Knowledge Base NewslettersPortals

59

60 Connecting Students: Hometown Locator Students who wish to communicate with other students will enter their personal info and zip code and other students geographically close, whove also entered their info, will be identified. Student Government project

61

62

63

64

65

66

67

68 Personal Services Suite First Year Experience Career Services Counseling Services

69 Alternative to Freshman Focus for online transfer students. Develops skills in context for academic success and retention. Integrates skill development and diagnostic tools into academic courses. Provides interventions when deficiencies are identified. Many resources may be used for both on- and off-campus students Orientation: First Semester Experience

70 Time management Writing/Communication/Presentations Critical thinking Cultural Competency Group work Technical aspects Service/Applied learning Research First Semester Experience Variables

71 Career Services: Integrated

72

73 Although direct counseling for DDP students cannot be provided, including by email or telephone, assistance in finding local resources may be facilitated. Students with special referral questions or needs may consult by telephone with professional staff at Counseling Services, (509) 335-4511, Monday - Friday, 8 A.M. - 5 P.M.

74 Student Community Suite Student Government

75

76

77

78

79

80 Pat Shea & Burnie Blakeley, Designing Web-Based Student Services, Innovation in Student Services: Planning for models blending high touch & high tech (2002) Key Yellowin place & not currently planning to improve Orangeworking on improving or planning for Bluenot currently planning

81

82 CENTSS Center for Transforming Student Services Developed by the Western Cooperative for Educational Telecommunications (WCET), the Minnesota State Colleges and Universities (MnSCU), and Seward, Inc. Provides tools and training institutions need to develop and deliver high-quality student services online centss.org

83

84 Generation I - Institutional View Generation II - Customer Group View Generation III - Web Portal(s)/Individual View Generation IV - High Touch & High Tech (inside/outside portal) Evolution of Web Services Source: Creating High Touch / High Tech Online Student Services: Darlene Burnett, 2003 Four Distinct Generations: Organization of Information

85 20 Services Admissions Academic Advising Assessment & Testing Bookstore Catalog Career Services Communications (institution to student) Disability Services Financial Aid Library Services Orientation Personal Counseling Placement Services Registration Schedule of Classes Services for International Students Student Accounts Student Activities Tech Support Tutoring

86 Critical Component: As a student, I can make an appointment with an academic advisor Generation 0: Cannot find information or services on the Web Generation 1: Student can find office location/telephone for scheduling an appointment Generation 2: Student can email advisor for appointment Generation 3: Student can view advisors calendar online and select appointment Generation 4: Student can use his calendar as a filter against advisors calendar to find appointment; Can request reminder to be sent 24 hours in advance with appropriate preparation material Example Pat Shea & Darlene Burnett, 2006. All rights reserved.

87 Online Audit Tool Sample See handout with example of one question from each area considered Use as part of your individual planning

88 Thank you! Diane J. Goldsmith dgoldsmith@ctdlc.org 860.832.3893


Download ppt "WEAVING A WEB OF ONLINE STUDENT SERVICES Diane J. Goldsmith, PhD. Dean of Planning Research and Assessment Connecticut Distance Learning Consortium."

Similar presentations


Ads by Google