1. Online Advising in Support of Learning Communities November 8, 2007 Larry Schankman Mansfield University

2. Today’s Outline l Goal: successful, satisfied, & engaged students l Essential Question: Can an online advising system provide personalized, student-centered support of online learners and learning communities? l Proposed Strategy: Integrated advising strategy to increase social presence (active dialogue) and information sharing with and about learner dispositions, academic progress and personal experiences

3. Challenges l “Psychological distance” (isolation) between students, faculty, and advisers l Faculty/staff do not know online students l Off-campus faculty/staff do not share relevant personal, academic and dispositional information about students l Off campus faculty/staff have little or no access to student data or paper records

4. Ludwig-Hardman and Dunlap (2003) l “…individual course instructors may be ill prepared to provide the level of scaffolding needed for individual students or may not attend to scaffolding consistently across learning experiences.” l Advisers provide “consistency” since they are “involved with learners throughout their educational experience with the institution”

5. Murphy, Mahoney and Harvell (2000) Components of a learning community: l Interpersonal exchanges l Shared information collection & analysis l Group problem solving Add: Rapid response to decrease isolation and increase social presence

6. Advising in the Learning Community l Share information with faculty/staff about students’ personal and academic situation l Develop long-term relationships with students through their academic career l Actively participate in the learning community to encourage learners to thrive in the community (active presence)

7. Integrated Advising Plan l Welcome letters from adviser and chair l One-week orientation (week before first class) l Introductory course with advising interactions l Help pages, tutorials and searchable FAQs l Newsletter and email announcements l Student handbook (online) l Online database and advising system with secure access to student information, surveys, dispositional comments and academic progress

8. Adviser-led Intro Course l New online learners develop core skills, dispositions and strategies for success l Students examine responsibilities as reflective, self-directed learner in an interactive, caring learning community l Students assess and develop technical skills and dispositions for online learning l Advising conferences during course

9. Web-Based Data System l Student Database + Advising TrackerDatabase Advising l Secure Access to Student Folders l Self-Scoring SurveysSurveys l Student Self-Update Page (contact info) l Ask Us Form (prospective and current students—log computer/browser info)Form l Customizable Bulk Email System (query based to specify student categories)Email l Searchable Knowledge BaseKnowledge Base

10. Personalization of Database l Database allows adviser to quickly recall many years worth of collective experience l Adviser can “recall” past events as if intimately familiar with each student (e.g. recent birth, recovery from illness, etc) l Especially helpful if adviser interacts with hundreds of students or has recently assumed responsibility for that student

11. Screen Shots Following are snapshot images from various online resources and database applications to support students

12. Inquiry Form

13. Canned Reports & Queries

14. Student Record (page 1)

15. Student Record (page 2)

16. Program Completion Plan (completed in Intro Course)

17. Program Completion Plan (2)

18. Advising System (page 1)

19. Advising System (page 2)

20. Bulk Email System

21. Knowledge Base (Admin View)

22. Self-Tabulating Survey

23. Thank You! Questions??? Continue for References lschankm@mansfield.edu

24. References l Hughes, J. A. (2004). Supporting the online learner. Theory and Practice of Online Learning. http://cde.athabascau.ca/online_book/ch15.html l Harroff, P. A., & Valentine, T. (2006). Dimensions of program quality in web-based adult education. The American Journal of Distance Education, 20(1), 7-22. l Ludwig-Hardman, S. & Dunlap, J. C. (2003). Learner support services for online students: Scaffolding for success. International Review of Research in Open and Distance Learning, 4(1). http://www.irrodl.org/index.php/irrodl/article/view/131/602

25. l Murphy, K., Mahoney, S., & Harvell, T. (2000). Role of contracts in enhancing community building in web courses. Educational Technology & Society, 3 (3). http://www.ifets.info/journals/3_3/e03.pdf l Phipps, R., & Merisotis, J. (2000). Quality on the line: Benchmarks for success in Internet-based education. http://www.ihep.com/Pubs/PDF/Quality.pdf l Swan, K. (2001). Virtual interaction: Design factors affecting student satisfaction and perceived learning in asynchronous online courses. Distance Education, 22(2), 306-331. 11/4/200725 References