On-campus Students Research Articles

Maximizing Engagement between Online and On-Campus Students Via Zoom

Maximizing Engagement between Online and On-Campus Students Via Zoom

Maximizing Engagement between Online and On-Campus Students Via Zoom

Maximizing Engagement between Online and On-Campus Students Via Zoom

Open to Open? An Exploration of Textbook Preferences and Strategies to Offset Textbook Costs for Online Versus On-Campus Students

As open textbook initiatives are on the rise, a burgeoning literature has begun exploring student perceptions of openly licensed textbooks used in higher education. Most of this research has lacked consideration of potential differences in the perceptions of online and on-campus students and has failed to include a control group of students using traditional textbooks. Therefore, the authors employed a 2 x 2 design to directly compare perceptions of online students with on-campus students assigned either open or traditional textbooks. Students (N = 925) enrolled in multiple sections of psychology courses at a midsized R1 institution completed a survey on their perceptions of their particular book’s format and features, as well as strategies they typically employ to offset the cost of expensive course materials. The results revealed that online and on-campus students report disparate strategies for offsetting the high costs of textbooks, different preferences in textbook formats (print versus digital versus both) when cost is not a factor, and differences in their ratings of the importance of various textbook features. Moreover, the results indicate that the use of open textbooks may increase preference for free digital textbooks over paid printed textbooks. Based on these results, the authors suggest that campuses might consider providing customized support to different student populations as open textbook initiatives gain in popularity on university campuses. Additionally, they suggest that prior exposure to open textbooks may increase students’ willingness to use openly licensed materials in future courses. They recommend future research on this question, using a longitudinal within-subjects designs.

Online Distance Learning in Biomedical Sciences: Community, Belonging and Presence.

In higher education (HE), distance learning (DL) has increased worldwide. Many educational establishments have embraced online distance learning (ODL), with online courses being delivered by a great number of institutions, ranging from community colleges to major universities world-wide. Distance learning (DL) is not a new concept (Keegan D. Theoretical principles of distance education, London, Routledge, 1993), it dates as far back as the eighteenth century as a means of providing access to those who would otherwise not be able to participate in face-to-face educational courses. Traditional DL courses lacked interactivity and the emergence of computers and the internet provided the opportunity for learners to undertake online distance learning (ODL). Many ODL students are biomedical professionals juggling work and family commitments, and therefore the ability to study at a time and place that suits them allows them to engage in learning that they otherwise would not be able to do without relocating. However, whilst ODL offers greater learning opportunities, the lack of campus time and face-to-face learning contact can result in learners feeling isolated.Knowledge is constructed in the midst of interactions with others and is shaped by the skills and abilities valued in a particular culture. Thus, the teacher plays a key role in this learning process in shaping the leaning activities and supporting the development of knowledge and understanding. Therefore, it can be said that the role of the ODL instructor differs from that associated with traditional on-campus education. The instructor becomes the facilitator to support student learning, whilst the student actively participates in what and how knowledge is imparted. Consequently, students studying online are often required to take on a greater responsibility for their own learning. They learn more independently than the on-campus students, as they cannot just simply follow what the other students are doing, they must log into the VLE as a solitary initiative and interact with fellow students and their tutor of their own accords, this chapter looks at how presence and belonging can be supported in ODL as well as supporting staff and students to transition to ODL.

Expanding the Student Employment Literature: Investigating the Practice of Reflection in On-Campus Student Employment

Expanding the Student Employment Literature:Investigating the Practice of Reflection in On-Campus Student Employment Leah R. Halper (bio), Caleb A. Craft (bio), and Yang Shi (bio) As the cost of attending postsecondary education increases, a growing number of college students seek and obtain employment while attending school (Carnevale, Smith, Melton, & Price, 2015; Davis, 2012). Existing research concerning college student employment typically addresses the same question: Is working during college related to students' academic performance? This study offers a new angle on this question consistent with themes of student learning and development. Instead of asking if student employment affects students' academics, we asked how could student employment be enhanced to better ensure academic benefit to student employees. Over the past two decades, dozens of studies have reported the relationship between student employment and academic outcomes (e.g., Mayhew, Rockenbach, Bowman, Seifert, & Wolniak, 2016; Neyt, Omey, Verhaest, & Baert, 2018; Pascarella & Terenzini, 2005). When considering this relationship, grade point average (GPA) and retention from one academic term to the next are the [End Page 516] outcomes measured. Student employment status is commonly examined in terms of work intensity (defined by hours worked per week) and work location (defined as on-campus or off-campus). The majority of studies indicate that working students receive no significant benefit in terms of GPA or retention compared to those who do not work (Mayhew et al., 2016), with a few exceptions (e.g., Brint & Cantwell, 2010; Horn & Malizio, 1998). With respect to work location, Mayhew et al. (2017) detailed several studies indicating that on-campus employment had a positive relationship with student retention; however, the positive relationship disappears when taking into account hours worked per week. Though in a few studies researchers have looked at outcomes beyond GPA and retention as they examined the relationship between employment and student learning (Arum & Roksa, 2011; Athas, Oaks, & Kennedy-Phillips, 2013; Pike, Kuh, & Massa-McKinley, 2008), there is limited empirical consideration of how to structure employment experiences to enhance learning (see Hansen & Hoag, 2018; Kuh, 2010; McClellan, Creager, & Savoca, 2018). We sought to address this gap by examining an employment practice intended to integrate employment experiences into academic learning. THIS STUDY The context for this study was an employment program called the Student Employment Experience (SEE) in the student affairs division of a large, public, Midwestern university. The SEE program is intended to enhance the educational benefits of student employment through a variety of constructs including structured learning competencies, supervisor training, and cocurricular development workshops. The program also incorporates the Iowa GROW® model as a tool for reflection in interviews between student employees and their supervisors. GROW®, which stands for Guided Reflection on Work, is a series of questions developed to help students reflect on what they are learning from their campus jobs and identify areas of learning that transfer between their work and academics (University of Iowa, 2018). The SEE program is structured around six broad learning competencies: learning application (LA); critical thinking and problem solving (CTPS); intrapersonal development (INTRA); interpersonal development (INTER); humanitarianism and civic engagement (HCE); and practical competence (PC). These learning competencies and their associated survey measurements were based on recommendations from the Council for the Advancement of Standards in Higher Education (2009) and Learning Reconsidered 2 (Keeling, 2006), as well as the article, "Student Employee Development in Student Affairs" (Athas et al., 2013). The mediator variable (i.e., reflection on academic integration) was developed from materials from the University of Iowa (2019). The primary questions in our study were as follows: Compared to students not in SEE, do SEE participants score higher on learning outcomes? Does reflection on academic integration (i.e., connecting learning in the workplace with learning in the classroom) help explain any differences between SEE and non-SEE student employees? METHOD Participants The participants in this study consisted of a random sample of 1,983 student employees in the student affairs division at the university. The student employment program had been introduced to all student employees who were working in 20 of the 40 student affairs departments, so this method took advantage of a quasi-experimental design. Additionally, [End Page 517] some dining services operations had adopted the program, and some...

Age-Related Differences in Academic Performance of Undergraduate Science Courses at the University of Nairobi, Kenya

The emergence of global-based knowledge economies has generated a world-wide demand for higher education among adults and tertiary age school graduates. Among the adults, there is quest for life-long learning in order to upgrade skills and maintain competitiveness within the rapidly evolving economies. This demand is not limited to the adults only but also among the young who view education as a means for realizing social, cultural, economic and political needs and aspirations. In this paper, the researchers explored the relationship between age and academic performance by comparing the performance of third year students in the Bachelor of Education (Science) on-campus mode of learning relative to those enrolled in the Open and Distance Learning (ODL) mode at the University of Nairobi. Results indicate that the on-campus students performed significantly better than the ODL students in Chemistry and Biology; t(44) = -4.427, p<.05 and t(65) = -8.54, p<.05 respectively. In Physics, on-campus students had a higher mean score of 54.22 against 54.04 of the ODE students. The difference in the means was not significant; t (71) = .120, p>.05. However, there was no significant relationship between age and academic performance. The researchers conclude that age does not influence academic performance. Therefore, enhanced academic performance may be a matter of personal determination rather than age determined.

Predictors of job pursuit intention across career stages: a multi-phase investigation

The continuing war for talent requires business leaders to stay focused on the quality and mix of their applicant pool(s) at different levels of their organizations. As psychological needs, relational responsibilities, and key motivators differ across career stages, differentiated employee value proposition is critical, in order to attract the right talent to the organization. However, studies exploring predictors of job pursuit intention have typically investigated this topic with populations of on-campus students or early career-stage applicants. The present study was designed to better understand factors that influence job pursuit intentions of individuals at different career stages. In this multi-phase study, we supplemented the first phase of the study (a sample of 1127 professionals in the IT/ITeS industry at various stages of their careers) with interviews with 32 IT professionals and 15 HR leaders in Phase II. We find that the predictors of job pursuit intention differ for applicants at different career stages. We discuss theoretical contributions, practical implications and offer suggestions for future research.

Making the student voice count: using qualitative student feedback to enhance the student experience

PurposeThe purpose of this paper is to outline how qualitative data can be used to gain insights into the experience of different cohorts of students including online and on-campus students.Design/methodology/approachQualitative data from student surveys are used to analyse three years of data. The text analytics software Leximancer was used to analyse the qualitative student comments.FindingsComparing comments of on-campus and online students, the findings indicate that the students had different perceptions in regards to what they rated as best aspects of their course and what needed improvement.Originality/valueThe study is based on three years of qualitative comments collected in student surveys. The study is unique, given that previous studies have looked at qualitative comments in general rather than comparing the experience of online and on-campus students.

Staðnemar og fjarnemar í grunnskólakennaranámi við Menntavísindasvið: Bakgrunnur, viðhorf og áhugi á að starfa við kennslu

Minnkandi aðsókn að kennaranámi og skortur á kennurum veldur talsverðum áhyggjum. Fyrir um aldarfjórðungi var farið í átak til að fjölga réttindakennurum en hlutfall leiðbeinenda hafði verið hátt, einkum á landsbyggðinni. Farið var að bjóða upp á fjarnám og samið var við kennaramenntunarstofnanir um að taka við f leiri nemum. Hlutfall leiðbeinenda lækkaði í kjölfarið og einnig varð efnahagshrunið 2008 til þess að kennarar sneru aftur til starfa í grunnskólum. Nú hefur hlutfall leiðbeinenda hækkað að nýju og óttast er að fjöldi útskrifaðra grunnskólakennara með réttindi haldi engan veginn í við þann fjölda sem hættir störfum, meðal annars vegna aldurs. Brottfall úr grunnskólakennaranámi og hæg námsframvinda veldur einnig áhyggjum. Í þessari rannsókn er dregin upp mynd af bakgrunni grunnskólakennaranema við Menntavísindasvið Háskóla Íslands og kannað hvort munur sé á fjar- og staðnemum. Niðurstöður benda til þess að fjarnemar eigi síður háskólamenntaða foreldra en staðnemar og að börn kennara fari frekar í staðnám en fjarnám. Svipað hlutfall fjarnema og staðnema vinnur með námi en fjarnemar vinna mun f leiri tíma á viku. Til að mynda vinna 42% þeirra meira en 30 tíma á viku meðan hið sama á við um 4,5% staðnema. Það hvort nemar eru í stað- eða fjarnámi tengist ekki aðdráttaraf li kennarastarfsins en hversu ánægðir þeir eru með bæði námskeið í uppeldis- og kennslufræði og kennslufræði greina tengist aðdráttaraf linu, og þættir sem tengjast vettvangsnámi skipta miklu máli. Þetta er í takt við fyrri rannsóknir um mikilvægi þeirrar reynslu sem kennaranemar fá í starfi með námi og í æfingakennslu.

MOOC y modelos de aprendizaje combinado. Una aproximación práctica

Cada vez existe un mayor interés en analizar cómo los entornos virtuales influyen en el aprendizaje. En particular, los investigadores se centran en evaluar diseños educativos que combinan los MOOC con la enseñanza presencial. El presente artículo analiza una experiencia de aprendizaje mixto en una institución de educación superior española. Su objetivo es presentar un estudio de caso y discutir el enfoque estratégico para integrar un MOOC en estudios de grado presenciales. En el caso analizado, los estudiantes aprenden utilizando una combinación de clases presenciales con aprendizaje virtual. El objetivo es mejorar el rendimiento académico y reducir la tasa de abandono en estudiantes de primer curso. La estrategia de evaluación de esta experiencia se centra en la realización de cuestionarios y grupos focales para interpretar los resultados y la opinión de los diferentes grupos de interés. El análisis realizado sintetiza la opinión de las principales partes interesadas sujetas a estudio en la institución, esto es, la universidad, los estudiantes y el personal académico. Del estudio realizado se desprende que los modelos de aprendizaje combinado mejoran la calidad de la educación de los estudiantes, fortalecen su rendimiento académico y alientan al personal académico a innovar constantemente en su proceso didáctico.

Using Blended Learning in Postgraduate Applied Statistics Programs

Blended learning refers to a method of teaching and learning in which some form of online learning is used in addition to the traditional on-campus/face-to-face learning experience in an integrated manner. Postgraduate Applied Statistics programs at Swinburne University of Technology, Australia adopted the blended learning paradigm almost a decade ago to accommodate an increasingly diverse student population. This paradigm allows for flexibility in design approaches, and accommodates the range of blended learning capabilities and experience of teachers and learners. The blended learning design adopted in these programs has involved the thoughtful integration of learning and teaching approaches in both on-campus, face-to-face and online/virtual learning environments by utilising the benefits of each of these environments. These programs focus on designing learning interactions across formal teaching spaces, informal learning spaces and online learning and teaching spaces. This flexible approach has been well accepted among both online and on-campus students. This paper describes the medium impact blended learning model adopted in these courses and the feedback received from students during recent study periods. The authors make the case that implementation of a successful blended learning model can enhance students’ learning experience for a mixed cohort of participants.

STRETCHING THE BOUNDARIES: USING ALN TO REACH ON-CAMPUS STUDENTS DURING AN OFF-CAMPUS SUMMER SESSION

In this article we study an innovative use of asynchronous learning networks (ALN) to stretch the boundaries of the traditional university campus.An ALN was used to allow traditional on-campus students to take a required course, ECON 300: Intermediate Microeconomic Theory, during summer session while they were off campus, working summer jobs at home. Pre- and post surveys consisting of open-ended and rating scale questions were administered to 29 students. The surveys were used to assess the degree of student satisfaction with various aspects of the online learning experience and their learning environments at home as well as to assess additional important characteristics for successful online learning such as motivation, self-discipline and time management.The results indicate that the transfer from the traditional face-to-face classroom during the academic year to the online summer session requires strong motivation, self-discipline, good time management skills, and a comfortable learning environment including a stable Internet connection. The students' learning outcomes were closely related to their satisfaction with online communication, technical support, and the course design. Furthermore, prior online class experience affected learning outcomes. Additionally, prior experience with the technologies and a positive attitude toward technology were found to be important for successful online learning.The importance of online course design and student preparation, particularly when traditional on-campus students attend a summer school course through ALN, is discussed.

EFL Students’ Views on Distance English Language Learning in a Public University in Turkey

<p><em>This study investigated first year Turkish EFL students’ views about learning English through distance education. The participants were on-campus students in a public university in Turkey who took compulsory English language courses through distance education. A total of 62 students from different majors were involved in the study. Data was collected through an 18-item </em><em>online Likert-Scale questionnaire</em><em> and semi-structured interviews. The questionnaire revealed that students did not have clear views about distance English language learning and that they preferred face-to-face instructional setting to learn English. Interviews revealed that students were happy with distance language learning setting because they liked flexibility of time and place, but they suffered from lack of equipment and technical problems. The study also revealed that students had problems with English language learning in general. New studies should be carried out with distance EFL learners on issues such as autonomy, motivation, academic procrastination, and technical and pedagogical support.</em></p>

‘I never felt like I was alone’: a holistic approach to supporting students in an online, pre-university programme

ABSTRACTProgrammes that provide adult learners with an alternative pathway to university typically offer considerable support. Students in such enabling, or access, programmes are increasingly choosing to study online because of the flexibility it affords, yet little is known about how well this mode of learning caters for their needs. The aim of this study, therefore, is to establish how well supported enabling students in an online programme feel, and what particular aspects of support work best for these students. The concept of ‘holistic’ learning, defined in humanistic terms, provides a framework for this discussion. Drawing on data from subject evaluations and an online survey, this qualitative case study compares the experiences of online and on-campus students in an introductory, study skills subject. Significantly, both cohorts reported similar levels of satisfaction with the support received. Regular communications and encouragement from their lecturers were very important to online students, while contact with fellow students was generally not a priority. Online resources, such as lecture recordings and short ‘talking head’ videos, helped students learn but also personalised their experience. Findings suggest that a supportive online environment can be achieved, thus going some way to addressing students’ personal as well as academic needs, and challenging negative stereotypes around the anonymity of online learning.

How the Implementation of a First-Year Experience Program Could Improve Student Satisfaction and Sense of Belonging at an Urban Mid-Sized College

This study gathered information from first-, second-, and third-year on-campus students to better understand their perceptions of their college experiences and how the creation of a first-year experience program could improve student satisfaction and sense of belonging at an urban mid-sized college. The qualitative data in this study revealed the importance of utilizing students’ perceptions to improve the college experience.

Financial aid and student persistence in online education in the United States

ABSTRACTDistance education has historically had lower completion rates. Several models of persistence, for on-campus students, indicate that students’ financial status affects their decision to persist. This study involved providing distance education students’ financial aid in the form of institutional scholarships (N = 545) at Penn State University in the United States. The recipients were students who were not overachievers and not at-risk of failing, but somewhere in the middle. The purpose of the study was to test if receiving financial aid was related to students’ persistence. Using logistic regression and Chi-square analysis, this study found that scholarship-receiving students with higher financial need were two times more likely to persist in their studies than those with lower financial need. Results suggest that there is a positive relationship between providing even small financial aid to students with high-financial need and their persistence in their studies.

Pathways Toward Zero-Carbon Campus Commuting: Innovative Approaches in Measuring, Understanding, and Reducing Greenhouse Gas Emissions

While universities are significant generators of transport-related greenhouse gas (GHG) emissions, they are uniquely qualified to encourage more sustainable travel behaviors toward achieving rapid decarbonization to meet our global climate action goals. Building on previous university climate action plans, this paper contributes to the literature by describing new and innovative methods in surveying and geospatial analytics. The new geospatial methods involve mapping individuals’ routes to campus, and the creation of Commute/Policy Zones—walk, bike, transit, and motorized—proving useful in (1) quantifying emissions per mode and weighting the survey sample; (2) exploring and testing various policy scenarios; and (3) guiding policy discussions with key stakeholders throughout the campus community. This study also tests four synergistic policy options that, if implemented, could realize a pathway to zero-carbon campus commuting for San Diego State University (SDSU) by 2030, including: (1) more on-campus student housing; (2) expanding public transit use; (3) electrifying vehicles; and (4) electrifying public transit. Finally, the economic and health costs of auto-commuting for SDSU are considerable: Annually, personal auto-commuting is estimated to cost $46.7 million, healthcare costs from non-GHG air pollutants are $1.67 million, and $81 million worth of time (5.4 million hours) is lost in car commutes to campus. SDSU is also estimated to subsidize each parking space at over $700 per year. By reducing the demand for internal combustion engine vehicles, increasing housing near campus, improving access to walking, biking, public transit, and shared mobility technology, and repowering everything through renewable energy, a zero-carbon transportation network is within reach.

Going the Distance for Grads: What Online Graduate Students Want from the Library

With new program additions and changes to existing graduate programs, librarians at the University of Nevada, Las Vegas were interested in investigating if students taking online courses were successful in accessing the library services and instruction. A survey was created that included all types of graduate students (fully online to fully in-person) to identify how they accessed the library and how confident they were in finding resources. The results of this survey have provided the researchers insight regarding successful strategies and where we need to improve; where distance learners are struggling more than on-campus students; and how we need to create varied approaches to disseminate library information and instruction. The study has also opened up communication and stronger collaborations with teaching faculty and instructional designers to better integrate the libraries into the curriculum. To help make findings more generalizable, the researchers aligned them with the Association of College and Research Libraries (ACRL) Standards for Distance Learning Library Services.

Real-world evidence for postgraduate students and professionals in healthcare: protocol for the design of a blended massive open online course

IntroductionThere is an increased need for improving data science skills of healthcare professionals. Massive open online courses (MOOCs) provide the opportunity to train professionals in a sustainable and cost-effective way....

Mortal or Moodle? A Comparison of In-person vs. Online Information Literacy Instruction

The purpose of this study was to evaluate the efficacy of online and in-person instructional methods for teaching research skills, as well as to determine student preferences for each method. Undergraduate students received librarian-led research skills instruction either through an online course management system or in person at the library. Students were surveyed about their experience and format preference, and their grades on a subsequent literature review assignment were collected. The online group’s scores were significantly (p = 0.002) higher, and a majority of eligible participants stated a preference for the online format. Many of the students in both groups reported increased skills and confidence in conducting speech-language-hearing science research following the library instruction. The results of this study support the possibility that online instruction may be more effective than in-person for improving performance on a literature review assignment and is preferred by on-campus students for learning information literacy skills.