for Online Learners AT THE CUTTING EDGE Hello. KATHRYN MORRISEY - - PowerPoint PPT Presentation

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for Online Learners AT THE CUTTING EDGE Hello. KATHRYN MORRISEY - - PowerPoint PPT Presentation

Jan 01, 2023 377 likes •1.01k views

Student Services for Online Learners AT THE CUTTING EDGE Hello. KATHRYN MORRISEY DAVID YOUSSEF DEB ROGERS Academic Advisor Academic Advisor Marketing Coordinator Arts and Science Online Arts and Science Arts and Science Online Queens

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Student Services

for Online Learners

AT THE CUTTING EDGE

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Hello.

DAVID YOUSSEF Academic Advisor Arts and Science Online Queen’s University DEB ROGERS Marketing Coordinator Arts and Science Online Queen’s University KATHRYN MORRISEY Academic Advisor Arts and Science Queen’s University

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120+

  • nline

courses Five Online Degrees Three Online Certificates 4,000+ Online Students

In 2014-15

Our OFFERINGS

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Our GROWTH

Total enrolments in online courses by

  • n-campus students.

Total enrolments in online courses by

  • nline students.
2,000 4,000 6,000 8,000 10,000 12,000 2012-13 2013-14 2014-15
  • n-campus student
200 400 600 800 1,000 1,200 1,400 1,600 2012-13 2013-14 2014-15 Online student
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Our GROWTH

% of growth in online course enrolments by

  • nline students.

Ratio of enrolments in online courses by

  • nline vs on-campus students.

75%

from 2012/13 to 2013/14

100%

from 2013/14 to 2014/15

5.9%

in 2012/13

8.2%

in 2013/14

14.9%

in 2014/15

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?

WHY ARE WE HERE

(AT OCULL, NOT IN LIFE)

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?

Average Student @ QUEEN’S UNIVERSITY Age: 17-22 Family Responsibilities: Minimal University Course Load: Full-Time Years Spent in Undergraduate Career: 4

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?

Average Student @ QUEEN’S UNIVERSITY ONLINE Age: ? Family Responsibilities: ? University Course Load: ? Years Spent in Undergraduate Career: ?

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Student Lifestyle Survey

Sent to 1143 distance students Sent March 4, 2016 15% Response rate

Winter term ‘14 – Fall Term ‘15
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Household Income (CAD)

10 20 30 40 50 60 70 80 $0 - $45,000 $45,001 - $90,000 $90,001 - $140,000 $140,001 - $200,000 $200,001 and over

.

$0 - $45,000 $45,001 - $90,000 $90,001 - $140,000 $140,001 - $200,000 $200,001 and over
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Favourite BRANDS

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SOCIAL MEDIA Sites Used

32% 25% 6% 87% 46% 40% 42%

Other

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The KEY DIFFERENCES

Distance Age Responsibilities Motivations

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Distance

IMPLICATIONS ?

Possibly more challenging to:

  • Work with classmates
  • Ask for help
  • Access on-campus resources
  • Make personal connections
  • Identify/have a tangible connection with the University
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IMPLICATIONS ?

Possibly more challenging to:

  • Make personal connections
  • Learn
  • Feel respected by professors/instructors/TAs

Age

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IMPLICATIONS ?

Possibly more challenging to:

  • Manage time/meet deadlines
  • Find a work/life/school balance
  • Garner support of immediate circle (employer/family/friends/other dependents)
  • Afford schooling

Responsibilities

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IMPLICATIONS ?

Possibly more challenging to:

  • Stay the course / see the finish line
  • Prioritize
  • Avoid burnout/stress

Motivations

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The Bright Side.

Online education makes the seemingly impossible, possible.

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The Bright Side.

Distance

  • People who are remotely located can access post-secondary education
  • Shy or introverted people can connect with others more easily
  • A school/life balance that may not be possible in a traditional university
  • can be achieved
  • Less disruption from inclement weather / transportation barriers
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The Bright Side.

Age

  • Students bring experience and unique perspectives to their learning
  • Motivation is likely to be more intrinsic (rather than extrinsic)
  • There may be a clear purpose for their learning
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The Bright Side.

Responsibilities

  • Students may be more self-aware of what they can and can’t do
  • Skills such as time and resource management may be further developed
  • May take assignments and deadlines more seriously
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The Bright Side.

Motivations

  • A direct link between schooling and a desired outcome can drive motivation
  • The feeling “that this is now possible (for me)” can enable more stick-to-

itiveness than in a traditional environment

  • Preserving family, children, career obligations can remove barriers to education
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SO WHAT’S THE

PROBLEM?

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Queen’s University in 1919 (Arial View)

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Our Challenge?

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Distance

Possibly more challenging to:

  • Work with classmates
  • Ask for help
  • Access on-campus resources
  • Make personal connections
  • Identify/have a tangible

connection with the University WHAT WE DO:

  • Talk about the advantages of working with
  • thers and the potential for learning from

people and sources we may not think we could.

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Distance

Possibly more challenging to:

  • Work with classmates
  • Ask for help
  • Access on-campus resources
  • Make personal connections
  • Identify/have a tangible

connection with the University WHAT WE DO:

  • Remind students that asking for help is not a

sign of weakness but rather one of strength. Asking for help comes from a position of wanting and asking for what we need to succeed.

  • Make ourselves available as a first point of

contact when in doubt.

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Distance

Possibly more challenging to:

  • Work with classmates
  • Ask for help
  • Access on-campus resources
  • Make personal connections
  • Identify/have a tangible

connection with the University WHAT WE DO:

  • Make as many of our on-campus resources

known and available at a distance, including:

  • Writing Centre
  • Student Wellness
  • Career Services
  • Peer Mentoring*
  • Exam Prep Workshops*
  • Learning Strategies Workshops*
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Distance

Possibly more challenging to:

  • Work with classmates
  • Ask for help
  • Access on-campus resources
  • Make personal connections
  • Identify/have a tangible

connection with the University WHAT WE DO:

  • Encourage communication via course forums

and a Facebook group where students can find each other in the same class or geographical area for in-person/skype study groups.

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Distance

Possibly more challenging to:

  • Work with classmates
  • Ask for help
  • Access on-campus resources
  • Make personal connections
  • Identify/have a tangible

connection with the University WHAT WE DO:

  • Send out a hard-copy student handbook with

study tips, university resources and

  • rientation information to all new distance

students.

  • Visit our graduating students (who attend

convocation) on their special day.

  • Invite all new students to a live online
  • rientation webinar.
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Age

WHAT WE DO:

  • Facebook. We really bug people a lot about

joining the Facebook group.

  • Remind our students that many of their
  • nline peers are in very similar boats.

Possibly more challenging to:

  • Make personal connections
  • Learn
  • Feel respected by

professors/instructors

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Age

WHAT WE DO:

  • Students who have left school for a while

have a lot to offer because of their life and work experiences. We do our best to remind students that while this process can be nerve- wracking, there are support systems in place to help them succeed one step at a time. Possibly more challenging to:

  • Make personal connections
  • Learn
  • Feel respected by

professors/instructors

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Age

WHAT WE DO:

  • Encourage students to be upfront and honest

about who they are and ask for what they need to succeed.

  • One tip we always give our older students

when dealing with a member of a teaching team is to introduce themselves. Possibly more challenging to:

  • Make personal connections
  • Learn
  • Feel respected by

professors/instructors/TAs

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Responsibilities

WHAT WE DO:

  • Offer tips in our handbook, website and
  • rientation webinar about time-

management, along with links and contact info for our Learning Strategies team. Possibly more challenging to:

  • Manage time/meet deadlines
  • Find a work/life/school balance
  • Garner support of immediate circle

(employer/family/friends/other dependents)

  • Afford schooling
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Responsibilities

WHAT WE DO:

  • Offer tips in our handbook, website* and
  • rientation webinar about self-care,

including personal time, rest, exercise and mental-health. Good2Talk is a resource we include in all of our communications. Possibly more challenging to:

  • Manage time/meet deadlines
  • Find a work/life/school balance
  • Garner support of immediate circle

(employer/family/friends/other dependents)

  • Afford schooling
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Responsibilities

WHAT WE DO:

  • We encourage our online students to make

their online learning tangible not only to themselves but to those in their immediate

  • circle. Employers, family and friends are all

people who should have a vested interest in helping our students succeed – they just need to ask. Possibly more challenging to:

  • Manage time/meet deadlines
  • Find a work/life/school balance
  • Garner support of immediate circle

(employer/family/friends/other dependents)

  • Afford schooling
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Responsibilities

WHAT WE DO:

  • We work closely with the Ban Righ Centre to

provide financial assistance where possible to those who are not eligible for OSAP.

  • We encourage our students to join Queen’s

used textbook groups online and use the proper channels to request other forms of financial aid where available. Possibly more challenging to:

  • Manage time/meet deadlines
  • Find a work/life/school balance
  • Garner support of immediate circle

(employer/family/friends/other dependents)

  • Afford schooling
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Motivations

WHAT WE DO:

  • We encourage our students to keep their

goals clear in mind and make their learning as relevant as possible, wherever possible. This helps them relate their learning to their life and keep it a priority.

  • Frequent email check-ins remind students of
  • ur support and encourage continued

progress. Possibly more challenging to:

  • Stay the course / see the finish line
  • Prioritize
  • Avoid burnout/stress
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Motivations

WHAT WE DO:

  • We make sure our students know that they

can pause, start or resume their studies if conflicting priorities cause a temporary shift in balance. “A bend in the road is not the end of the road unless you fail to make the turn.” Possibly more challenging to:

  • Stay the course / see the finish line
  • Prioritize
  • Avoid burnout/stress
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Motivations

WHAT WE DO:

  • We keep a close eye on our students’ course

loads and progress to make sure they are not in over their heads.

  • Email check-ins happen at every major stage
  • f the term to flush out potential issues and

prompt assistance where necessary. Possibly more challenging to:

  • Stay the course / see the finish line
  • Prioritize
  • Avoid burnout/stress
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YOU ARE HERE

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The Future?

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  • AUTOMATED SYSTEM FOR

ASSESSING PRE-REQUISITES

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  • AUTOMATED SYSTEM FOR

ASSESSING PRE-REQUISITES

  • VIDEO SERIES ON LIFE/LEARNING

STRATEGIES FOR ONLINE STUDENTS

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  • AUTOMATED SYSTEM FOR

ASSESSING PRE-REQUISITES

  • VIDEO SERIES ON LIFE/LEARNING

STRATEGIES FOR ONLINE STUDENTS

  • A BLOG OFFERING MORE IN-

DEPTH LIFE/LEARNING SKILLS (LIFEHACKS) AS THEY RELATE TO LEARNING IN AN ONLINE ENVIRONMENT

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  • AUTOMATED SYSTEM FOR

ASSESSING PRE-REQUISITES

  • VIDEO SERIES ON LIFE/LEARNING

STRATEGIES FOR ONLINE STUDENTS

  • A BLOG OFFERING MORE IN-

DEPTH LIFE/LEARNING SKILLS (LIFEHACKS) AS THEY RELATE TO LEARNING IN AN ONLINE ENVIRONMENT

  • ENHANCED ADMINISTRATIVE

INTEGRATION WITH RECORDS, FEES, AWARDS, LEARNING AND WELLNESS SERVICES

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  • AUTOMATED SYSTEM FOR

ASSESSING PRE-REQUISITES

  • VIDEO SERIES ON LIFE/LEARNING

STRATEGIES FOR ONLINE STUDENTS

  • A BLOG OFFERING MORE IN-

DEPTH LIFE/LEARNING SKILLS (LIFEHACKS) AS THEY RELATE TO LEARNING IN AN ONLINE ENVIRONMENT

  • ENHANCED ADMINISTRATIVE

INTEGRATION WITH RECORDS, FEES, AWARDS, LEARNING AND WELLNESS SERVICES

  • MORE CHOICE/FLEXIBILITY IN

COURSES AND PROGRAMS

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  • AUTOMATED SYSTEM FOR

ASSESSING PRE-REQUISITES

  • VIDEO SERIES ON LIFE/LEARNING

STRATEGIES FOR ONLINE STUDENTS

  • A BLOG OFFERING MORE IN-

DEPTH LIFE/LEARNING SKILLS (LIFEHACKS) AS THEY RELATE TO LEARNING IN AN ONLINE ENVIRONMENT

  • ENHANCED ADMINISTRATIVE

INTEGRATION WITH RECORDS, FEES, AWARDS, LEARNING AND WELLNESS SERVICES

  • MORE CHOICE/FLEXIBILITY IN

COURSES AND PROGRAMS

  • PROVIDE PEER MENTORS AT A

DISTANCE

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Let’s Play.

Join an interactive online quiz from any device @

https://kahoot.it

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Ask us anything.

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Thank You.