OJDLA

The Voice of the Online Student Framework – Recommendations for Student Support

Austen Clay — Fri, 14 Mar 2025 12:00:00 -0400

Background

While surveys that measure readiness for online learning are not new, gaps exists in ensuring such tools are student-centered and directly inform student support strategies. Thus, a new orientation support program was creating for all incoming online students at a large public university. The Online Readiness and Student Success Assessment (ORSSA) was presented in an interactive video survey format asking open-ended questions about the online skills, needs and preferences of learners. Based on ORSSA responses, students are provided a customized online success plan of bookmarks, online resources and links to university support services . This paper analyzes the initial results from the first 392 participants in the ORSSA survey, with an eye towards validating the proprietary ORSSA survey and identifying new findings for student success plans for online learning.

Methods

Qualitative survey data was analyzed to provide a contextual understanding of the following research questions:

1. What challenges with online learning do these students identify?

2. What opportunities for support do students indicate that they need to prepare them for online learning?

Results and Implications

A holistic online student success framework comprised of five elements that emerged from ORSSA survey analysis is proposed. This framework is entirely based on the open-ended responses (voices) of incoming students, and identifies the support tools, resources and services that students feel they need to be successful in their online learning programs. The five elements are: student organization, faculty online competency, student feeling of belonging, university support services and student engagement. Recommendations and examples of how university administration can implement and deliver these five elements are proposed.

Keywords

Online Readiness, Learning Support, Student Success, Online Support, Online Success, Online Student Needs, Online Learning Skills, University Support Services, Online Student Engagement, Online Student Belonging.

Artificial Intelligence and Plagiarism

Austen Clay — Fri, 14 Mar 2025 11:30:00 -0400

This white paper discusses a model of best practices to better identify and address plagiarism issues with students using AI. It serves as an example to help younger institutions that may not have a policy in place to recognize the importance of hitting this head-on. By creating a taskforce, we were able to quickly come to a resolution for a university that has three campuses in Chicago, Online, and in Vancouver, BC. We also share best practices that will help current professors and core faculty alike in dealing with plagiarism from students using AI in their work. We end with a discussion of examples that support this effort.

Keywords: AI, plagiarism, model of best practices, Turnitin, Grammarly, and training.

The Element of Choice: Online Students’ Perceptions of Online Exam Proctoring

Austen Clay — Fri, 14 Mar 2025 11:00:00 -0400

Online learning has steadily increased since well before the COVID-19 pandemic (Seaman et al., 2018), but research has yet to explore online students’ perceptions of online exam proctoring methods. The purpose of this exploratory study was to understand the perceptions of fully online students regarding types of proctoring at a large state university in the United States of America. Specifically, this study sought to understand online students’ a) perceptions of proctoring features, b) perceptions of proctoring types, and c) satisfaction with proctoring types and features. Closed- and open-ended survey responses provided insight into online students’ perceptions regarding proctoring features such as free to use, 24/7 access, accessible through a computer, and no scheduling needed. Descriptive statistics found that Online AI (automated proctoring) was their preferred type of proctoring, followed by Online Live, and In-Person and open-ended questions provided context for their experiences. In all, results elucidated proctoring features of importance, as well as misconceptions and concerns about proctoring types for online exams.

Keywords: online exam proctoring, online student perceptions, proctoring types/methods, exam invigilator

Game On! Harnessing Gamification and Storyboards as Creative Assignment Options

Austen Clay — Fri, 14 Mar 2025 10:30:00 -0400

In today’s dynamic and high-tech learning environment, offering flexible and innovative assignment options is crucial for engaging students across varied learning preferences and backgrounds. Alternative formats, such as gamification and storyboards, can boost engagement, spark creativity, and enhance learning outcomes in college classrooms. By integrating elements of game design and visual storytelling, educators can cater to multiple learning styles and simplify complex concepts. This paper explores practical strategies for incorporating digital tools in higher education, focusing on their influence on student motivation and engagement. It presents real-world, anecdotal examples used at American College of Education that highlight how these tools can effectively inspire learners of all learning styles, promote inclusivity, and improve student learning outcomes.

Online Doctoral Students’ Viewpoints on Faculty Dissertation Mentoring

Austen Clay — Fri, 14 Mar 2025 10:00:00 -0400

Online doctoral students face unique challenges in completing their dissertations, with faculty mentoring playing a crucial role in their success or attrition. This study explores online doctoral students’ viewpoints of faculty dissertation mentoring, identifying distinct mentoring viewpoints. Using Q methodology, we examine how students prioritize different aspects of mentoring, such as structured guidance, emotional support, academic direction, and accountability. Q method is a research approach that explores subjective viewpoints by having participants rank and sort statements to reveal patterns in their perspectives. Findings reveal four distinct mentoring preference types: Structure-Seeking Students, who require clarity and efficiency; Relationship-Seeking Students, who prioritize emotional support and research connections; Direction-Seeking Students, who need strong academic guidance; and Accountability-Seeking Students, who benefit from consistent engagement and feedback. Grounded in Self-Determination Theory (SDT), this study highlights the distinct viewpoints of online doctoral students regarding faculty dissertation mentoring and provides practical recommendations for faculty and administrators to enhance mentoring strategies. Self-Determination Theory (SDT) is a psychological framework that emphasizes how autonomy, competence, and relatedness drive human motivation and well-being.

Keywords: Q Method, Online Doctoral Students, Dissertation Mentoring, Self-Determination Theory

Ph.D. Student Voices: The Highlights and Challenges of Navigating a Hybrid Doctorate

Austen Clay — Tue, 17 Dec 2024 12:00:00 -0500

As Ph.D. education continues to evolve, hybrid programs have gained popularity by offering flexibility and accessibility to diverse student populations. However, a critical gap exists in understanding how students develop and maintain academic relationships and scholarly community in these environments. Specifically, research has not sufficiently addressed how peer relationships, social presence, and academic community evolve in hybrid Ph.D. programs. This qualitative study examines how graduate students experienced a hybrid instructional technology Ph.D. program at an R1 university through the lens of the Community of Inquiry (CoI) framework. Seventeen current and former students completed an open-ended survey, revealing four main themes: (a) a flexible, accessible program supporting degree completion; (b) self-direction as crucial for the rigorous hybrid curriculum; (c) a collaborative peer community enhancing motivation and academic progress; and (d) consistent faculty guidance is critical for meeting program demands. Participants valued the program's flexibility while emphasizing the importance of self-motivation and organization. Peer connections provided essential support, although limited interaction could hinder engagement. Faculty responsiveness proved essential for navigating complex program challenges. Recommendations include developing flexible curricula, fostering planned peer interaction, supporting self-directed learning skills, and ensuring consistent faculty guidance. These findings can inform hybrid Ph.D. program design to better support academic community development and enhance student success.

Keywords: hybrid learning, online learning, Ph.D. education, graduate students, student experience

Course Schedule and Course Pacing: Does it Affect Student Success in Online Asynchronous Courses?

Austen Clay — Tue, 17 Dec 2024 11:30:00 -0500

Undergraduate students often indicate they prefer a flexible course schedule and pace when completing asynchronous online courses, often in an effort to balance their academic commitments with their personal and professional obligations. While students must focus on their time management skills when taking an online course, faculty often have control of both the course schedule and pace in which the student is able to move through the course. In a study conducted at a large, comprehensive public university, the author collected data to measure the relationship between student performance in an online asynchronous undergraduate course based on three different course learning models, each using varying course schedules and course pacing methods: instructor-regulated staggered release, instructor-regulated all-at-once release, and student-regulated all-at-once release. The quantitative study indicated insignificant differences between the median grades of each learning model, but concluded the distribution of lower grades was higher in the student-regulated, all-at-once course delivery option. This study suggests that providing increased levels of flexibility using different course scheduling and pacing options may not be beneficial for all students in the asynchronous online learning environment, yet not a significant difference to warrant the minimization of flexible course offerings.

An Evaluation of a Professional Standards - Aligned Online Curriculum and Student Perceptions of Teaching and Learning

Austen Clay — Tue, 17 Dec 2024 11:00:00 -0500

National University’s Master of Science in Educational Counseling underwent a revision in 2022 utilizing the approach of deriving program learning outcomes directly from the California Teaching Commission standards for school counselors. The program is offered solely in an online format. This study was undertaken to assess the program in terms of student self-assessment of teaching and learning both before and after the program revision to align with the professional standards. Data were collected from student end-of-course self-assessment questionnaires, revealing a statistically significant difference between the pre-realignment group (Group 1) and the post-realignment group (Group 2) in student perceptions of learning and teaching. These findings suggest that the revised, standards-aligned program may be more effective in enhancing student educational experiences. A Mann-Whitney U test was also conducted to evaluate whether students’ cohort and curriculum differed by students’ perception of teaching. The results indicated that students taking courses in the revised curriculum had significantly better perceptions of teaching than students who took courses using the previous curriculum, z = 5.70, p < .001. A Mann-Whitney U test was also conducted to evaluate whether students’ cohort and curriculum differed by students’ perception of learning. The results indicated that students taking courses in the revised curriculum had significantly greater perception of learning than students who took courses using the previous curriculum, z = 6.00, p < .001. Future research could explore the long-term impact of standards-aligned curricula on graduates' career readiness and professional success, further validating this approach to curriculum development. Additionally, investigating alternative assessment methods to capture more nuanced data on student learning outcomes and teaching effectiveness would enhance the validity of future studies.

Keywords: Education Counseling, Student Assessment of Teaching and Learning, Professional Standards

Self-Efficacy of Experienced Faculty Adoption of Distance Learning Tools Compared to Professional Development Opportunities

Austen Clay — Tue, 17 Dec 2024 10:00:00 -0500

The adoption of distance learning tools (DTLs) is an important factor for higher education faculty when making decisions regarding teaching online. The higher the self-efficacy levels in the use of the tools, the more likely faculty are to continue to teach online. Professional development in the use of DTLs increases self-efficacy. This study examines where faculty seek professional development and the levels of confidence through self-efficacy and Levels of Use from the Concerns Based Model for change in the use of the technology. Both of these factors are important as institutions determine the best value for their training dollars.

Keywords: concerns-based adoption model, distance learning, distance learning tools, higher education, professional development, and self-efficacy

Balancing Technology and Mental Health: A Study of Online Education's Influence on Graduate Student Achievement

Austen Clay — Mon, 16 Sep 2024 12:00:00 -0400

Universities increasingly integrate online education into their pedagogical practices, utilizing digital tools like video conferencing and discussion boards to enhance learning and foster global collaboration. Research shows that technology influences social interactions and collaborative problem-solving, positively impacting student engagement, satisfaction, and academic performance. However, the debate on online education's benefits and drawbacks continues. Proponents highlight democratized access, flexible schedules, and cost reduction, while critics point to inadequate face-to-face interaction, technical challenges, and perceived lower credibility of online degrees. Despite these drawbacks, advancements in technology are mitigating some concerns. Additionally, mental health significantly affects academic success, but there is limited data on support systems for online students. This study examines the relationship between anxiety levels and academic performance among graduate students in an online counseling program. The findings revealed no significant relationship between anxiety levels and GPAs, challenging previous research and highlighting the complexity of factors affecting student performance in online education. This suggests that other variables, such as time management, support systems, or coping mechanisms, may play a more critical role. Further research is needed to explore these additional factors and develop comprehensive support strategies for online learners.

Keywords: online education, technology, learning communities, mental health, academic performance, anxiety, graduate students