OJDLA

Exploring Variations in Online University Students’ Perception of Belonging

Wesley Steverson — Tue, 17 Jun 2025 10:30:00 -0400

As faculty continue to focus on creating supportive learning environments for students, both on campus and online, it is essential to analyze the sense of belonging and how it is intentionally nurtured in our educational settings. With the expansion of online enrollment and the changing landscape of in-person classrooms, understanding students' sense of belonging and their relationships with faculty, peers, and their learning environment becomes crucial.

Our study utilized scaled questions adapted from the belonging survey developed by Hoffman et al. (2002-2003). Item responses were measured using a Likert scale, where 1 represented the lowest score/value and 5 represented the highest score/value. All actively enrolled university students were invited to complete an anonymous survey.

This study investigates how undergraduate students at a public 4-year university experience a sense of belonging in both in-person and online learning environments. It focuses on the influence of faculty-student interactions, peer connections, and classroom support on students’ perceptions of inclusion and connectedness. This research seeks to inform the development of inclusive pedagogical and institutional strategies that foster belonging across all learning modalities. Ultimately, the study aims to support the creation of equitable, affirming educational environments in which all students, regardless of modality, can thrive.

The results indicate that online students experience an increased sense of belonging when they perceive greater faculty support and classroom support. This raises questions about whether their sense of belonging is influenced more by the design of the online platform compared to traditional face-to-face classroom settings as well as implications for increasing perceived peer support/interactions. For on campus students, perceived peer support ranks as a more critical factor to developing a sense of belonging, with perceived faculty and classroom support ranking as needed in some areas, but not in others. Our results suggest the differences between online students and on campus students' sense of belonging comes from different layers of support. Implications for institutions are numerous with a focus on increased opportunities for faculty interactions, and engaging students in the virtual and in-person classroom environment.

Keywords: sense of belonging; online learning; higher education; perceived support - peer, faculty, classroom

Developing Employability Skills: A Case Study of Synchronous and Asynchronous Modalities

Wesley Steverson — Tue, 17 Jun 2025 10:00:00 -0400

In today’s workforce, soft skills such as communication and adaptability are increasingly critical for career success, yet many graduates lack these competencies. As online learning continues to expand, questions arise about its effectiveness in cultivating essential workplace skills. This mixed-methods case study examines how synchronous and asynchronous distance learning modalities support the development of soft skills, focusing on communication and adaptability. Drawing on data from two online courses, an asynchronous professional development course (n = 24 pre, n = 19 post) and a synchronous construction leadership course (n = 2), the study utilizes surveys, reflections, and assignments to assess student growth. Quantitative data analysis reveals moderate initial confidence in soft skills, with room for growth, particularly in self-reflection and time management. Thematic analysis of qualitative data highlights the importance of structured reflection, real-world application, and feedback. Findings underscore the need for intentional instructional strategies, including guided self-assessment and practical communication activities, to bridge the gap between virtual learning and workforce readiness. Implications for faculty, instructional designers, and institutions are discussed, along with recommendations for future research.

Developing Effective Online Instructors: A Practical Application of the Community of Inquiry Model

Wesley Steverson — Tue, 17 Jun 2025 09:30:00 -0400

This paper outlines the course, Essentials of Online Teaching, at Penn State's World Campus. The course leverages the Community of Inquiry (CoI) model to quickly develop effective online instructors by focusing on four key behaviors: communication, facilitation, feedback, and fostering a climate of belonging. The course aims to address the needs of instructors new to online teaching, helping them improve student community and retention. Institutions with well-designed courses that meet quality assurance criteria for course design but face the challenge of quickly developing effective online instructors may find this approach valuable for replication or adaptation.

An Exploration of Mentoring Programs for Online Instructional Designers in Higher Education

Wesley Steverson — Tue, 17 Jun 2025 09:00:00 -0400

This research explores programs designed to support the mentorship of online instructional designers in higher education. The study investigated the characteristics of mentorship within institutions as well as professional development opportunities offered through external providers. Mixed-methods data was collected from instructional design participants (n = 65) through a combination of qualitative and quantitative techniques, including survey questions and focus group interviews (n = 9). Findings indicated a high level of interest in mentorship among respondents that was not commensurate with the availability of programs at their institutions. Results also revealed a continuum of mentoring approaches ranging from self to group mentoring. Implications provide recommendations on structuring mentoring programs for design professionals within and across institutions of higher education.

Keywords: design professional, focus groups, higher education, instructional design, mentoring, programs, onboarding, professional development

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