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 Queen’s University Queen’s University Queen’s University
Our OFFERINGS 120+ Five Three 4,000+ online Online Online Online courses Degrees Certificates Students In 2014-15
Our GROWTH Total enrolments in online courses by Total enrolments in online courses by on-campus students . online students . 12,000 1,600 1,400 10,000 1,200 8,000 1,000 6,000 800 600 4,000 400 2,000 200 0 0 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 on-campus student Online student
Our GROWTH % of growth in online course enrolments by Ratio of enrolments in online courses by online students . online vs on-campus students . 100 % 14.9 % 8.2 % 75 % from 2013/14 to 2014/15 in 2014/15 5.9 % in 2013/14 from 2012/13 to 2013/14 in 2012/13
? WHY ARE WE HERE (AT OCULL, NOT IN LIFE)
Average Student @ QUEEN’S UNIVERSITY ? Age: 17-22 Family Responsibilities: Minimal University Course Load: Full-Time Years Spent in Undergraduate Career: 4
Average Student @ QUEEN’S UNIVERSITY ONLINE ? Age: ? Family Responsibilities: ? University Course Load: ? Years Spent in Undergraduate Career: ?
Student Lifestyle Survey Sent 15% Sent to 1143 Response March 4, 2016 distance students rate Winter term ‘14 – Fall Term ‘15
Household Income (CAD) . $200,001 and over $140,001 - $200,000 $90,001 - $140,000 $45,001 - $90,000 $0 - $45,000 0 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
Favourite BRANDS
SOCIAL MEDIA Sites Used 87% 46% 40% 42% Other 32% 25% 6%
The KEY DIFFERENCES Responsibilities Distance Motivations Age
IMPLICATIONS ? 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
IMPLICATIONS ? Age Possibly more challenging to: • Make personal connections • Learn • Feel respected by professors/instructors/TAs
IMPLICATIONS ? Responsibilities 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
IMPLICATIONS ? Motivations Possibly more challenging to: • Stay the course / see the finish line • Prioritize • Avoid burnout/stress
The Bright Side. Online education makes the seemingly impossible, possible .
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
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
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
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
SO WHAT’S THE PROBLEM?
Queen’s University in 1919 (Arial View)
Our Challenge?
Distance Possibly more challenging to: WHAT WE DO: • • Work with classmates Talk about the advantages of working with • Ask for help others and the potential for learning from • Access on-campus resources people and sources we may not think we • Make personal connections could. • Identify/have a tangible connection with the University
Distance Possibly more challenging to: WHAT WE DO: • • Work with classmates Remind students that asking for help is not a • Ask for help sign of weakness but rather one of strength. • Access on-campus resources Asking for help comes from a position of • Make personal connections wanting and asking for what we need to • Identify/have a tangible succeed. • connection with the University Make ourselves available as a first point of contact when in doubt.
Distance Possibly more challenging to: WHAT WE DO: • • Work with classmates Make as many of our on-campus resources • Ask for help known and available at a distance, including: • Access on-campus resources - Writing Centre • Make personal connections - Student Wellness • Identify/have a tangible - Career Services connection with the University - Peer Mentoring* - Exam Prep Workshops* - Learning Strategies Workshops*
Distance Possibly more challenging to: WHAT WE DO: • • Work with classmates Encourage communication via course forums • Ask for help and a Facebook group where students can • Access on-campus resources find each other in the same class or • Make personal connections geographical area for in-person/skype study • Identify/have a tangible groups. connection with the University
Distance Possibly more challenging to: WHAT WE DO: • • Work with classmates Send out a hard-copy student handbook with • Ask for help study tips, university resources and • Access on-campus resources orientation information to all new distance • Make personal connections students. • • Identify/have a tangible Visit our graduating students (who attend connection with the University convocation) on their special day. • Invite all new students to a live online orientation webinar.
Age Possibly more challenging to: WHAT WE DO: • • Make personal connections Facebook. We really bug people a lot about • Learn joining the Facebook group. • • Feel respected by Remind our students that many of their professors/instructors online peers are in very similar boats.
Age Possibly more challenging to: WHAT WE DO: • • Make personal connections Students who have left school for a while • Learn have a lot to offer because of their life and • Feel respected by work experiences. We do our best to remind professors/instructors students that while this process can be nerve- wracking, there are support systems in place to help them succeed one step at a time.
Age Possibly more challenging to: WHAT WE DO: • • Make personal connections Encourage students to be upfront and honest • Learn about who they are and ask for what they • Feel respected by need to succeed. • professors/instructors/TAs One tip we always give our older students when dealing with a member of a teaching team is to introduce themselves.
Responsibilities Possibly more challenging to: WHAT WE DO: • • Manage time/meet deadlines Offer tips in our handbook, website and • Find a work/life/school balance orientation webinar about time- • Garner support of immediate circle management, along with links and contact (employer/family/friends/other info for our Learning Strategies team. dependents) • Afford schooling
Responsibilities Possibly more challenging to: WHAT WE DO: • • Manage time/meet deadlines Offer tips in our handbook, website* and • Find a work/life/school balance orientation webinar about self-care, • Garner support of immediate circle including personal time, rest, exercise and (employer/family/friends/other mental-health. Good2Talk is a resource we dependents) include in all of our communications. • Afford schooling
Responsibilities Possibly more challenging to: WHAT WE DO: • • Manage time/meet deadlines We encourage our online students to make • Find a work/life/school balance their online learning tangible not only to • Garner support of immediate circle themselves but to those in their immediate (employer/family/friends/other circle. Employers, family and friends are all dependents) people who should have a vested interest in • Afford schooling helping our students succeed – they just need to ask.
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