Online Master's Students Perceptions of Institutional Supports and Resources: Initial Survey Results

Abstract

This article presents the quantitative findings of an exploratory mixed methods study that investigated first-and second-year online graduate master's students': 1) perceptions of the importance of, and satisfaction with, administrative, academic, technical, and online community supports; 2) personal factors and grit level; and 3) differences, if any, that existed among students, in these areas. Findings showed that a large majority of students rated course-level supports (e.g., instructor support, embedded help, library) as important, in contrast to supports that might be needed on rare occasions (e.g., career services, bookstore) or by fewer students (e.g., veteran and international student services, writing center). Data stratification revealed differences between white and non-white students for career and counseling services, which white students rated "unimportant" and non-white students rated "very important." Differences in students' perceptions of importance and satisfaction with some services highlighted instructor and technical support as areas of focus for potential improvements. The study raises several questions important to online graduate education, such as: 1) Which supports and resources should be offered by institutions of higher education to promote success in online learning for online master's graduate students? and 2) Are there strategies that need to be developed to better address the individual needs of a diverse student body, including nontraditional and underrepresented minority students?

Using Data to Support Online Student Communities

“…Many institutions utilize student satisfaction surveys to assess responsiveness. Milman, Posey, Pintz, Wright, and Zhou () conducted a needs assessment in an online master's program to discover how students used existing support services and if there were differences in use between groups of students. A team at another institution interviewed 19 online students and five student affairs staff members to explore online undergraduate students’ perceptions of staff support (Taylor & Holley, ).…”

Student support in a virtual space : a phenomenological approach to understanding student success

“…Previous literature on the use of course-based learning support and unique services, such as the writing center, career services, and the bookstore, found that many students perceived course-level support (faculty members, tutoring, and library services) as important, while fewer students indicated that resources needed for the unique services were important (Milman, Posey, Pintz, Wright, & Zhou, 2015). Many of the participants in this current study explained the necessity of the writing center for their success, persistence and program completion.…”

“…writing center, career services, bookstore) were important (Milman, Posey, Pintz, Wright, & Zhou, 2015). The researchers recommended that their institution consider writing coaches be assigned to students for specific courses, rather than having a centralized writing center (Milman, et.…”

“…One participant even noted their opinion that no one would have been able to proceed without these services. Milman et al (2015) recommended that institutions consider writing coaches be assigned to specific coaches, instead of having a single writing center. Contradicting that study, all of the participants in this study indicated that the one-stop-shop approach, where they could locate al of their writing support needs, was a great benefit to their success.…”

Supervisory Practices in a Virtual Internship Program: A Multi-Case Study

“…How do eSupervisors contribute to the learning growth of eInterns? Research on online graduate students' levels of importance and satisfaction has highlighted career services as an area of focus for potential improvements (Milman, Posey, Pintz, Wright, & Zhou, 2015).…”