Online student induction: a case study of the use of mass customization techniques

Phillips, Marion; Hawkins, Rachel; Lunsford, Jane; Sinclair-Pearson, Andrew

doi:10.1080/0268051042000224789

Cited by 8 publications

(3 citation statements)

References 8 publications

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“…Significantly, Yorke (1999) reported that making incorrect choices about courses of study or choice of institution are key factors in student withdrawal. Phillips et al (2004) suggested that learner support begins with the information and guidance that assists students to make an informed decision about their course of study. A key issue with the induction process remains the threat of inflicting cognitive overload on the students.…”

Section: Prevalent Skills and Knowledge For Educational Attainmentmentioning

confidence: 99%

“…Previous assessments of student readiness for e-learning courses revealed that half of students accepted onto the programme were considered novice or inexperienced whilst the other half were competent and experienced ICT users (Tomei, 1999). Phillips et al (2004) reported on the experience of induction within the Open University, which offers the opportunity to introduce and clarify teaching methods and operations, to welcome students, and to help prepare them for their e-learning experiences through a variety of options including face-to-face meetings and the use of paper based documents to supplement knowledge.…”

Section: The E-learning Experiencementioning

confidence: 99%

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E-learning induction design for an undergraduate entrepreneurship degree

Jones¹,

Jones²,

Packham³

2009

IJME

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Section: Prevalent Skills and Knowledge For Educational Attainmentmentioning

confidence: 99%

Section: The E-learning Experiencementioning

confidence: 99%

E-learning induction design for an undergraduate entrepreneurship degree

Jones¹,

Jones²,

Packham³

2009

IJME

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“…The acquisition and retention of students is highly pertinent to online distance learning (Phillips, Hawkins, Lunsford & Sinclair-Pearson, 2004). In these challenging times, technology is also shaping the future of education with the growth of distance learning programs.…”

Section: Transforming a Traditional School Counseling Graduate Programentioning

confidence: 99%

Transforming a Traditional School Counseling Graduate Program to Distance Learning: The Student Experience

Hallford¹

2012

EDU

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This study used a qualitative descriptive approach to explore student experiences in the process of converting a traditional classroom graduate program to an online distance learning program. The study participants are graduate students enrolled in a school counseling program that is transitioning from the traditional face to face setting to online distance learning. Open-ended questions were administered using the discussion section of Blackboard to students enrolled in an online school counseling course. Inductive content analysis was used until all data had been systematically coded, analyzed, and data saturation achieved. This process was followed by the development of patterns and themes. Findings: Analysis of the qualitative data resulted in a description of the students' view and learning experiences in online course delivery including the strengths and weaknesses. Conclusions: Overall, the strengths of online delivery outweigh the weaknesses. There is a need for improvement in technology systems, and the personal interaction in online learning. Clinical Relevance: This study is relevant because there is not enough research exploring the learning experiences of graduate students in an online school counseling program.Keywords Online Learning, Online Transition, Distance Learning, Counselor Education, Graduate Education, School Counseling Transforming a Traditional School Counseling Graduate Program to Distance Learning: the Student ExperienceThe acquisition and retention of students is highly pertinent to online distance learning (Phillips, Hawkins, Lunsford & Sinclair-Pearson, 2004). In these challenging times, technology is also shaping the future of education with the growth of distance learning programs. As higher education institutions struggle to meet the growing demand for education from non-traditional students, many are turning to hybrid and online courses (Mansour & Davison, 2007). The current evolutionary changes in educational technology and pedagogy will be seen in the future as revolutionary changes in the nature of higher education as a process and as an institution (Hitz & Turoff, 2005). These formats include: synchronous, asynchronous, online, two way audio and video, video streamed, pod casting, and various combinations of these, otherwise known as hybrid (Turner & Reed,2006).Unfortunately, there is a lack of evidence demonstrating improved learning experiences in online Background The courses in this study incorporated both synchronous and asynchronous course communication. Classes were held in the same manner as traditional classes, meeting the same evening at the same time every week, with the exception that students attended class from a computer offsite, usually from their home or workplace, depending on their technology resources. Learner and support services have been offered through orientation classes guiding students through the process, as well as instructional technology support with tutorials from the university sponsored website, a 24 hour help desk resource by in...

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Humanized Computing for Mass Customization Application in Curriculum Management

Liu

Shi

et al. 2019

Mobile Netw Appl

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Online student induction: a case study of the use of mass customization techniques

Cited by 8 publications

References 8 publications

E-learning induction design for an undergraduate entrepreneurship degree

E-learning induction design for an undergraduate entrepreneurship degree

Transforming a Traditional School Counseling Graduate Program to Distance Learning: The Student Experience

Humanized Computing for Mass Customization Application in Curriculum Management

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