Online student support: a framework for embedding support interventions into the online learning cycle

Abstract

Support is one of the crucial elements of online students’ success. Although many support strategies have been documented in the past, less is known at what stages of the learning cycle suggested interventions can be embedded into the online learning curriculum. This paper offers a systematic review of the 28 empirical studies on effective support strategies and interventions that are indexed by the SCOPUS database between 2010 and 2020. Following an Inclusive Student Services Process Model framework, identified strategies are allocated across different phases of student learning to indicate where and when they can be delivered to online students. The analysis suggests that the effectiveness of the support provision depends on the time when support is offered. Furthermore, it was found that two areas support delivery, namely support at transitions and measurement of support interventions, remain under-researched. Finally, the analysis showed two emerging trends in online students support: an increasing role of technology and social network sites to design support interventions and a shift to a more personalised yet holistic approach to student support.

Supporting Inclusive Online Higher Education in Developing Countries: Lessons Learnt from Sri Lanka’s University Closure

“…Support for higher education students has been highlighted to be one of the key elements for enabling inclusive online learning [14][15][16]. Floyd and Casey-Powell [14] propose the Inclusive Student Services Process Model and recommend that support has to accommodate students' needs throughout the whole learning process in higher education.…”

“…Researchers have provided important insights on the support that is needed to facilitate online learning at the institutional level [16], but few studies have been conducted in developing countries. There is a need for "a more personalised yet holistic approach to student support" [15] (p. 1) to enable inclusive online learning in developing countries. As student support is one of the key elements to enabling inclusive online learning, it is critical to examine how the support or lack of support of online learning contributes to inclusive higher education learning.…”

“…Support for the satisfaction of these needs is more likely to have a positive impact on human development and well-being. In terms of online higher education, whether students' basic psychological needs are satisfied affects their achievement of learning outcomes, engagement in online learning, and well-being [13][14][15][16]24]. Researchers have highlighted that a supportive learning environment that meets students' basic psychological needs is more likely to encourage students' engagement in online learning and may contribute to inclusive online learning [24,25].…”

“…Additionally, the design of the questionnaire was informed by the researchers' discussions with the colleagues who had first-hand experience in Sri Lankan universities to ensure that the questionnaire is suitable for understanding students' experiences academically, technically, and administratively in Sri Lanka during university closures. Their perspectives could provide insights into the support or lack of support that might or might not address their three basic psychological needs [15].…”

“…When students perceive the satisfaction their relatedness need, it is more likely that they attempt to make more efforts in having a meaningful online learning experience [43]. Therefore, teacher-student interactions and peer-mentoring support could be scaled up in universities to build up a sense of community and have a positive impact on students' engagement in online learning [15,43]. For those students who have financial difficulties, proactive support from different organisations could be offered to provide them with better access to online learning.…”