Remote Student Support During COVID-19: Perspectives of Chief Online Officers in Higher Education

Bouchey, Bettyjo; Gratz, Erin; Kurland, Shelley

doi:10.24059/olj.v25i1.2481

Cited by 37 publications

(30 citation statements)

References 6 publications

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“…Providing these services to all students, including online students, in a meaningful and personal way provides access to the social capital that many first-generation students lack (Garcia & Ramirez, 2018). Fortunately, although there were gaps in availability of online support services pre-COVID-19, the pandemic has pushed institutions to provide additional, high-quality support for online students (Bouchey, Gratz & Kurland, 2021;Sorrells & Wittmer, 2020). While it is not yet known what the long-term availability of this support will be, the pandemic has pushed institutions to make greater efforts in supporting online students, which may have a positive impact on student retention in the future.…”

Section: Discussionmentioning

confidence: 99%

“…Finally, the COVID-19 pandemic has contributed to rapidly changing online environments, with additional supports for online students (Bouchey et al, 2021;Sorrells & Wittmer, 2020), changing enrollment patterns and new course formats (Miller, 2021). These changes may have long lasting effects that impact student success in online classes both positively and negatively into the future.…”

Section: Future Researchmentioning

confidence: 99%

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Student Performance in Online Classes at a Hispanic-Serving Institution: A Study of the Impact of Student Characteristics in Online Learning

Cottrell

2021

OLJ

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As online enrollment increases in the United States, it is important to understand the impact of course modality on student outcomes. In particular, there has been limited research on the effect of course enrollment at Hispanic-serving institutions (HSI). The current study evaluated the effect of online course enrollment on student grades and on student withdrawal rates by comparing outcomes in online and face-to-face classes. The main innovation of this study is to use propensity score analysis to control for 15 different student characteristics as a way to control for the selection bias introduced when students self-select into different course modalities. The study used data from a large, public, HSI in the mountain west during the 2017-2018 and 2018-2019 academic years. Baseline results on a two-sample t-test indicated that online students have significantly higher course grades, and non-significantly different withdrawal rates before controlling for student characteristics. The study used a propensity score analysis (PSA) to control for 15 confounding covariates after testing three different PSA models: near-neighbor matching, Mahalanobis’ metric, and optimal matching. After evaluating each model for validity and sensitivity, a near-neighbor 1:2 matching PSA shows a non-significant difference in student grades, and higher withdrawal rates in online classes than face-to-face classes. Given these results, institutions should ensure that they are providing adequate academic support for online students to improve retention and success rates for online students.

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Section: Discussionmentioning

confidence: 99%

Section: Future Researchmentioning

confidence: 99%

Student Performance in Online Classes at a Hispanic-Serving Institution: A Study of the Impact of Student Characteristics in Online Learning

Cottrell

2021

OLJ

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“…While residential classes can have discussions during multiple class meetings, online courses need to rely on digital communication (Bouchey, 2021;Weidlich & Bastiaens, 2018;Zachos et al, 2018). This communication should not be limited to email (Zachos et al, 2018).…”

Section: Communicationmentioning

confidence: 99%

“…Feedback for projects should include extensive and thorough guidance on what was correct and how to improve work. In many cases, emailing or reaching out to students directly can provide meaningful assistance that online learners may have required (Bouchey, 2021;Mehl & Fose, 2019). This was compared to when an instructor would hand an assignment back and make a comment at that time in addition to anything written.…”

Section: Communicationmentioning

confidence: 99%

Reflecting on Best Practices for Online Learning in a Post-COVID-19 World

Schrenk

Alves

Schrenk

et al. 2021

OLJ

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When the novel coronavirus 2019 caused many schools to immediately go online in March 2020, many instructors had significant training and experience teaching residentially but little to no experience teaching online courses. All classes were immediately converted to online, and some schools are still uncertain as to when they will return to full traditional classroom settings. Regardless of online experience, all instructors were needed to learn to adapt to online teaching immediately. This change created a need for all faculty members to receive the training and support necessary to make the online process as smooth and effective as possible. In this Best Practices perspective, we identified useful and successful practices to help students learn in the online courses. With the knowledge of data driven support and awareness of effective online teaching strategies, instructors can make the most of online teaching sessions.

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“…With a renewed focus on remote learning, institutions must continue to ensure that students have access to information and services online, as well as opportunities to interact across cultures. Incidentally, Bouchey et al (2021) argue that institutions that had invested in online programming and services prior to the shutdowns were at an advantage to pivot quickly to emergency remote operations and will most likely adapt faster to any future changes in their current support services setup. Therefore, it is critical that institutions continue to build on their existing support service practices and underlying principles such as developing engaging and innovative programming content and themes, building connections and relationships with new and continuing students, and actively involving students in the program evaluation process ( Mohamed et al, 2020 ), to strengthen the online mode of service delivery.…”

Section: Literature Reviewmentioning

confidence: 99%

Reimagining the Delivery of International Student Services During a Global Pandemic: A Case Study in the United States

Veerasamy

Ammigan

2021

Journal of Studies in International Education

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The COVID-19 global pandemic caught the United States and the rest of the world ill-prepared, and many institutions of higher education continue to wrestle with unprecedented challenges to provide effective support services to their students. This paper examines how a mid-sized university in the Mid-Atlantic region of the United States reimagined the delivery of services to its international student population at the onset of the health crisis. The study employed a qualitative method and a case study research design to describe, from an institutional perspective, the shift from a traditional in-person service model to a virtual mode of support for international students as a result of campus closures and a switch to remote learning. Based on the findings, the authors offer five key considerations that can be crucial in effectively delivering International Student Services in an online environment. Implications for international educators and support staff are discussed.

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Remote Student Support During COVID-19: Perspectives of Chief Online Officers in Higher Education

Cited by 37 publications

References 6 publications

Student Performance in Online Classes at a Hispanic-Serving Institution: A Study of the Impact of Student Characteristics in Online Learning

Student Performance in Online Classes at a Hispanic-Serving Institution: A Study of the Impact of Student Characteristics in Online Learning

Reflecting on Best Practices for Online Learning in a Post-COVID-19 World

Reimagining the Delivery of International Student Services During a Global Pandemic: A Case Study in the United States

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