For this assignment, you will gather information on three programs, policies, services, or procedures that engage students and produce desirable outcomes for the institution. You must include at least one initiative not covered in the course texts and one primary source (college/university Web site, promotional material, discussion with program administrators, etc.). Prepare a 2- to 3-page paper describing the practices. Make sure to address the following items:
Nature of the practice (goals, objectives, target population, theoretical base)
Type of institution (2-year/4-year, public/private, large/small, research/teaching institution, etc.)
Number and types of students being served
Effectiveness of the practice (how do we know that it works?)
Consider this scenario:
The Board of Regional U. has charged the University President with increasing the number of students who graduate each year. Regional U. boasts a very diverse student body, and the Board has observed that graduation rates seem to vary among different student groups. Leaders of the University have decided that the best and most equitable way to improve the general graduation rate is to improve graduation rates for those subgroups.
As a first step in the process, the University President has convened a Taskforce to gather information on the different student groups and present the findings at a joint faculty/staff training session. She has appointed 10 members to the Taskforce, including you. Each member is charged with recommending an educational practice that will promote the success of a particular subgroup.
To accomplish this task, you will need to research learning/development challenges for the subgroup and educationally effective practices that have been implemented at other universities. You will deliver your recommendation (with supporting references) in the form of a PowerPoint presentation at a joint faculty/staff training session.
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Courtnie Walker
Master of Science in Higher Education, Walden University
EDUC 6156
Dr. Suzanne James
November 7, 2020
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Today’s use has led to more schools considering distance learning as an option for most
students. The selected population is postsecondary students who participated in distance learning
in previous years. According to the National Center for Education Statistics’ Integrated
Postsecondary Education Data System (IPEDS) data, some students chose to be enrolled in
distance learning education. In contrast, 12.7 million students failed to register in distance
education. Of the students who enrolled in distance education, 3.7 million students were
enrolled for at least one course, while 3.3 million students had exclusively been enrolled in
distance education courses (Patton et al., 2016). The data source established that the private forprofit institutions had the highest number of students (73%) enrolled in distance education
courses compared to public institutions (34.1%). When evaluating distance learning,
affordability is a primary concern among students. Many prefer institutions that are cheap and
will cater to their educational needs. In most cases, public schools are usually preferred as they
are less expensive than private for-profit institutions. However, based on the statistics, most of
the students chose private institutions, which is costly compared to public institutions.
Further research should detail why students choose private for-profit schools over public
schools for distance learning education (Skipper, 2005). What could be the potential causes of
students choosing private institutions over public institutions? Similarly, while the increased use
of technology has led more students to enroll in distance learning, are private schools better than
public schools?
Schools and postsecondary institutions offer adequate information on matters relating to
academics and educations. For instance, The National Center for Education Statistics
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(https://nces.ed.gov/) plays a critical role in collecting and analyzing data relating to education in
the country. As part of the Institute of Education Sciences and U.S. Department of Education,
NCES helps fulfill Congressional mandate to collect, collate, analyze, and report complete
statistics related to statistics on American education conditions. Also, the focus is on conducting
and publishing reports and reviewing educational activities. The board can use this information
on the number of students that complete their college education and factors that are likely to
prevent them from completing education.
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References
Patton, L. D. Renn, K. A., Guido, F. M., & S. J. Quaye. (2016). Student development in college:
Theory, research, and practice (3rd ed.). San Francisco, CA: Jossey-Bass.
•
Chapter 1, “An Introduction to Student Development Theory†pp. 5-18
•
Chapter 2, “Using Student Development Theory” pp. 51-64
Skipper, T. L. (2005). Student development in the first college year: A primer for college
educators. Columbia, SC: University of South Carolina, National Resource Center for The FirstYear Experience and Students in Transition
•
Chapter 1, “Student Development Theory and the First College Year” pp. 1-13
Effective Education on Practices (Part 1)â€â€Annotated Bibliography
Courtnie Walker
Master of Science in Higher Education, Walden University
EDU 6156: Understanding Students: Learning, Development, and Diversity
Dr. Suzanne James
November 20, 2020
Effective Education on Practices (Part 1)â€â€Annotated Bibliography
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Introduction
Distance learning is a mode of study where teachers and students do not meet physically
in a classroom. Digital technology, such as emails and visual technology aided by the internet,
enables the learning. Various factors affect the perception of this mode of learning while several
factors influence the success and outcome of distance learning. Unlike face-to-face, distance
learning students may encounter challenges since they do not have regular contact with the
teachers. It is vital to understand the challenges facing these students to improve the outcomes.
Article #1
Essary, M.L. (2014). Key external factors influencing successful distance education programs.
Academy of Educational Leadership Journal, 18(3), 121-136.
This article explores some of the external factors that influence enrollment in distance
learning. The study used structured questionnaires to collect information from 16 knowledgeable
participants from the University of Athens. The analysis of the information showed that
competitive issues and meeting the students’ requirements are the two main factors that influence
enrollment in distance learning.
Article #2
Mascreen, C., Pai.P., & Pai, R.Y. (2012). Identifying Factors for the Enrollment of Students
towards Distance Education for Master’s Course: A Student’s Perspective. International Journal
of Digital Society (IJDS), 3(3), 689-694.
This study aimed at identifying the factors that influences students towards enrollment of
distance learning. The article reports on the results from 48 questionnaires that were
administered to students from various courses. The study identified a total of 9 factors that
influence the enrolment. These factors involved factors from both students and the institutions.
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Article #3
Shin, N., & Chan, J.K. (2004). Direct and indirect effects of online learning on distance
education. British Journal of Educational Technology, 35(3), 275-288.
This study explored the effects of online learning on the quality of distance learning. The
researchers assessed the link between online learning and the outcome of distance learning. The
study sampled a total of 285 distance learning students to reveal a multifaceted association
between students’ engagement and their perception on the institutions.
Article #4
Firat, M & Bozkurt, A. (2020). Variables affecting online learning readiness in an open and
distance learning university. Educational Media International, 57(2), 112-127.
This study was conducted to assess Students’ online readiness to open and distance
learning. The study involved 6,507 university students enrolled in both open and distance
learning. The results showed that demographics in both forms of learning could be used to assess
readiness for learning.
Article #5
Fidalgo, P., Thormann, J., Kulyk, O., & Lencastre, J.A. (2020). Students’ perceptions on distance
education: A multinational study. International Journal of Educational Technology in Higher
Education, 17(18). Retrieved from https://link.springer.com/content/pdf/10.1186/s41239-02000194-2.pdf
This study assessed student’s perceptions of distance learning. A survey was
administered to students in three nations. In all three countries, the results showed some
similarities in the concerns of the students. The major concerns were time management, language
skills, and motivation.
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Article #6
Yilmaz, A.B. (2018). Distance and face-to-face students’ perceptions towards distance
education: a comparative metaphorical study. Turkish Online Journal of Distance Education,
20(1), 191-207.
This study aimed at comparing the perceptions of face-face learning with distance
learning. The study sample 80 distance learning students and 56 face-face learning students. The
study revealed that some students prefer distance learning out of desperation. However, they see
distance learning as an avenue that presents them with an opportunity to achieve their dreams,
especially when they have limited time to study.
Social Bookmarking
The following are links on high education learning that I added to my Diigo account.
https://www.ed.gov/news/press-releases/secretary-devos-launches-new-student-centered-grantcompetition-spur-short-term-education-opportunities-entrepreneurship-and-economic-growthamerica-reopens
Description of the link: this link is for the U.S. Department of education and talks about possible
grants opportunities for high education students.
https://www.worldbank.org/en/topic/tertiaryeducation
Description of the link: the link is for The World Bank and it talks about the importance of
higher education as an instrument for poverty reduction, boosting shared prosperity and fostering
growth.
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https://www.cdc.gov/coronavirus/2019-ncov/community/collegesuniversities/considerations.html
Description of the link: the link is for Center for Disease Control and Prevention and it addresses
what institution of higher learning ought to do during this time of Covid-19 epidemic.
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Critical Summary
The studies have revealed that distance learning is a significant approach used in the
modern education system. However, there are various challenges as well as benefits of this
system. Various studies have concentrated on distance learning in higher education targeting
both students and stakeholders in education. According to a study by Essary (2014), various
factors affect enrollment in distance learning. The author states that if these factors are exploited,
less competitive colleges such as the University of Athens can be profitable through the online
programs. This assumption shows that one of the reasons behind distance learning could be to
make a profit. However, this information is based on the staff’s perceptions, which significantly
varies with the perception of students. Other researchers have shown that students may have
different views on the reasons they choose distance learning. Studies by Mascreen (2012) and
Shin and Chin (2004) showed that perceptions of both students and teachers might influence the
success of distance learning. A study by Yilmaz, A.B. (2018) showed that students enroll to
distance learning due to convenience with their lives. This assumption is supported by the fact
that some students do not have enough time to travel to education institutions for their studies. A
study by Fidalgo (2020) cited time management as the major concern of distance learning in
students. It is important to note that distance learning can be beneficial to students with
disabilities and difficulties in engaging in frequent travels to the institutions. Despite the
prevailing situations, readiness to learn is vital in any program. The study by Firat & Bozkurt
(2020) showed that demographics could be used to assess readiness for learning in distance
learning. This would ensure an improved outcome of the learning.
Conclusion
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Factors that influence enrollment in distance learning and how the students view the
influencing factors have been discussed. Several factors, such as students’ motivation can be
exploited to enhance enrolment and enhance the ideal outcome in learning.
References
Essary, M.L. (2014). Key external factors influencing successful distance education programs.
Academy of Educational Leadership Journal, 18(3), 121-136.
Fidalgo, P., Thormann, J., Kulyk, O., & Lencastre, J.A. (2020). Students’ perceptions on distance
education: A multinational study. International Journal of Educational Technology in
Higher Education, 17(18). Retrieved from
https://link.springer.com/content/pdf/10.1186/s41239-020-00194-2.pdf
Effective Education on Practices (Part 1)â€â€Annotated Bibliography
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Firat, M & Bozkurt, A. (2020). Variables affecting online learning readiness in an open and
distance learning university. Educational Media International, 57(2), 112-127.
Mascreen, C., Pai.P., & Pai, R.Y. (2012). Identifying Factors for the Enrollment of Students
towards Distance Education for Master’s Course: A Student’s Perspective. International
Journal of Digital Society (IJDS), 3(3), 689-694.
Shin, N., & Chan, J.K. (2004). Direct and indirect effects of online learning on distance
education. British Journal of Educational Technology, 35(3), 275-288.
Yilmaz, A.B. (2018). Distance and face-to-face students’ perceptions towards distance
education: a comparative metaphorical study. Turkish Online Journal of Distance
Education, 20(1), 191-207.
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