One of the better pieces of advice we got from some of our students was, ‘Patience is a virtue.’ We would love to provide just a small amount of credence to that advice, but sometimes that extends over and beyond studying and online learning.
What Student Support Is Needed For Online Learning
You’ve heard of campus bachelors. Some of them may be online—online courses. But does this create a culture around online learning that discourages students from taking important courses, even for those who don’t live nearby?
Students across the United States aren’t abandoning online learning; rather, they’re taking advantage of it to pursue higher education. What that means is we need more support so that these students learn how to succeed in the field that they’re studying.
It’s important to note that most online courses exist in a self-paced format that allows students to be self-paced, or move at their own pace. This self-paced model encourages students to learn online and recognize the value of completing these courses in full body.
What the students need is a space that fosters support. And what that means is, first of all, a class with a great curriculum—this class doesn’t need any special trainer or anything like that. It needs good lectures and a supportive, nurturing environment.
There are many buildings across the country that are simply not equipped for these kinds of events. There’s a good reason why many colleges and universities are failing their students with low class sizes.
By creating these types of environments, we create a powerful learning environment that allows students to thrive in a world that is becoming increasingly fast paced and demanding—as well as a rapidly shifting labor market.
Yet that kind of environment is hard to create in a few buildings and classrooms around the country.
It is no accident that students who are struggling with an online course find it challenging to bring a high level of competency to the course that they’re learning in. We can’t just scale the support of instructors and professors without a range of support resources.
Campus Connect, on the other hand, is a program dedicated to building a network of support and services, including academic advisors, on campus, who are equipped to help students succeed when they’re online. Campus Connect is unique in that it brings these resources to the student directly, whether it’s face-to-face events, a suite of online tools that support individual students and their progress, and campus-wide information and resources that inform student success.
In other words, Campus Connect is an online education resource, as opposed to an online learning resource.
It sounds like we’re doing something right—and that’s because we are. A recent report from the CSU Office of Research suggests that even after the cohort study of online instruction was completed, it wasn’t just that this program had increased completion rates; the students who were enrolled in the program had significantly higher retention rates over their four-year college experience than their peers who were not participating in the program.
In this way, Campus Connect has had a tangible impact on student success.
We’re also seeing positive impacts in other research studies, both in the psychology of learners and in the impact of student support.
In a recent study, researchers from Duke University and the University of Wyoming asked a set of responses of students involved in a small, alternative program offering support for students. The students in this program, which was small and comprised of 5-6 faculty faculty, counselors, and other professional to work with students at their campus, were given the student support practices offered to them by Campus Connect, and asked about their expectations for the program.
The results were incredibly promising: the students in the student support program were given confidence that they’d be supported by their professors and counselors. As a result, they felt that they would be supported, that they could succeed, and that, indeed, they had a chance of completing online courses.
The findings were particularly relevant because research suggests that students who completed their online courses in the program were more likely to complete their online courses in college, and were also more likely to complete online courses at a four-year college.
Fortunately, it’s not too late to create a system of support that focuses on giving students the skills and knowledge they need to successfully take online courses.
After all, online learning isn’t a new concept; it’s an extension of a highly successful offline learning experience. Online support is just starting to catch on in the online world.