The needs of online graduate students

A Doctoral Research Study

CSSHE ConferenceMontreal, QCMay 2010 Dr. Kelly Edmonds

Wired Learning Consultants Inc.

FreeDigitalPhotos.net

Online learning increases

access to education

and is becoming more popular in HE

Educational leaders must take into account

the needs of an expanding and diverse student population

… to understand

current and future populations of

online students

More research is needed …

… in order to grasp the complex relationship

between learner characteristics, delivery

technologies, and instructional design

163 graduate students Western Canadian

university Analyzed:

Student characteristics Motives for and

perceptions of online learning

Mixed methods 3 stages

Online survey Virtual focus groups Virtual and f2f

interviews

Middle aged Female Married Work full-time in

education North America

Rural Urban

Online at night and weekends

Master and doctoral degrees

Education programs 7 years since formal

education 4 fully online courses Adequate technology and

info literacy skills

Online program costs Online program credibility Ability to learn online Adequate technology skills

Staff IT: quick responses, telephone; online supports Administration: program and policy questions; email Student advisor: lacking; email, f2f Library: navigate online databases; email

Instructor Student online support; newbies Guidance: expectations Feedback: on track; assignments

Instructor presence More contact: personal connection Facilitate: overwhelming and meaningless postings Participate: input, expertise, challenge, be interested

Communication Live: simulate f2f; voice, real, hear Interaction: motivating; all participate Timeliness: immediate response; feel connected;

questions answered

Course structure

Comprehensive syllabi: expectations, schedule, assignments

Be prepared: timely materials; skilled instructor

Consistent construction: easy navigation

Adult learner needs: flexibility; workloads; time zones student-centred; choice; personalized; diverse LS

Program structure

Credibility: rigor, recognition, applicable content

Blended learning: engaging; summer time; virtual settings

Online resources: library, payment, registration, tutorials

Online Program

Costs Too high Unequal treatment

Credibility Quality of education Perception of others

Faculty

Participation More faculty participation,

feedback, contact, and leadership online

Development Lack of faculty online

management and technical skills