Online Master's Students' Perceptions of Institutional Supports and Resources: Initial Survey Results.
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| Title: | Online Master's Students' Perceptions of Institutional Supports and Resources: Initial Survey Results. |
|---|---|
| Authors: | Milman, Natalie B.1, Posey, Laurie1, Pintz, Christine1, Wright, Kayla1, Zhou, Pearl1 |
| Source: | Online Learning. Sep2015, Vol. 19 Issue 4, p45-66. 22p. 1 Black and White Photograph, 2 Diagrams, 8 Charts, 3 Graphs. |
| Subject Terms: | *Psychology of students, *Online education, *Distance education, *College graduates, Internet surveys |
| Abstract: | This article presents the quantitative findings of an exploratory mixed methods study that investigated first- and second-year online graduate master's students': 1) perceptions of the importance of, and satisfaction with, administrative, academic, technical, and online community supports; 2) personal factors and grit level; and 3) differences, if any, that existed among students, in these areas. Findings showed that a large majority of students rated course-level supports (e.g., instructor support, embedded help, library) as important, in contrast to supports that might be needed on rare occasions (e.g., career services, bookstore) or by fewer students (e.g., veteran and international student services, writing center). Data stratification revealed differences between white and non-white students for career and counseling services, which white students rated "unimportant" and non-white students rated "very important." Differences in students' perceptions of importance and satisfaction with some services highlighted instructor and technical support as areas of focus for potential improvements. The study raises several questions important to online graduate education, such as: 1) Which supports and resources should be offered by institutions of higher education to promote success in online learning for online master's graduate students? and 2) Are there strategies that need to be developed to better address the individual needs of a diverse student body, including nontraditional and underrepresented minority students?. [ABSTRACT FROM AUTHOR] |
| Copyright of Online Learning is the property of Online Learning Consortium and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 110721396 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Online Master's Students' Perceptions of Institutional Supports and Resources: Initial Survey Results. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Milman%2C+Natalie+B%2E%22">Milman, Natalie B.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Posey%2C+Laurie%22">Posey, Laurie</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Pintz%2C+Christine%22">Pintz, Christine</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Wright%2C+Kayla%22">Wright, Kayla</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Zhou%2C+Pearl%22">Zhou, Pearl</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Online+Learning%22">Online Learning</searchLink>. Sep2015, Vol. 19 Issue 4, p45-66. 22p. 1 Black and White Photograph, 2 Diagrams, 8 Charts, 3 Graphs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br />*<searchLink fieldCode="DE" term="%22College+graduates%22">College graduates</searchLink><br /><searchLink fieldCode="DE" term="%22Internet+surveys%22">Internet surveys</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article presents the quantitative findings of an exploratory mixed methods study that investigated first- and second-year online graduate master's students': 1) perceptions of the importance of, and satisfaction with, administrative, academic, technical, and online community supports; 2) personal factors and grit level; and 3) differences, if any, that existed among students, in these areas. Findings showed that a large majority of students rated course-level supports (e.g., instructor support, embedded help, library) as important, in contrast to supports that might be needed on rare occasions (e.g., career services, bookstore) or by fewer students (e.g., veteran and international student services, writing center). Data stratification revealed differences between white and non-white students for career and counseling services, which white students rated "unimportant" and non-white students rated "very important." Differences in students' perceptions of importance and satisfaction with some services highlighted instructor and technical support as areas of focus for potential improvements. The study raises several questions important to online graduate education, such as: 1) Which supports and resources should be offered by institutions of higher education to promote success in online learning for online master's graduate students? and 2) Are there strategies that need to be developed to better address the individual needs of a diverse student body, including nontraditional and underrepresented minority students?. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Online Learning is the property of Online Learning Consortium and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=110721396 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.24059/olj.v19i4.549 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 45 Subjects: – SubjectFull: Psychology of students Type: general – SubjectFull: Online education Type: general – SubjectFull: Distance education Type: general – SubjectFull: College graduates Type: general – SubjectFull: Internet surveys Type: general Titles: – TitleFull: Online Master's Students' Perceptions of Institutional Supports and Resources: Initial Survey Results. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Milman, Natalie B. – PersonEntity: Name: NameFull: Posey, Laurie – PersonEntity: Name: NameFull: Pintz, Christine – PersonEntity: Name: NameFull: Wright, Kayla – PersonEntity: Name: NameFull: Zhou, Pearl IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2015 Type: published Y: 2015 Identifiers: – Type: issn-print Value: 24725749 Numbering: – Type: volume Value: 19 – Type: issue Value: 4 Titles: – TitleFull: Online Learning Type: main |
| ResultId | 1 |
