XLS Commons
Posted on August 17, 2009
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By Diana Reetz-Stacey
We hear a lot about nontraditional students, we frequently assist nontraditional students, and many of us (including me) are ourselves nontraditional students. Who are they and what should we know as we work with them?
If we consider a traditional student as one who begins a Bachelors degree immediately after high school and completes the degree in four years on campus, then we may define a nontraditional student as any other student. Others may include in the definition students who are parents, even if they complete their degree in four years. Part-time status, age, and distance learning are other common attributes mentioned. “Adult Learners” is another common term used. UM defines nontraditional freshmen as “those students who do not enter college for a period of at least three years from the date of high school graduation or from the date they would have graduated from high school if they have a GED.” (2008-2009 catalog, p. 12) Nontraditional students may be working more hours than other students, have more dependents, fiscal and home responsibilities, and have fewer opportunities to network with other students, staff, and faculty.
Nontraditional students are not a new phenomenon, but have been a significant part of the student population since GIs returned from WW II. National statistics vary widely, depending upon how nontraditional students are defined. I found statistics that varied from 37% to 80% of the student population.
In a Spring 06 enrollment analysis, UM found that nontraditional students are more likely to attend part-time and have a higher dropout rate, which is a concern for FTE and retention. As a result, UM set the following goals which directly relates to our work (The University of Montana Partnering for Student Success Report, Fall 2008):
1) Create online orientation for nontraditional and returning students by FY2010.
2) Investigate the need and interest in specific degree programs for weekends, evenings, and online access by FY2011.
We need to remember that nontraditional students may:
There are plenty of online resources available, including discussion and support groups, tips, scholarship information, etc. Sites include:
http://www.antshe.org (Association of Nontraditional Students in Higher Education)
http://www.nontradstudents.com
I believe that by simply being aware of the different nature and needs of nontraditional students, we will be able to serve them better. I also welcome discussion about how XLS as a team could better serve nontraditional students and also about how we may be able to assist UM with meeting the goals of online orientations and flexible degree options. I’d like to propose that we invite relevant UM stakeholders to a round table to discuss this further and join our brainpower, staff talent and resources to these mutually advantageous goals.
Posted on July 27, 2009
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The Annual Conference on Distance Learning at the University of Wisconsin is less than two weeks away, and I’ll be attending for the first time. I’m especially looking forward to the one-half day workshop entitled Community of Inquiry Framework: Informing instructional design and learning being facilitated by Karen Swan and her project colleagues. I’ve been following their work in developing and testing a survey instrument that validates Garrison, Anderson and Archer’s Community of Inquiry (CoI) framework (2000) of online learning because I’m a firm believer in the CoI model.
When checking email on Tuesday, I was surprised to find one from Karen Swan. I was even more surprised to discover, upon reading it, that she created a Ning for workshop participants. Karen not only introduced herself on this social network (and invited us to do likewise), she also provided us with resources that will be used in the workshop and created discussion forums around them. With a few mouse clicks, my electronic library grew, I was connected to a group of professionals interested in communities of inquiry, and I was invited to deepen my understanding of the CoI framework and survey — long before the formal learning event will begin. That’s a real twofer in my book!
Now in addition to anticipating what all I will learn during the one-half day workshop, I’m wondering how the Ning community will support and extend my learning long afterwards. This is particularly relevant given our intention to use a Ning for the next annual Extended Learning Institute (XLi 2010). Check back in for a “Part 2” post sometime in mid-August.
Posted on July 20, 2009
Filed Under Emerging Technologies, Faculty and Student Support, Instructional Design | 1 Comment
Web conferencing is the process of using communication tools such as text chat, voice, video and a white board for live meetings or presentations. Web conferencing systems integrate these tools into a single meeting ‘room’. Participants can access the room from their personal computers via a URL (Internet web address). In this way, a web conference is a platform for real-time communication for individuals in different locations. In an educational setting, the key difference between web conferencing and webcasting or streaming video is that web conferencing involves participants in live sessions that provide a degree of interactivity comparable to face-to-face environments. Read more
Posted on July 15, 2009
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Elluminate Live! is a web conferencing system that offers synchronous (same time) communication for online learners. Its “live session” interactivity can enhance the quality of teaching and learning in online courses in numerous ways. Read more
Posted on July 13, 2009
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Accessibility. I thought I understood the extent of this concept until last week. That was when I realized that barriers to online learning for students with disabilities can exist in numerous places: the Learning Management System, the layout of the course content, the adaptive technologies, and even in the student him/herself. That was when I realized that the little things I’ve always done, such as creating alt text for images and keeping a transcript of any audio recording I’ve made, aren’t nearly enough. That’s when the online short course on accessibility for e-learners in which I enrolled began. Read more
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