Custom Research Brief May 4, 2009

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S T U D E N T A F F A I R S L E A D E R S H I P C O U N C I L

Online Academic Support Programs

RESEARCH

ASSOCIATE I. Research Methodology & Parameters

II. Executive Overview

TABLE OF

CONTENTS

Nina Capriotti RESEARCH DIRECTOR Jennifer Yarrish

II. Executive Overview

III. Academic Support Services Programs IV. Online Platforms for Academic Support

Programming

V. Assessments for Online Academic Support Jennifer Yarrish

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I.

R

ESEARCH

M

ETHODOLOGY

& P

ARAMETERS

Project Challenge:

A private university located in the Northeast approached the Council with the following questions: What are the academic support services that are offered in an interactive (real time or not) format online?

What are the platforms used by institutions for online tutoring and other services?

How is the service being assessed? How is the service being assessed?

Sources:

During the course of the research, the Council searched the following resources to deepen our understanding of online academic support in higher education, including:

• Education Resources Information Center (ERIC) http://www.eric.ed.gov • Education Resources Information Center (ERIC) http://www.eric.ed.gov • The Chronicle of Higher Education http://chronicle.com

Research Parameters:

Based on the member institution’s request, the Council focused its research on universities that currently Based on the member institution’s request, the Council focused its research on universities that currently offer academic student services in an online format.

Over the course of research, the Council spoke with directors of learning and academic support centers with online programs as well as technology department administrators overseeing university eLearning programs.

The term “synchronous” used in this brief refers to online services that permit dynamic, real-time, and instant interactions. Correspondingly, “asynchronous” refers to those online services that convey instant interactions. Correspondingly, “asynchronous” refers to those online services that convey electronic communication in a static, one-directional manner.

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II. E

XECUTIVE

O

VERVIEW

A Guide to Universities Profiled in this Brief

Institution Location Classification (Total/Undergraduate Enrollment

FTE), Fall 2007

University A Midwest Research University, very 40,000/33,000

University A Midwest Research University, very _{high research activity} 40,000/33,000

University B Mideast _{College/University}Large Master's 7,000/6,000

University C Southeast Research University, high _{research activity} 7,000/6,000

University D Midwest _{College/University}Large Master's 5,000/3,000

University E Midwest Research University, very _{high research activity}_{high research activity} 40,000/26,000

University F Northeast Research University, very _{high research activity} 9,000/5,000

University G Southwest Master’s University, larger _programs 29,000/25,000

University H Southeast Research University, very _{high research activity} 30,000/23,000

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II. E

XECUTIVE

O

VERVIEW

(

CONT

.)

Key Observations

• Universities select internally developed or externally purchased platforms to provide online academic support depending on available resources, the level of in-house expertise, and student academic support depending on available resources, the level of in-house expertise, and student population needs. Although externally developed platforms are costly and uncustomizable, contacts state

that their value extends past online academic support. Specifically, faculty often use these platforms for research collaboration with other professors. Internally-developed platforms take time to create and demand in-house expertise but are customizable for specific purposes and are easily integrated into university-wide systems.

• Typically, students display an initial hesitation to access online academic services; however, once • Typically, students display an initial hesitation to access online academic services; however, once they have used the services, they are likely to return. Contacts posit that the new and unfamiliar

technology, lack of awareness of services offerings, and awkward interactions created by online communication all hinder students’ use.

• Most universities recruit peer tutors on a voluntary basis, and interest in volunteering has been high. For many universities, approximately two-thirds of all student tutors volunteer. Peer tutors are

particularly drawn towards online tutoring because they can work from their own computers at home. particularly drawn towards online tutoring because they can work from their own computers at home.

• There are two measures for providing feedback on online academic support services: online student surveys, and login data and statistics. These measures profile student users as well as peak usage times. • Most contacts have not been able to complete comprehensive assessments because many online

academic support programs are still in beginning stages.

• While surveys are used to evaluate the effectiveness of online academic support programs, most contacts express difficulty in achieving healthy response rates. These surveys, administered online

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III. A

CADEMIC

S

UPPORT

S

ERVICES

P

ROGRAMS

While a few universities offer online study groups and workshops, the most common academic support service offered by universities in an interactive online format is tutoring. Universities offer this service synchronously and asynchronously using various programs. The content area ranges from mathematics and science to writing and composition, although the latter topics are more prevalent. Currently, none of the institutions offer online study skills

Academic Support Services Programs

composition, although the latter topics are more prevalent. Currently, none of the institutions offer online study skills or mentoring in an online format because general utilization of online academic services has not been robust; thus, most institutions have not yet expanded these services beyond initial content area offerings.

Online

Service • Tutoring services

Interactive • Yes, Synchronous: Students interact with a peer tutors through live _{chat and whiteboard window during 45 minute sessions.} Content Area •• Composition and writingFreshman chemistry and biology: Only offered for one semester Content Area • Freshman chemistry and biology: Only offered for one semester

and terminated because of low student use.

Drop-In or Appointment/

Peak Usage

• Drop-In: Services are offered Monday through Thursday from

9pm-midnight. Contacts decided on this timeframe because it directly follows in-person tutoring (8am-9pm).

• Peak Usage: The most popular times are between 9-10pm. University B

Intake Process

• Web Site: A drop-down item on the Web site directs students to

upload their assignment and click on the tutoring application. If the service is available, a whiteboard window immediately opens on the student’s screen. If students send assignments when the office is closed, a setting informs them to visit later, and the Web site does not store the document. If applicable, students see the queue and

calculate how long their wait may be (the window rings when their calculate how long their wait may be (the window rings when their turn approaches).

Eligibility • First-Year Students: Currently, first-year students in any composition course may utilize the service. Contacts note that next semester services will be open to composition courses at any level.

Cap Usage for Services

• Service is limited to twice weekly: Students can only use the

service two times per week, which ensures greater availability for

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III. A

CADEMIC

S

UPPORT

S

ERVICES

P

ROGRAMS

Academic Support Services Programs

Online

Service • Tutoring services

Interactive • Yes, Synchronous: During a real time 20 minute session, peer tutors administer advice through text chat, a whiteboard application, and an audio component.

• Developmental Math: Services range from developmental math Content Area • Developmental Math: Services range from developmental math _{and non-credit math courses to the first level of calculus.}

Peak Usage

• Drop-In: Services are provided by one peer tutor from 7-10pm

Monday through Thursday.

• Peak Usage: Contacts explain that more students access the

program later in the evening, towards 10pm. As a result, the Center may extend operating hours to 11pm.

University C

may extend operating hours to 11pm.

• Web Site: Students who need tutoring access the service online,

which leads them to the ‘lobby area.’ In the lobby, users view a window that lists incoming users as they arrive, welcomes users, explains expectations, and asks that they be prepared prior to the session. As tutors become available, they enter the lobby area and escort the new student to a private “break-out room” for tutoring. escort the new student to a private “break-out room” for tutoring.

Eligibility

• All Students: Any student with questions relevant to the content

area can utilize the math tutoring program. Contacts note that basic math courses are a requirement for most concentrations, so many students could potentially utilize the service.

Cap Usage for • No limits to usage: The center requests that sessions do not last longer than 20 minutes; however, students can re-visit the center an

Cap Usage for

Services longer than 20 minutes; however, students can re-visit the center an unlimited number of times. Contacts note that only a few students utilize the program, but those who do use it heavily.

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III. A

CADEMIC

S

UPPORT

S

ERVICES

P

ROGRAMS

Online • Tutoring services • Online, Interactive Learning Online

Services • Tutoring services • Online, Interactive Learning Workshops

Interactive

• Yes, Synchronous: Students join

peer tutors in online Elluminate V-rooms1_{, which facilitate}

one-on-one interactions through real time text chat, whiteboard application

• Yes, Synchronous: During

one-hour workshops, the leader teaches a brief lesson about a particular topic using

PowerPoint. Students then apply

Interactive text chat, whiteboard application

use, audio, and video. PowerPoint. Students then applythese teachings to preplanned practice exercises, which are returned with feedback from the leader.

Content Area

• Composition and writing

• Amathematics tutoring service is

currently being piloted.

• General study skills (e.g. active

reading)

• Mathematics

University D

Content Area _{currently being piloted.} _• _Mathematics

• Composition and writing Drop-In or

Appointment/ Peak Usage

• Appointment-only: Students

must contact the office via phone or email to arrange a tutoring appointment.

• Peak Usage: None specified.

• Registration Required:

Individuals register online and RSVP to the workshop.

• Peak Usage: None specified. Intake

Process

• Phone or Email: Once a student

makes a request via email or phone, the tutor sets up an appointment and sends an email with the link to the V-room.

• Web Site: After students register

online for the workshop, they are sent an email with the appropriate V-room link.

• All students: While all students • All students are entitled to Eligibility

• All students: While all students

qualify, freshman and students enrolled in writing composition courses most often utilize the online service.

• All students are entitled to participate: Contacts explain

that the goal of online workshops is to draw participation from the entire campus, which inevitably encourages an e-learning environment.

Cap Usage

for Services • Service is unlimited and free. • There is no fee for this service.

1 _{As one of Elluminate Inc.’s online learning products, V-rooms are eLearning interfaces that provide users with the opportunity}_{As one of Elluminate Inc.’s online learning products, V-rooms are eLearning interfaces that provide users with the opportunity}

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III. A

CADEMIC

S

UPPORT

S

ERVICES

P

ROGRAMS

Online

Service • Tutoring services

Interactive

• Yes, Asynchronous: During a 60-minute time period, tutors review

submitted student writing assignments. Tutors make comments throughout the papers and include an extensive letter at the front of the assignment, which delivers detailed suggestions and feedback. Students can access their “returned” submissions online, usually within 72 hours. can access their “returned” submissions online, usually within 72 hours.

Content Area • Composition and writing

Drop-In or Appointment/

• Drop-Off: Peer tutors sit in the center from 7-11pm on all weeknights to

review student submissions.

• Peak Usage: In fall 2008, almost all of the available hours of this service

were fully utilized; the director added additional hours to meet demand

University E

Peak Usage for the semester. There are currently 150 submissions for spring 2009, and the semester has not yet ended. Utilization increases in the fall due to the increased number of writing classes offered at that time of year.

• Web Site: 1) Students submit an online form with both multiple-choice

and fill-in-the-blank information, including grade level, number of times they have utilized the service, what type of help is needed, the assignment information, and the specific challenge they are hoping to resolve.

information, and the specific challenge they are hoping to resolve. Students also attach their assignments to the form before submitting this information to the Web page. 2) The submission goes into a depository, which is monitored by the office ‘dispatcher.’ 3) The student dispatcher manages all of the incoming forms and delegates assignments to the various tutors by placing them in tutor portfolios (which are similar to email inboxes).

Eligibility • use this service. This includes students that are off-campus or abroad (as All Students: Any student with a university identifier and password can long as submissions are in English).

Cap Usage for Services

• There are no limits to using this service. Contacts mention that branch

campuses can access the service; to date, no branch campus students have done so. In the event that branch utilization becomes widespread, the

Services done so. In the event that branch utilization becomes widespread, the _{university would require supplemental funding from the branch}

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III. A

CADEMIC

S

UPPORT

S

ERVICES

P

ROGRAMS

Online

Service • Tutoring services through refresher courses

Interactive • No, Asynchronous: “Plato,” a web-based program, provides supplemental instruction that complements university coursework and helps students review critical skills.

• Mathematics • Chemistry University G Content Area • Mathematics • Chemistry • Writing • Reading • History • Geography Drop-In or Appointment/ Peak Usage

• 24-Hour Access: After students obtain a user name and password to the

program they can access the course online at any time.

• Peak Usage: Contacts have not recently completed an assessment of this

program.

Peak Usage _program. Intake

Process

• Office Sign-Up: Potential users fill out a form with their student

information at the office and receive a personalized username and

password in return. Through a link on the office’s Web site, users can use this information to log in and begin their session.

Eligibility • All Students: Contacts explain that most users come for mathematics Eligibility • _{and chemistry assistance.}All Students: Contacts explain that most users come for mathematics Cap Usage for

Services • There are no limits or costs for students using this service.

Through the learning services office at University F, students access a homework delivery program,

called WebWork, for additional coursework practice. This public, online program presents users Homework Delivery at the University F

called WebWork, for additional coursework practice. This public, online program presents users with individualized problem sets relating to mathematics, economics, physics, and other disciplines with quantifiable subject matter. Because WebWork is posted on the World Wide Web, anyone can access the program at any time for free. Contacts note that the university has not completed control studies or evaluations of the program.

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III. A

CADEMIC

S

UPPORT

S

ERVICES

P

ROGRAMS

• Tutoring services are not available to the • Study Groups, called “cohort

Online Service

entire student population but are currently offered to distance learners upon request. The institution hopes to expand tutoring services to all students but plans to offer the services to all distance learners first. The institution further hopes to offer online faculty advising by the fall semester.

class groups,” are presently offered to distance learning classes.

Currently, the eLearning student office implements this program, but the student learning center oversees the service.

Interactive • Yes, Synchronous: Using a developing project “The Virtual Student Center,” students can interact in real-time through chat features and desktop (and consequentially application) sharing.

University

Content Area

• All Areas: This program allows students to

connect with current peer tutors; thus, services cover any content area as long as a tutor with such expertise is already in place at the institution. In the future, this virtual center will serve as a centralized place to access all types of student services.

• Specific Requests: At this

time, only distance learning professors using the related platform for online teaching can offer study group sessions. After the project fully

launches, the service will open

University H

access all types of student services. launches, the service will open to all courses.

• Appointment-only: Sessions are

coordinated by the eLearning student office and scheduled with the learning center.

• Peak Usage: Because “The Virtual Student

Center” has not been fully launched, the tutoring services are not yet available to all

• Appointment-only: Students

in distance learning classes must work with the eLearning student coordinator to create study sessions.

Appointment/

Peak Usage tutoring services are not yet available to all

students. The services have only been used by one distance learning student upon request.

• Contact eLearning Student Coordinator:

This coordinator serves as a liaison for online student tutoring, filtering requests.

• Individualized: Students must

work with professors to set up study sessions.

Process student tutoring, filtering requests. study sessions.

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IV. O

NLINE

P

LATFORMS FOR

A

CADEMIC

S

UPPORT

P

ROGRAMMING

Universities offering online academic support develop programming internally or externally depending on in-house technology expertise, monetary and staff resources, and existing platforms already used by the university. Below are comparisons of synchronous internally-developed platforms, synchronous externally-developed platform, and asynchronous internally-developed platforms used by universities to offer online academic support.

Synchronous Platforms Developed Internally

Institution Program Overview Costs Reasons for Program

Choice Staffing

Student Response

University F

Platform: WebWork is a Java-based web application framework developed by OpenSymphony

Age of Program: 14 years

Pros: Instant feedback for users, 24/7 student access, individualized problem sets, and constant development by international audiences

Cons: None cited

As an open-source community, the program is free and can be accessed domestically and internationally.

• Presents students with exercises that directly complement course material.

• Developed by international professionals and experts.

• Other Platforms Attempted:

None specified.

• Program: No additional staff necessary.

• Technology Maintenance:

Mathematicians at the university helped implement and develop the program.

• Utilization Rate:

The university has not completed control or usage studies.

University H

Platform: Centra platform was used to create the university's “Virtual Student Center,” which hosts a variety of online static and interactive services such as online tutoring.

Age of Program: 1 semester

Pros: Highly credible, multi-functional, thoroughly tested, and frequently updated

Cons: None cited

Because the university already had the license, the platform has no additional cost for the eLearning student office.

• Provides a private forum for services (the program is only accessible with university username and password).

• Has the capacity to offer all student services online. Contacts forecast that by the fall semester, the virtual center will have many new components, including a career services center, virtual professor offices, departmental material, and “test-taking anxiety” information.

Silicon Chalk, Breeze Presenter

• Program: An eLearning student coordinator position was created to expand online services offered to students.

Internal specialists maintain and develop the program.

The program has not been fully launched; thus, services are currently offered only when necessitated (i.e., distance learners requiring additional learning assistance).

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IV. O

NLINE

P

LATFORMS FOR

A

CADEMIC

S

UPPORT

P

ROGRAMMING

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CONT

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Synchronous Platforms Developed Externally

Institution Program Overview Costs Reasons for Program

Choice Staffing Student Response

University B

Platform: Worldwide Whiteboard; licensed membership with Link System

Age of Program: 2 years

Pros: Helpful and

available technical support; built-in usage and transcript tracking; multiple uses beyond tutoring

Cons: None specified

When piloted with limited access (restricted to 20 online users at any given time), the program cost student services and the academic support program $3,500 per year. Now, an alumni donor funds the $10,000 annual license.

• Permits real-time tutoring.

• Costs less than other options.

Contacts tried Elluminate, which was extremely costly and did not supply the services outlined in the limited license agreement.

• Program: No additional staff has been added to support online services.

Link System provides technical support, which proves

extremely useful.

• “Link System support is so receptive when you have a problem.”

• Utilization Rate: The biggest obstacle has been getting students to use the service.

• “It’s almost as if we’re invading the students’ space by offering these services online; they don’t know who is on the other side of the technology.”

University C

Platform: Wimba platform working through Angel system

Age of Program: 1st

semester (pilot stage)

Pros: Affordable and easy to set-up because the university already had the user license; compatible with the university-wide

Contacts do not know the cost of using the WIMBA platform since the university pays for the license.

• Utilizes in-house tutors.

• Provides a waiting room, which gives sessions privacy and allows users to see a queue.

• Serves as a private service only for the university community.

• Incurs no cost for the Center since the university purchases a license.

• Program: Because the tutoring coordinator assumes all tutoring program

responsibilities, no additional staff was needed.

• Technology Maintenance: In addition to overseeing program operations, the tutoring coordinator handles all technology components of the

Contacts express satisfaction with the platform and hope to increase student utilization. Currently, only a few students utilize the program, but those who do access it often.

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IV. O

NLINE

P

LATFORMS FOR

A

CADEMIC

S

UPPORT

P

ROGRAMMING

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CONT

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Synchronous Platforms Developed Externally

Institution Program Overview Costs Reasons for

Program Choice Staffing Student Response

University D

Platform: Online V-Rooms and Elluminate platform license

Age of Program: V-rooms have been used for 2 years; the license has been in use for 1 year

Pros: Easy to learn; highly accessible for all types of users; closely resembles face-to-face interactions; and multi-functional.

“Elluminate so closely replicates face-to-face tutoring appointments. That’s why we like this software so much – because you can use audio and even video with the license to give you that in-person feel.”

Cons: Students using outdated software cannot support all of the technology’s capabilities; unsecure wireless connections interrupt program functions.

Contacts do not know the cost of the platform because the university’s technology learning office pays for the licensing. • Replicates face-to-face communication. • Came highly recommended by the university’s technology learning office. • Other Platforms Attempted: Prior to Elluminate, the university offered online tutoring services through Blackboard, but contacts desired more than Blackboard’s asynchronous communication.

• Program: No additional staff has been necessary to accommodate these services. • Technology Maintenance: The university’s technology learning office oversees the platform’s

operations.

• Utilization Rate: Students access online tutoring much less than tutoring in-person, but students who have used the service are very likely to return for additional online services. The institution hopes to continue promoting the service and expanding offerings to garner interest.

• Accessibility: Contacts describe Elluminate as accessible and compatible with adaptive computer equipment.

Asynchronous Platforms Developed Externally

Institution Program Overview Costs Reasons for Program

University G

• Platform: The online program is developed and maintained by Plato Learning Environment, Inc.

• Age: Approximately 4 years

• Pros: Content areas vary greatly and users can access

The cost of a yearly license is $900. This includes access to all subjects.

• Contacts note that the current program was selected by previous staff for unknown reasons.

• Other Methods Attempted:

Contacts have not been able to explore other options, but

• Technology Maintenance:

Maintenance is

• Utilization Rate: Contacts note that the university’s in-person tutoring services, which have greatly expanded in recent years, are much more popular than the online services. Further, the learning center encourages only students

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IV. O

NLINE

P

LATFORMS FOR

A

CADEMIC

S

UPPORT

P

ROGRAMMING

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CONT

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Asynchronous Platforms Developed Internally

Institution Program Overview Costs Reasons for Program

University E

Platform: The program that created the Online Writing Lab (OWL) interface is an in-house, web-based program available to the university community. The Dreamweaver application was used to create the fields in the interface before it was imported into program. Additionally, tutors provide feedback using the Professional Edition Adobe Software.

Age of Program: Approximately 2 years

Pros: Benefits of the overall program include interface control, customization, and internal database information collection at no cost. Further, Adobe Professional allows tutors to deliver non-invasive and clear feedback for students.

Cons: System is not synchronous and lacks an automated return system (i.e. as tutors complete their reviews, students must return to the Web site to retrieve their completed submissions).

Since the interface was developed in-house, the program is offered at no cost to the center. • Recommendation by an in-house programming specialist working in the instructional support office.

• Urgency around offering tutoring services in an online format.

• Other Methods Attempted: Contacts experimented with an email system to collect student submissions, but the system faced coding issues and the inbox limited the number of submissions.

• Technology

Maintenance: The IT specialist, who created the program, also oversees it. In addition, the director trouble-shoots, completes administrative work, and prepares online records and forms.

Contacts describe the service as widely popular amongst students and heavily utilized. Also, while participation in the online side of tutoring is voluntary, two-thirds of all tutors opt to offer these

services.

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Overall, assessments show that online academic support services are useful, yet under-utilized. This new form of academic support is new and unfamiliar to students, and students consequentially hesitate to use it. While a few contacts identify the difficulty of marketing online services to students as the reason for under-utilization, others believe that utilization is low because students use technology to communicate with each other – not with authority. As contacts from University B note, “It’s almost as if we’re invading students’ space. They seem uncomfortable using the online services because they don’t know who is on the other side of things.”

Aside from somewhat low utilization, contacts note that the programs are effective. Even though learning outcomes have not been measured by any of the institutions, many contacts state that students who use the service find it helpful and return for continued use. To learn more about the success of online academic programming, universities utilize survey and tracking assessments. The following describes the two measures used by universities to evaluate online academic support services.

V.

A

SSESSMENTS FOR

O

NLINE

A

CADEMIC

S

UPPORT

S

ERVICES

The primary way universities evaluate online academic support is through a student survey, administered after the completion of a session. These surveys assess students’ satisfaction with the structure and format of the relevant service rather than assessing learning outcomes, gathering qualitative information through multiple-choice and open-ended questions. To access the survey, student users either receive a link to the online survey through their university email address or meet a pop-up screen upon completion of their session.

Common questions in the survey include:

• Was this service helpful/useful?

• Why did you log off?

• Was the technology easy to use?

• Did this help with your assignment?

Contacts explain that while the online survey can provide useful feedback, student response rates are continually low. Surveys are not mandatory at any university.

Measure #1: Student Survey

University D uses a university-wide survey to evaluate its online academic support programs. The program coordinator also created a blog to share information about the university’s Elluminate workshops.

At University E, students are required to fill out a survey before their session and requested to fill out an additional evaluation survey at the end of the session. The initial survey helps to inform the tutor about the student’s needs and also provides information such as the student’s class year, the number of times the student has used the service, and the primary courses troubling the student.

University B uses two different surveys, one that is given to all students and the other that is administered additionally to first-time users. This additional survey helps to monitor if the services are spreading to new users.

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V.

A

SSESSMENTS FOR

O

NLINE

A

CADEMIC

S

UPPORT

S

ERVICES

The second measure used to evaluate online academic support programs is built-in assessment tracking. This feature allows the university to collect usage information, such as who is using the service, what time the service is used, and for how long the service is accessed by each user.

Measure #2: Built-in Assessment/Tracking

The Wimba platform has a built-in feature that the University C uses for assessments. Specifically, platform administrators can observe who is online and how long the users have been online. The information will be used at the end of the semester to run assessments about the success of the tutoring program.

University B uses Worldwide Whiteboard to track the online tutoring interactions. This includes information such as when users log in but also includes a recording of the entire transcript of the conversation (both chat conversations and whiteboard edits). These logs are used for program assessments and as teaching points during tutor trainings to demonstrate effective tutoring interactions. Contacts note that Linksystem also has data points but they have not yet used the information to evaluate programming.

University E’s database program stores various types of information in the system, including who uses the services, when and what days it is used, what courses are accessing the service the most, and similar details.

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