nEW oRLEANS
LOUISIANA
E-Learn: 2019 World Conference on E-Learning
How and why to develop an academic operations
model to improve academic services responsiveness
and reliability as part of a retention and recruiting plan
in an online program
|
DATE
November 5, 2019 |
Type
Brief Paper |
TOPICS
Developing an Organizational e-Learning Strategy; Quality Assurance and Accreditation; Evaluating for Quality Improvement |
ABSTRACT
In academic departments at many universities, operations management is usually a day-to-day, inefficient process where faculty and chairs respond to problems as they arise. However, failing to create comprehensive operational model to support online academic programs as they grow is likely negative consequences for the performance of the unit. Reactionary operations may mean failing to capture recruiting leads, provide inconsistent or poor advising service to students during, and create a heavy workload for those involved in supporting a program, which can lead to low morale and costly turnover in related positions. This article provides an overview of the couple research evaluation and engineering process used to develop an operations model development process for one program. This approach was adapted from business operations research to build reliable processes, consistent advising and recruiting activities, and supporting reference documents to be used by an online graduate degree program. The goal was to improving employee, student, and faculty processes while reducing workload for staff and stakeholders that would lead to improved student service provision over time on a related measure, the Academic Survey Experience survey.
In academic departments at many universities, operations management is usually a day-to-day, inefficient process where faculty and chairs respond to problems as they arise. However, failing to create comprehensive operational model to support online academic programs as they grow is likely negative consequences for the performance of the unit. Reactionary operations may mean failing to capture recruiting leads, provide inconsistent or poor advising service to students during, and create a heavy workload for those involved in supporting a program, which can lead to low morale and costly turnover in related positions. This article provides an overview of the couple research evaluation and engineering process used to develop an operations model development process for one program. This approach was adapted from business operations research to build reliable processes, consistent advising and recruiting activities, and supporting reference documents to be used by an online graduate degree program. The goal was to improving employee, student, and faculty processes while reducing workload for staff and stakeholders that would lead to improved student service provision over time on a related measure, the Academic Survey Experience survey.
|
|
Warren, S. J., Bonhamgregory, M., Atemanwan, I., Cevallos, A., & Blakey, M. (2019). How and why to develop an academic operations model to improve academic services responsiveness and reliability as part of a retention and recruiting plan in an online program. In E-Learn World Conference on E-Learning. New Orleans, LA: Association for the Advancement of Computing in Education.
Generational Differences and Instructional Systems.
In roundtable presentations of E-Learn:
World Conference on E-Learning
|
DATE
November 5, 2019 |
TYPE
Roundtable |
TOPICS
Learning Communities; Ethical, Cultural, Historical, and Social Issues in Technology Use |
ABSTRACT
Different generational groups interact with technology differently, and therefore the outcomes of technology shifts. One of the challenges of higher education is that of the multi-generational student body. Instructional designers and educators need to build and integrate online education instruction that caters to this generational variety. Furthermore, as we begin to consider the incoming workforce and student bodies across higher education, we are challenged with evolving our instructional system's structure and providing support for educators and facilitators. Facilitators, educators, and learners need instructional systems that considers their individual needs, while keeping their socio-emotional needs which, as a group, can be defined a broader generational context. These factors should also be considered to determine which technologies to leverage, systems to implement, social communities, and instructional models support the Generation Z academic and personal growth.
Different generational groups interact with technology differently, and therefore the outcomes of technology shifts. One of the challenges of higher education is that of the multi-generational student body. Instructional designers and educators need to build and integrate online education instruction that caters to this generational variety. Furthermore, as we begin to consider the incoming workforce and student bodies across higher education, we are challenged with evolving our instructional system's structure and providing support for educators and facilitators. Facilitators, educators, and learners need instructional systems that considers their individual needs, while keeping their socio-emotional needs which, as a group, can be defined a broader generational context. These factors should also be considered to determine which technologies to leverage, systems to implement, social communities, and instructional models support the Generation Z academic and personal growth.
|
|
Cevallos, A. & Bonhamgregory, M. (2019). Generational Differences and Instructional Systems. In roundtable presentations of E-Learn: World Conference on E-Learning. New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).
The Influence of Positive and Negative Prompting on Persistence
|
DATE
November 5, 2019 |
TYPE
Roundtable |
TOPIC
Performance Measurements |
ABSTRACT
This study aims to analyze how positive and negative prompting influences persistence and possibly performance. Three groups will complete the Motivational Persistence Scale as a survey (Ticu, Andrei, & Ana, 2012) before attempting to solve five anagrams. Four of the anagrams will have a solution but the last will be unsolvable. Prior to starting the anagram task, Group 2 will be given positive prompting while Group 3 will be given negative prompting regarding the expected difficulty of the anagram problems. Study facilitators will record the length of time taken before the participants choose to end the exercise. Participants will then complete a short post-task survey about their experience during the study. The results will then be compared and analyzed to identify any possible correlations between the prompting received and the participants' persistence in the anagram exercises. This study is based on the Frankel and Synder (1978) study.
This study aims to analyze how positive and negative prompting influences persistence and possibly performance. Three groups will complete the Motivational Persistence Scale as a survey (Ticu, Andrei, & Ana, 2012) before attempting to solve five anagrams. Four of the anagrams will have a solution but the last will be unsolvable. Prior to starting the anagram task, Group 2 will be given positive prompting while Group 3 will be given negative prompting regarding the expected difficulty of the anagram problems. Study facilitators will record the length of time taken before the participants choose to end the exercise. Participants will then complete a short post-task survey about their experience during the study. The results will then be compared and analyzed to identify any possible correlations between the prompting received and the participants' persistence in the anagram exercises. This study is based on the Frankel and Synder (1978) study.
|
|
Bonhamgregory, M., Cevallos, A., & Gonzalez, L. (2019). The influence of positive and negative prompting on persistence. In roundtable presentations of E-Learn: World Conference on E-Learning. New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).
|
Previous
|
Home
|
Next
|