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| Autores principales: | , , , , |
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| Formato: | Recurso educativo Open Access |
| Lenguaje: | en |
| Publicado: |
2015
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| Materias: | |
| Acceso en línea: | https://eric.ed.gov/?id=EJ1079593 |
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| _version_ | 1867181891705110528 |
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| author | Milman, Natalie B. Posey, Laurie Pintz, Christine Wright, Kayla Zhou, Pearl |
| author_facet | Milman, Natalie B. Posey, Laurie Pintz, Christine Wright, Kayla Zhou, Pearl Milman, Natalie B. Posey, Laurie Pintz, Christine Wright, Kayla Zhou, Pearl |
| collection | Education Resources Information Center |
| contents | Online Master's Students' Perceptions of Institutional Supports and Resources: Initial Survey Results Milman, Natalie B. Posey, Laurie Pintz, Christine Wright, Kayla Zhou, Pearl Graduate Students Masters Programs Student Attitudes Satisfaction Electronic Learning Mixed Methods Research Research Methodology Discovery Processes Racial Differences Career Counseling Counseling Services Preferences Nontraditional Students Disproportionate Representation Minority Group Students Academic Persistence School Holding Power Demography Academic Support Services Social Support Groups 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? |
| format | Recurso educativo Open Access |
| id | eric_EJ1079593 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2015 |
| record_format | eric |
| spellingShingle | Online Master's Students' Perceptions of Institutional Supports and Resources: Initial Survey Results Milman, Natalie B. Posey, Laurie Pintz, Christine Wright, Kayla Zhou, Pearl Graduate Students Masters Programs Student Attitudes Satisfaction Electronic Learning Mixed Methods Research Research Methodology Discovery Processes Racial Differences Career Counseling Counseling Services Preferences Nontraditional Students Disproportionate Representation Minority Group Students Academic Persistence School Holding Power Demography Academic Support Services Social Support Groups Online Master's Students' Perceptions of Institutional Supports and Resources: Initial Survey Results Milman, Natalie B. Posey, Laurie Pintz, Christine Wright, Kayla Zhou, Pearl Graduate Students Masters Programs Student Attitudes Satisfaction Electronic Learning Mixed Methods Research Research Methodology Discovery Processes Racial Differences Career Counseling Counseling Services Preferences Nontraditional Students Disproportionate Representation Minority Group Students Academic Persistence School Holding Power Demography Academic Support Services Social Support Groups 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? |
| title | Online Master's Students' Perceptions of Institutional Supports and Resources: Initial Survey Results |
| topic | Graduate Students Masters Programs Student Attitudes Satisfaction Electronic Learning Mixed Methods Research Research Methodology Discovery Processes Racial Differences Career Counseling Counseling Services Preferences Nontraditional Students Disproportionate Representation Minority Group Students Academic Persistence School Holding Power Demography Academic Support Services Social Support Groups |
| url | https://eric.ed.gov/?id=EJ1079593 |