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      Out of sight, but not out of mind: a case study of the collaborative development of a university-wide orientation resource for online students

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          Abstract

          The global online education sector has been rising rapidly, particularly during and after the events of 2020, and is becoming mainstream much sooner than expected. Despite this, research studies report higher levels of perceived isolation, difficulties with engagement, and higher attrition rates in online compared to equivalent on-campus programs. Reasons include restrictions to the type of institutional support accessible by online students, and the lack of comprehensiveness of orientation resources. This paper describes the collaborative efforts by a cross-faculty academic team, supported by a community of practice, to create a university-wide online orientation resource—the Monash Online Learning Hub (MOLH). The development of the MOLH involved multiple phases, including an analysis of current practice, resource design and content creation, formative evaluation by staff and students, and successful integration into the university’s mainstream student orientation platform for widescale implementation. The methods adopted were varied, and involved generating both qualitative and quantitative data across multiple phases of development from online education experts at the University, that culminated in the gradual building and refinement of the MOLH. Final outcomes, implications and lessons learned are also discussed in this paper.

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          Most cited references35

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          Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups.

          Qualitative research explores complex phenomena encountered by clinicians, health care providers, policy makers and consumers. Although partial checklists are available, no consolidated reporting framework exists for any type of qualitative design. To develop a checklist for explicit and comprehensive reporting of qualitative studies (in depth interviews and focus groups). We performed a comprehensive search in Cochrane and Campbell Protocols, Medline, CINAHL, systematic reviews of qualitative studies, author or reviewer guidelines of major medical journals and reference lists of relevant publications for existing checklists used to assess qualitative studies. Seventy-six items from 22 checklists were compiled into a comprehensive list. All items were grouped into three domains: (i) research team and reflexivity, (ii) study design and (iii) data analysis and reporting. Duplicate items and those that were ambiguous, too broadly defined and impractical to assess were removed. Items most frequently included in the checklists related to sampling method, setting for data collection, method of data collection, respondent validation of findings, method of recording data, description of the derivation of themes and inclusion of supporting quotations. We grouped all items into three domains: (i) research team and reflexivity, (ii) study design and (iii) data analysis and reporting. The criteria included in COREQ, a 32-item checklist, can help researchers to report important aspects of the research team, study methods, context of the study, findings, analysis and interpretations.
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            Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review

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              Online Education: Worldwide Status, Challenges, Trends, and Implications

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                Author and article information

                Contributors
                filia.garivaldis@monash.edu
                jen.chung@monash.edu
                leah.braganza@monash.edu
                lilani.arulkadacham@monash.edu
                richa.sharma@monash.edu
                andrea.reupert@monash.edu
                stephen.mckenzie@monash.edu
                geoff.rose@monash.edu
                timsy.gupta.au@latrobe.edu.au
                zahra.aziz@monash.edu
                Tony.Mowbray@monash.edu
                dragan.ilic@monash.edu
                matthew.mundy@monash.edu
                Journal
                Educ Technol Res Dev
                Educ Technol Res Dev
                Educational Technology Research and Development
                Springer US (New York )
                1042-1629
                1556-6501
                23 February 2022
                23 February 2022
                : 1-28
                Affiliations
                [1 ]GRID grid.1002.3, ISNI 0000 0004 1936 7857, Monash Sustainable Development Institute, , Monash University, ; 8 Scenic Boulevard, Clayton Campus, Melbourne, VIC 3800 Australia
                [2 ]GRID grid.1002.3, ISNI 0000 0004 1936 7857, School of Psychological Sciences, , Monash University, ; 18 Innovation Walk, Clayton Campus, Melbourne, VIC 3800 Australia
                [3 ]GRID grid.1002.3, ISNI 0000 0004 1936 7857, Faculty of Education, , Monash University, ; 19 Ancora Imparo Way, Clayton Campus, Melbourne, VIC 3800 Australia
                [4 ]GRID grid.1002.3, ISNI 0000 0004 1936 7857, Department of Civil Engineering, Institute of Transport Studies, , Monash University, ; 23 College Walk, Clayton Campus, Melbourne, VIC 3800 Australia
                [5 ]GRID grid.1018.8, ISNI 0000 0001 2342 0938, School of Allied Health, Human Services & Sport, , La Trobe University, ; Bundoora, Melbourne, VIC 3086 Australia
                [6 ]GRID grid.1002.3, ISNI 0000 0004 1936 7857, School of Public Health and Preventative Medicine, , Monash University, ; 553 St Kilda Road, Melbourne, VIC 3004 Australia
                [7 ]GRID grid.1008.9, ISNI 0000 0001 2179 088X, Present Address: The University of Melbourne, ; Redmond Barry Building, Parkville, Melbourne, VIC 3010 Australia
                Article
                10090
                10.1007/s11423-022-10090-3
                8865495
                a7929328-b9c2-47d6-adf7-4ff10a276af2
                © The Author(s) 2022

                Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

                Funding
                Funded by: Monash University
                Categories
                Development Article

                online education,orientation resource,educational co-design,community of practice,online study support

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