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学习支持服务是保证开放教育教学质量的关键要素。在"以学生为中心"理念的指导下,从学生的实际需求出发,通过对内蒙古广播电视大学在籍学生进行学习支持服务满意度调查,分析、研究学生实际需求和学习支持服务的运行状况并提出有针对性的改进措施,以此提高开放教育学习支持服务的有效性,进而为提升开放教育质量提供基础性动力。 相似文献
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学习支持服务是远程教育的核心工作之一,也是电大发展的核心竞争力。依据学生的学习过程,可将学习支持服务分为学前服务、学中服务及学后服务。做好学习支持服务工作要抓住四个关键要素：学生、辅导教师、班主任、学习中心;要解决三个难题：学习支持服务系统的规划、设计与管理,用于学习支持服务工作的经费,学习中心（教学点）合格的辅导教师（特别是边远地区）数量。课业服务的设计与实施在教学资源建设时就要考虑到教学过程的服务设计,包括导学、助学、促学等;辅导教师是课业服务的设计者和实施者,面授教学和网上教学是辅导教师开展课业服务的主要工作。 相似文献
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The aim of the current study was to examine mature-aged student perceptions of university support services and barriers to
study. Using a mixed methods approach, interviews and focus groups were conducted with mature-aged students to identify barriers
to study, knowledge and use of current student support services, and suggestions to improve upon these services. From these
data and an audit of university support services, an online survey was created to examine study barriers and patterns of support
service use, as well as, perceptions of proposed support services not currently offered by the university within a larger
sample of mature-aged students. Analysis of survey data indicated distinct patterns of barriers and support service use according
to socioeconomic status as well as other demographic factors such as, age and enrolment status. Study findings are discussed
in terms of generating support services for the retention of mature-aged students of low socioeconomic status and for the
retention of mature-aged students in general. 相似文献
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Mairi Ann Cullen Geoff Lindsay Julie E. Dockrell 《Journal of Research in Special Educational Needs》2009,9(2):100-112
The transition from school to the world of post-compulsory education is a major landmark in the lives of young people with special educational needs (SEN). In England the Connexions service set up to support young people during transition was planned to provide both a universal service and one that provided special support to vulnerable young people, particularly those at risk of not being in education, employment or training (NEET). The present paper reports the findings of a study of 46 Connexions personal advisers (PAs) who were supporting young people with specific speech and language difficulties (SSLD) or general learning difficulties, as part of a longitudinal study of these young people's development. Interviews were held with the PAs to identify patterns of organisation, the nature of services delivered to these young people and the factors that influenced successful support. The findings highlight the diversity among Connexions services, the limited expertise with young people with SEN and the structural barriers that may limit effectiveness. In addition, the Assessment, Planning, Implementation and Review Framework was not consistently used. The Connexions service has the potential to provide important support to young people with SEN at this key transition point but our study indicates the need for modifications to its operation. 相似文献
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As more opportunities for enrolling in online courses and programs become available, ensuring the quality of such educational experiences will continue to increase in importance. One factor determining quality concerns the student support services available to distance learners. Unfortunately, these services are often underdeveloped or overlooked, especially those support services associated with the 'extracurricular needs' of distance learners. The inclusion of wellness resources within the instructional design of an online course is one approach attempting to meet the challenge of providing such services to learners. The purpose of this study was to determine which student support service resources should be included in an Online Wellness Resource Center (OWRC) available within an online course. A needs assessment was conducted to determine whether learners perceived a need for access to wellness resources. Finding that they did express this need, the assessment then identified the specific wellness resources to include in an OWRC. 相似文献
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《Open Learning》2012,27(1):65-80
Not many universities provide both distance and on-campus study options for study. Massey University has been delivering both for more than 50 years. In this time there has been a significant change from paper-based to increasingly online delivery (both on-campus and at a distance). Services provided to students have also changed and adapted to meet the needs of an increasingly diverse student population. The paper outlines changes in service delivery to on-campus and distance students, the development of an online toolset of self-help services and also provides an overview of the underpinning student success framework. This framework informs current and future service delivery and allows evaluation of the usefulness of services for on-campus and distance students. 相似文献
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Cynthia Leung Janet Leung Shirley Leung Wally Karnilowicz 《Psychology in the schools》2019,56(1):42-55
This pilot study used a quasiexperimental design to evaluate the Whole Inclusive School Empowerment (WISE) project providing educational psychology services to kindergartens to support students with diverse learning needs. There were eight intervention kindergartens that received WISE educational psychology services and eight control kindergartens without the service. The intervention kindergartens were provided with a 0.125 educational psychologist and 0.7 teacher coordinator. In January and June 2017, teachers in intervention and control kindergartens completed questionnaires assessing student behavior, school readiness, and their own teaching efficacy. Focus group sessions involving teachers and school principals were conducted in July 2017. The results indicated a greater improvement in prosocial behavior and school readiness in intervention kindergartens compared with control kindergartens. Teachers and principals reported that they were better equipped in supporting diverse learning needs. The results provided initial evidence supporting the effectiveness of educational psychology services for kindergartens in improving student outcomes. 相似文献
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Ashley O’Connor Ellen Herbst Shannon McCaslin Keith Armstrong Bridget Leach Brandina Jersky 《Community College Journal of Research & Practice》2018,42(5):305-315
In this case study, we assessed academic functioning, service satisfaction, and needs of student veterans at a community college who had accessed the Veterans Health Administration (VHA) Student Veteran Health Program (SVHP) (n = 36). The SVHP provides outreach and behavioral health services directly on a large community college campus to overcome common barriers to engagement in mental health care (e.g., distance from a VA medical center). Academic difficulties that were most commonly reported were in the areas of retention of information, meeting deadlines, and cooperation with other students. Overall, the majority of student veterans who received services in the SVHP were satisfied (76.5%). Services targeting attention and concentration and utilization of educational benefits were highlighted as important by student veterans. This case study of VA services delivered within the community college setting provides important insights into how to design VA services to target the needs of student veterans. Specific recommendations for supporting student veterans on a community college campus are discussed. 相似文献
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Sushmita Mitra 《Open Learning》2013,28(3):255-265
This paper identifies the key factors that contribute to the Open School in India students' satisfaction, considering student support elements at pre‐entry, start up, learning, evaluation and certification and after certification phases. The study adapted Rekkedal and Eriksen's importance‐satisfaction model to recognise areas that are important to students as well as their degree of satisfaction with each attribute. It is found that the student group considered is generally satisfied with the support elements that they perceive to be important and there is a strong positive linear relationship (r =0.83) between importance and satisfaction. However, according to the group, priority needs to be given to personal contact programmes in the study centres, online tutorials and feedback on assignments, which are three prime support elements in the learning phase. 相似文献
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英国开放大学在远程教育领域享有盛誉,这得益于其全程、全方位的学生支持服务模式。英开在实践中形成了持续关注的支持服务流程、专业协作的支持服务主体和优质全面的支持服务资源,在具体的支持行动上坚持以学习者为中心,兼顾学术性支持和非学术性支持,并致力于为学习者中的特殊群体提供额外支持。通过探讨英国开放大学的发展经验,可以为我国开放大学的建设提供借鉴:落实关键节点,完善整合支持服务流程;利用技术优势,优化完善支持服务模式;坚持开放包容,扩大延伸支持服务范围。 相似文献
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Pujitha Silva Karen Woodman Acram Taji James Travelyan Shamim Samani Hema Sharda 《European Journal of Engineering Education》2016,41(5):469-481
A survey was conducted across three Australian universities to identify the types and format of support services available for higher degree research (HDR, or MA and Ph.D.) students. The services were classified with regards to availability, location and accessibility. A comparative tool was developed to help institutions categorise their services in terms of academic, administrative, social and settlement, language and miscellaneous (other) supports. All three universities showed similarities in the type of academic support services offered, while differing in social and settlement and language support services in terms of the location and the level of accessibility of these services. The study also examined the specific support services available for culturally and linguistically diverse (CALD) students. The three universities differed in their emphases in catering to CALD needs, with their allocation of resources reflecting these differences. The organisation of these services within the universities was further assessed to determine possible factors that may influence the effective delivery of these services, by considering HDR and CALD student specific issues. The findings and tools developed by this study may be useful to HDR supervisors and university administrators in identifying key support services to better improve outcomes for the HDR students and universities. 相似文献
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《Journal of Further & Higher Education》2012,36(4):365-382
Institutional self-evaluation is becoming increasingly pertinent as the student population becomes more diverse and higher education institutions become more customer focused. This paper describes the philosophy and early stages of a large-scale institutional self-evaluation project, based at and funded by the University of Leeds. UNIQoLL (UNIversity Quality of Life and Learning) aims to monitor student well-being over time, on a university-wide basis. It explores students' perceptions of strengths and weaknesses in the university's academic and service infrastructure and the relationship of these perceptions to student well-being. It aims to 'close the loop' by facilitating change in academic and service infrastructure in the light of emerging findings in order to enhance the student experience. The focus on student psychological well-being in addition to satisfaction, the longitudinal approach and the university- wide scope make UNIQoLL unique as a system of institutional self-evaluation. A pilot study in which 23 departments ( n =3667 students) participated is described to illustrate the procedures and underlying philosophy of UNIQoLL. Selected findings from two pilot surveys are presented to illustrate the potential of the project in providing relevant and useful information for academic departments, university support services and university managers. Illustrative data relating to academic issues, accommodation, student finances and student well-being are presented. Long-term success of an institutional self-evaluation project like UNIQoLL depends on the active cooperation of and ownership of findings by departments, students and university agencies. It also needs procedures to be sufficiently rigorous to generate robust findings and yet be sufficiently manageable to be feasible and sustainable. 相似文献
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Greville Rumble 《Distance Education》2000,21(2):216-235
The popular conception of distance education is of a system in which students receive few of the consumptive service benefits of their colleagues in full‐time education. In fact, distance educators have generally been better at articulating what they mean by student service than traditional educators. Nevertheless, the rationale developed by distance educators for providing such services is less well based, making the service side of distance education vulnerable to pressures to reduce costs. With signs of a change in what traditional students, acting within a consumerist framework, want in the way of support services, and with distance education undergoing considerable changes in the wake of the development of e‐business, there is a need to reconsider the rationale for and nature of student services, drawing on some of the thinking that has taken place in the service management sector. 相似文献
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The concept of the urban university attuned to the needs of the metropolitan area in which it lives and dedicated to serving that population has existed for some time. Yet, many unresolved feeling and issues about affiliation with this type of institution still exist for some university officials and faculty members. To fulfill its mission as an urban university, an institution must be willing to evaluate its existing operational procedures and programs. Special emphasis in the evaluation process needs to focus upon instructional activities, faculty concerns, student services, and public service to the community. Special attention to these areas will produce an urban university with the potential of exerting a tremendous positive impact on both the student and the community it serves. 相似文献
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This paper explores the interrelationships of the key influences on student satisfaction via multivariate analysis from three groups of university students in two popular private universities in Malaysia. The correlation coefficient and structural model indicated that student satisfaction is influenced not only by academic quality, but also by the university core services, information technology services, and skill building. These dimensions are linked to one another. The strong interrelationships between these dimensions are indicative that holistic approach needs to be adopted rather than dealing with each dimension in isolation in creating a valued education. Significant performance gaps of key influences indicated that the satisfaction levels are below students’ expectation despite the satisfaction scores being above average. Academic assessment, teaching quality, and IT are areas where a university management needs to prioritize resources in order to increase student satisfaction. Students who perceived higher value are more likely to have higher repurchase intention. 相似文献
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Service Strategies for Higher Educational Institutions Based on Student Segmentation 总被引：2，自引：2，他引：0
Amit K. Ghosh Rajshekhar Javalgi Thomas W. Whipple 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):238-255
Over the last decade, higher education institutions in the U.S. have faced increased competition and expenditures coupled with declines in financial support. Furthermore, they often have been forced to cater to the needs of an increasingly diverse group of students and must design service strategies based on the unique needs of each group. This paper advocates the use of target marketing principles to effectively and efficiently allocate resources among the various groups. Student registration data from a large, urban, public university, which is routinely available at little cost, is used to identify five student segments. These segments include traditional students, non-traditional students, a sizable international student segment, a graduating segment, and a group of transferees. The unique needs of each segment are identified and appropriate service strategies are formulated for each segment. The diversity of the segments establish the utility of using target marketing principles for designing service strategies and the viability of using registration database for such a purpose. 相似文献
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Felicity Fletcher-Campbell Mairi Ann Cullen 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):1-14
The National Foundation for Educational Research recently undertook research on the impact of delegation on local authority support services for special educational needs. This paper presents data on the provision offered by these services and the way in which they are managed. In particular, it examines how support is targeted, the extent and profile of service staff, mechanisms for the referral of pupils for support from the services, management structure, staff deployment and the professional development of service staff, and service monitoring, review and evaluation. Ways in which support services have developed in the 1990s, and their challenges for the next decade in the light of developments in the governance of education and the local policy context, are discussed. 相似文献
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为了实现终身学习,必然要求构建终身学习体系,而终身学习体系的构建则首先要研究终身学习的方式。终身学习的方式即自我导向学习,要求构建自主的学习环境,自主学习环境的设计与实现又离不开远程教育。只有通过远程教育建立学生支持服务体系及设计基于自主学习的网络学习系统,才能为终身学习者提供个性化、全方位的服务。因此,学生支持服务体系及基于自主学习的网络学习系统设计是构建终身学习体系成功的保证。 相似文献