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Students’ Perceptions about Online Support Services: Institutional, Instructional, and Self-Care Implications
article

, University of Wisconsin-Milwaukee, United States ; , eInterface, United States

International Journal on E-Learning Volume 15, Number 4, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

As online education becomes wide spread among institutions of higher education in the U.S., student support services are often overlooked. This paper presents a study that investigated support strategies perceived as important by online students in higher education in the U.S. Data were collected by surveying 439 students. Using purposeful sampling, students in higher education institutions who had taken at least one online course were recruited. Recruitment was conducted using listservs, a Website, Twitter, and Facebook. Data were collected through a web-based survey program. Three types of support strategies emerged as important to students: instructor, family, and friends; institutional; and self-care. The paper concludes with institutional, instructional, and self-care implications for online student support services.

Citation

Conceição, S.C.O. & Lehman, R.M. (2016). Students’ Perceptions about Online Support Services: Institutional, Instructional, and Self-Care Implications. International Journal on E-Learning, 15(4), 433-443. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 6, 2020 from .

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