Xuemei Su, Ming Chen, Jasmine Yur-Austin and Ying Liu
Faced with declining government funding support and rising student loan debt, recently timely graduation in higher education has become a focal point of discussion at many…
Abstract
Purpose
Faced with declining government funding support and rising student loan debt, recently timely graduation in higher education has become a focal point of discussion at many institutions, particularly public universities. Timely graduation requires a student to successfully enroll in and complete a set of required and elective courses, the relationship of which is bound by the courses’ prerequisite requirements. However, due to the fact that class capacity is oftentimes limited and wrongly timed, many students find it challenging to stay on track. A well-structured degree roadmap that takes all factors into consideration and specifies the right courses to take by semester will better guide students’ course selection and thus increase their chance of earning their degrees within the four-year time window. Additionally, it will also allow administrators to do better capacity planning, and hence increase course accessibility to students. The paper aims to discuss these issues.
Design/methodology/approach
In this research, some operational techniques such as line balancing and simulation are applied to restructure and improve degree roadmaps, and assess the resulting outcomes. Some innovative methods are proposed to improve the processes on which students proceed to degree.
Findings
The results based on historical data that contains millions of student records spanning over eight-year time window demonstrate that the improved degree roadmaps can substantially increase students’ chance of completing the degree in a four-year time window. The research findings provide university administrators with cost-effective solutions.
Originality/value
This research breaks a new ground in literature due to its unique approach and focus. To the best of the authors’ knowledge, this research is one of the first attempts to systematically study the impact of degree roadmap on timely graduation. This research focuses on finding solutions that are within the institution’s control, hence the proposed solutions are implementable and will provide university administrators with new tools and perspectives to enhance student success.
Details
Keywords
Cindy Chen, Sabrina Landa, Aivanna Padilla and Jasmine Yur-Austin
Academic institutions with sufficient resources rapidly deployed virtual teaching technologies and training to minimize disruption following the Spring 2020 COVID-19 pandemic…
Abstract
Purpose
Academic institutions with sufficient resources rapidly deployed virtual teaching technologies and training to minimize disruption following the Spring 2020 COVID-19 pandemic. This paper shares a College of Business experience to provide insights for administrators tasked with future online course scheduling decisions.
Design/methodology/approach
An online questionnaire was administered in Fall (2020) to measure student perceptions of online learning using Likert-style questioning. The researchers used the results to build a structural equation model to differentiate perceptions between online course modalities and curriculum rigor (graduate/undergraduate, upper/lower divisions) and field of study (quantitative/qualitative, MBA/MS) factors.
Findings
The empirical findings support the notation that graduate and undergraduate learners exhibit different preferences of online modalities. The findings further demonstrate that curriculum rigor factors and field of study influence student satisfaction of online courses. The evidence also suggests varying dependence on instructor competency and technology effectiveness across asynchronous, hybrid, and synchronous modalities.
Practical implications
While this study is limited to the results of one higher education institution during a tumultuous period, as online education trends increase, the authors' methodology can be adapted and scaled to support post-pandemic administrative decision-making.
Originality/value
The research provides a new dimension on the perspectives of online learners through gathering perceptions in a timely student-centered survey administered during the emergency alternative modes of instruction. The research explores certain predictive factors to better align online modalities with learner satisfaction.
Details
Keywords
Cindy Chen, Sabrina Landa, Aivanna Padilla and Jasmine Yur-Austin
In response to coronavirus disease 2019, California State University Long Beach (CSULB) announced mandatory online course conversions on March 12, 2020. The College of Business…
Abstract
Purpose
In response to coronavirus disease 2019, California State University Long Beach (CSULB) announced mandatory online course conversions on March 12, 2020. The College of Business designed a Student Online Learning Experience Survey to explore learners' experience, needs, expectations and challenges in the online learning environment.
Design/methodology/approach
The time-sensitive survey questions were administered using Qualtrics with Institutional Review Board approval. The authors used 5-point Likert scales to rate students' experience and satisfaction and performed statistical analysis. They assessed students' written comments to further corroborate statistical findings.
Findings
The results identify students' satisfaction are highly correlated to content coverage and interaction of online learning technologies. A combination of BeachBoard, Zoom, e-mails and publisher's website is valued most by the learners. Project-based experiential design is ranked #1 by graduate students. Noticeably, the upward trend of satisfaction with online modality from sophomore to senior is probably attributable to learners' maturity and number of years studied at CSU system. Overall, students generally dislike proctoring devices due to concerns of privacy, inequalities, mental stress, etc.
Practical implications
The evidence-based results offer innovative pedagogical recommendations for business education in higher education.
Originality/value
While prior studies examine student perceptions and satisfaction within the online education system, the study aims to deeply investigate the students' experience after a large-scale two-week institutional emergency course conversion mandate. This study systematically reviews students' experience with four aspects of online learning: (1) the adequacy of instructional designs; (2) the effectiveness of technology; (3) the appropriateness of the online learning material and (4) the integrity of online assessment and testing tools.