Video: A “Conversation” with Prospective On-line Graduate Accounting Students
Introduction: As students begin researching universities for attending graduate school and completing their applications for 2023, I wanted to answer their questions related to the options and opportunities for graduate education as they decide whether they will pursue graduate school online or traditionally. This interview is with two prospective graduate students.
Q1 Student 1: I am currently researching graduate schools. I am concerned about online learning. What are the main issues you currently see affecting higher education as it relates to online learning?
- In 1992, Peter Drucker could not have predicted that in the year 2020 there would be a global Pandemic named COVID-19! Yet, back then he predicted that over the next 50 years “schools and universities will change more drastically than they have since they assumed their present form some 300 years ago.”
- Boy was he correct!!! With COVID-19 and the need for social distancing never more have we needed to change the way we teach. Therefore, I coined the term “Virtual-Togethering” to depict the times and space of connecting, teaching, and learning online.
- Post and during the peak of COVID-19, we have had the need for separation (labeled social distancing). Therefore, more than ever, we need to reflect and understand how to mitigate the apathy for students who are online learners.
Q2 Student 2: What do you mean by apathy?
- “Apathy” (also called lethargy) is most defined as a lack of feeling, emotion, interest, or concern. It is a state of indifference, or the suppression of emotions!
- The purpose of the study is to see which of the seven principles by Arthur W. Chickering and Zelda Gamson (1987) is compliant with graduate students in an OL environment and which, if any, are used to mitigate apathy.
Q3 Student 1: What are the 7 principles you mentioned, that are informing your study?
- Encourage Student-Faculty Interaction
- Encourage Student-Student Interaction
- Encourage Active Learning
- Give Prompt Feedback
- Emphasize Time on Task
- Communicate High Expectations
- Respect Diverse Talents and Ways of Learning
Q4 Student 1: How did you conduct the study; Who are the participants?
- Participants 105 online Master of Science in Accounting from one non-profit “traditional” state sponsored university and one for-profit “non-traditional” university. Data collected over one academic year, 6 courses, Average of 30 students each course.
- The participants responded to eight open-ended qualitative survey questions about their personal experiences OL in the context of Seven Principles by Chickering & Gamson (1997). Plus, demographic data. The also respond to the qualitative open-ended questions based on these themes.
- Analysis: Qualitative [thematic] inductive Analysis, using pre-set themes based on the Seven Principles plus demographic data analyzed using descriptive statistics.
- Results: Are highlighted based on demographics, and thematic questions. These are outlined based on the Quantitative Response Percentage Distribution and augmented by student’s responses to qualitative open-ended questions.
Q5 Student 2: What are some of the highlights of the study and were there any surprises in your findings?
My response:
Sample 105; Distribution of Female 53%; Male 47%; 34% are employed in a management or supervisory role; 78% are in the $30-69K salary range, 88% of those are male.
This Maybe important for you as you consider pursuing graduate school: 34% agree, while 51% disagree they would pursue their degree in an alternate format.
Based on the 7 principles; – 36% note that Giving Prompt Feedback was the most appealing principle. 26% also note that this principle has the most benefit for distance learning.
Based on the 7 principles; – 37% note that Communicating High Expectations was the least appealing principle.
Based on the 7 principles; – 40% note that Encouraging Student-Student Interaction is the most hinderance to distance learning.
In general (not based on the principles) 73% of students noted that managing own study time and flexibility is what they liked best about distance learning.
In general (not based on the principles) 47% of students noted that Limited communication or interaction (from faculty) is what they liked least about distance learning.
My greatest surprise: They had no need for faculty to Communicate High Expectations!
Q6 Student 1: How do the students in this study perceive apathy?
My response:
One student said, “Some students become disengaged or may tune out due to lack of interest in course materials, or when the professor’s expectation exceeds the deliverables.”
Another student explained, “Distance learning can be challenging for many students. It is sometimes difficult to stay engaged in the course work. I have taken many online courses. There needs to be several techniques for keeping students actively involved.”
Q7 Student 2: What are the implications for teaching online and what suggestions do you have for faculty who are new to the online platform?
Although Chickering & Gamson (1997) did not give and hierarchical arrangement to their 7 principles, the efficacy of this study suggests that the principles need to be arranged based on the following “hierarchy,” when adopted to online learning, for master’s students:
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- Encourage Student-Faculty Interaction
- Give Prompt Feedback
- Encourage Active Learning
- Respect Diverse Talents & Ways of Learning
- Encourage Student-Student Interaction
- Emphasize Time on Task
- Communicate High Expectations
Online students, while perceived to be “non-traditional” or adult learners, are not very sophisticated! They need the cake and the whole bakery!
- Prompt feedback is very important!
- Emphasizing High expectations is not at all important!
- Student-to-faculty interaction is critical to mitigate apathy!!
- Faculty need to leverage student-to-faculty interaction by offering the following best practice approaches:
- Requirements for student interaction are clearly stated
- Use a variety of materials, which promote active learning and motivates students
- Scheduling the instructor is paramount
- Instructors must be constantly accessible; they want your attention!!
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