Case Study

Author:

Palahicky Sophia1,Andrews-Brown Adrianna1

Affiliation:

1. Royal Roads University, Canada

Abstract

Student orientation programs can enhance new student self-esteem, which is in turn a significant positive predictor of personal, social, and academic achievement (Hickman, Bartholomae, & McKenry, 2000). Furthermore, these programs can help students develop the basic technical skills they will need to be active learners. According to Dixson (2010), research into effective online instruction supports the argument that “online instruction can be as effective as traditional instruction, [and] to do so, online courses need cooperative/collaborative (active) learning, and strong instructor presence.” Likewise, online orientation programs for new students must provide opportunities for active engagement and strong facilitator presence to be effective. This chapter presents a case study that describes the design, development, implementation, and evaluation of the online orientation modules for new students at a Canadian postsecondary institution that offers primarily blended and online programs.

Publisher

IGI Global

Reference39 articles.

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2. Enhancing teaching through constructive alignment

3. A Missing Piece of the Departure Puzzle: Student–Institution Fit and Intent to Persist

4. Branch, R. M. (2008). Instructional design: The ADDIE approach. New York: Springer. Retrieved from http://site.ebrary.com/id/10335010

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