Virtual Mentors: An Innovative
Approach To Increasing Online Student
Success & Retention
Dr. Rebecca Van de Vord, Director of Faculty Services
Margy Fotopoulos, VM Program Coordinator
Center for Distance and Professional Education
Washington State University
Speakers:
• Dr. Rebecca Van de Vord
• Doctorate in Communication
• Director of Faculty Services and Instructional
Design for the Center for Distance and
Professional Education at Washington State
University
• Published in the area of online education and
perceptions of information credibility
• Margy Fotopoulos
• eLearning Consultant
• Online instructional design and faculty
support
• Virtual Mentor Program Coordinator
About Our Participants
• Do you have a mentor program currently
available for your students?
• Is it one-to-one or a mentor for a group or class?
• What primary non-academic issue(s) would you
identify as barriers to student success in the
online classroom?
Virtual Mentor Program
• A program designed to support students in all
non-content areas in an online course, in order to
empower students to be successful, thereby
positively impacting satisfaction and retention.
About the VM Program
• Implemented Fall 2003 with 9 courses
• Program has grown to 24 Virtual Mentors
supporting 93 classes (as of spring 2012)
• Funding – Online student fees
• Priorities (always at the request of the instructor):
• Large enrollment
• Blended
• Instructors new to teaching online
THEORY BEHIND THE
PROGRAM:
Uniqueness of the Online Environment:
Success
• Student satisfaction positively influenced the
sustainability and scalability of the online program.
Menchaca, M. P. & Bekele, T. A. (2008).
• Understanding how students succeed online can lead to
far greater access and success.
More, J. (2009).
Question – What do you see as a primary factor(s) in
student success in the online environment?
Uniqueness of the Online Environment:
Challenges
• Successful learning at a distance using the Internet also
requires special student skills:
• Time management, information literacy, technical literacy, access
to support services. Rovai, A. P. (2003).
• Challenges: clarity of course materials, organization, group
dynamics, limited feedback, technical difficulties.
Menchaca, M. P. & Bekele, T. A. (2008).
• University students possess a core set of technology based
skills (mobile phones, email) the patterns of access, and use of
a range of other technologies show considerable variation.
Kennedy, G. E., Judd, T.S., Churchward, A., Gray, K., & Kraus, K.
(2008).
Uniqueness of the Online Environment:
Community
• Students experiencing effective social interactions are
most likely to persist from one semester to the next.
More, J. (2009).
• Distance learners can often feel isolated and lonely.
Nash, R. D., (2005).
• Students need more support in learning how to
contribute to a virtual learning community.
Gilbert, J., Morton, S., & Rowley, J. (2007).
• Students experience increased satisfaction with online
courses when the feeling of remoteness is removed.
Steinman, D. (2007).
Keys to student satisfaction
Based on the research •
•
•
•
•
•
Navigating the course space/Organization
Technical support
Access to resources
Time management
Feeling a part of a community
Frequent feedback
Student Satisfaction = Student Success = Student Retention
“Distance education institutions bear
considerable responsibility for helping its
students to cope with the difficulty inherent
in this model of education.” Paul (1988)
• Might be addressed by increasing faculty and
administrative involvement.
Menchaca, M. P. & Bekele, T. A. (2008).
• Question – What do you hear from faculty is their biggest
concern regarding teaching online?
Uniqueness of the Online Environment:
Faculty
• Survey and qualitative interview studies consistently suggest
that faculty perceive online teaching as far more onerous than
in the face to face classroom.
Bolliger & Waslik, 2009; Concieção, 2006; Harber & Mills, 2008; Lee
& Busch, 2005; Nash, R. D., 2005.
• Many faculty have no more experience than the students with
the technology and community building of the online
environment.
Program Structure
Director of Faculty
Services
College Liaison
VM Program Coord.
Support Staff
Supervises Lead VM
Keeps track of VM
hours & paperwork
Manages Program
Lead VM (hourly
employee)
Supervises VMS
VMs (hourly
employees)
Work in Course Space
Role and Responsibilities of the
Virtual Mentor
• promote community
• make LMS transparent
• provide tips, friendly reminders and reach out to
students
• reach out to those not participating
• promote student responsibility for learning
• understand VM role
• ensure faculty and students understand VM role
• participate in VM forum.
• the ABC’s of facilitation
Recruitment of Virtual Mentors
What are we looking for in a VM?
• A proven record of success in an online environment
• Excellent written communication skills
• A desire to help students succeed
• Collaborative; enthusiastic
• Resourceful; respectful; has initiative but recognizes boundaries
• Comfortable with the LMS
and technical tools
Where do we find potential VMs?
We hire from within!
• Recommended by an existing or former VM
• Recommended by an instructor or advisor
• Self identifies
Why we hire from within!
• Why do we hire our own students/graduates?
• They are already familiar with WSU Online culture
• Very compatible with existing VMs
• They want to give back to a WSU Online, a program that worked
for them
• We have reliable recommendations
VM Application Process
• Step 1: Getting in touch
• Step 2: Essay on “Why I want to be a VM”
• Step 3: Online VM Workshop
Online Workshop
• The VM Workshop course space: it basically
looks like our template for all WSU Online
courses.
• VM Workshop - 2011_spr_dis_VMWorkshop
(https://lms.wsu.edu/section/default.asp?id=2011%5Fspr%5F
dis%5FVMWorkshop&ts=1328538739)
Online Workshop
• Course maintenance
• Updates to reflect changes in policies/procedures
• Participants
• Lead VM
• Existing VMs
• Potential VMs
Skills we want to foster:
• Build community
• Alleviate feelings of remoteness and isolation
• Connect students with each other
• Assist students in navigating the course space
and using the LMS tools
• Steer students to appropriate technical
resources
• Direct students to resources internal and
external to the course space
Activities
• Pre-Workshop Assessment
• Introduce Yourself
• Encouraging Social Community
• The Virtual Mentor Role
• Scenarios
• Post-Workshop Assessment
What does “community” mean?
• The Encourage Social Community exercise asks
trainees to choose an image that represents
what “community” means to them and they are
displayed below.
Community!
Community!
Scenario Example
From: Student A
To: All course faculty COURSE 101
Subject: What can I do?
I am struggling here and this is not like me for a class. I am doing everything I can
and plan on doing the extra credit, but this class is like a foreign language to me.
Do you have any suggestions for me? I can't fail this class. I double check all my
answers and I take the time to read, I am just not understanding. I need help,
suggestions....I don’t know.
Thank you so much! Student A
• Instructions to workshop participants: Remember, this is a safe environment…
there are no right or wrong answers! So while keeping in mind the VM role, think
about what action you would take if you received this forwarded from an
instructor with no additional information provided by the instructor. How would
you approach this scenario? Prepare an e-mail for the student and one for the
instructor.
The VM is not a TA
• The VM works only on non-academic matters
• The VM does not:
• Grade
• Answer content-related questions
• Act as a liaison between the instructor and WSU Online
Next Steps!
• Paperwork
• Problems encountered
• FERPA certification
• Shadowing: Partnering with an existing VM for a semester
• VM is assigned and enrolled in courses based on instructor
request
“Within the Summer courses, the VM's offered more extended support and were of great
encouragement to myself and other students. It was apparent that they enjoyed connecting
with students and were very knowledgeable of tips and ideas to stay focused and on task
with course requirements. “
Anonymous, Student VM Evaluation, Summer 2011
“This was my first opportunity to have a VM for the course and I can tell you that this
was of huge benefit to me and to the students.”
Joan Davenport
“Thank you for all your help, both with me and the students! I appreciate all your
"behind-the-scenes" assistance! This was my first time teaching WSU Online, and it is
VERY different from the classroom.”
Renee Edward
The VM has been assigned a course
• Immediate tasks:
•
•
•
•
•
VM is assigned courses based on instructor requests
Contact the instructor
Become familiar with the course space
Post an introduction (Example)
Three-week courses: quick start
Ongoing Tasks
•
•
•
•
•
•
Reaching out to students who are not participating
Checking Discussion Board forums
Connecting students with each other
Directing students to resources
Participating in the VM Perpetual forum
Conveying course issues to WSU Online via appropriate
channels
VM Posts
•
•
•
•
•
•
•
Providing behavior for students to model
Time management suggestions
Directing to resources
Navigational/technical guidance
Reminding students to check deadlines
Plan ahead
Whatever comes up not related to content
The student wrote: confusion regarding chapter 6
I don't know if anyone else is having issues with Chapter 6 and I know
we're supposed to be more specific than I don't get it... but I don't get
it.
The VM responded: Try to re-read it with a cup of coffee and some
chocolate - they say it helps your brain :). Anyways, I am no help with
course content, but I can direct you to some helpful resources. Once
you re-read your chapter, try to identify the first thing you don't
understand and create a list of questions and clarifications to email to
your instructor and the E-tutoring center mentioned in your Syllabus
and my post on 'Help with SPSS'. I would go both ways to hopefully
broaden my understanding from everything I can get. Also, if you will
have specific questions, you can try Googling them up, maybe there
are other resources available explaining the concepts you need help
with.
Best of luck to you, just keep on trying!
From the VM
Hi students,
As many of you are asking about help with SPSS, I thought I might
share a tip I have been finding most useful when it comes to things I
don't know, even related to Angel - ‘Google' it up! If its making a graph
you need help with, type in 'creating a graph in SPSS' and you will see
that there is even a YouTube video on that. I am not an expert in this
program either, but I do find Google useful at times like these... :)
Also, another resource to consult would be the ETutoring website that
is listed in the Syllabus. Try to contact them to see if they have any tips
or tutorials on the information you are looking for.
And finally, check to see if there is any SPSS tutorial or help index with
the software, under Help or Support (?) I don't have the software,
could those of you who know this program share about ways to make
it work for others who are still struggling?
Happy exploring! :)
What support is available to a VM?
• Access to WSU Online resources and people
• Backup in course space:
• Supervisor in course space – ongoing feedback
• Participation in VM Perpetual Forum
• Discuss with experienced VMs
• Share knowledge
• Biggest fans
Ongoing Training
• On the job training
• Communication with Lead VM
• VM Perpetual forum
• Participation each year in the Workshop
Working out issues
Director of Faculty
Services works with VM
Coord, Depts. & Colleges
VM Coord. works
with Lead VM, eLCs,
support staff and
Director of F.S.
Lead VM works with
VM Coord and VMs
VMs work with
students, faculty,
other VMs & lead
VM
Support Staff
Works with VM
Coord.
Funding
• Funds are provided to WSU Online from student
fees
• Stipulation: non-academic activities
• Budget proposal
Expenditures
• In an academic year
• Projected total: approximately $100,000 based on the
size of our program
• VM salaries use up the vast majority of it
• Start at Minimum Wage (hourly employees)
• Work Study awards
• Hours worked < 20 per week
• Administrative costs incurred by WSU Online is
roughly 15%
Startup Suggestions
• Determine what you need
• Student evaluations
• Conversations with faculty
• Start small – do a pilot study
• Monitor carefully: evaluate
• Don’t be afraid to tweak
• Get the word out
• The VM is the most important component
Program Evaluation
• Student Surveys
• Faculty Evaluations
• Anecdotal Evidence
• Student/VM discussion forum
• VM/VM Perpetual forum
• VM open-ended job details
Based on the evaluation data:
•
•
•
•
•
•
Keep students involved and engaged
Contact students who aren’t participating
Encourage connections between students
Address netiquette issues
Facilitate group formation and community building
Provide guidance regarding course space navigation, LMS
and technical tools
• Make students aware of support resources
• Provide positive feedback and support (morale boosters)
Resources
• http://teach.wsu.edu/ More about our program (WSU Online in the Center for Distance and
Professional Education, Washington State University)
• Bolliger, D. & Waslik, O. (2009). Factors influencing faculty satisfaction with online teaching
and learning in higher education. Distance Education, 30, 103-116.
• Concieção, S. C. (2006). Faculty lived experiences in the online environment. Adult
Education Quarterly, 5, 26-45.DiBiase, D. (2000). Is distance teaching more work or less
work? The American Journal of Distance Education,14(3), 6-20.
• Gilbert, J., Morton, S. & Rowley, J. (2007). e-Learning: The student experience. British
Journal of Educational Technology, 38(4), 560-573
• Harber, J. & Mills, M. (2008). Perceptions of barriers concerning effective online teaching
and policies: Florida Community College Faculty. Community College Journal of Research
and Practice, 3, 266-283.
• Herbert, M. (2006). Staying the course: A study in online student satisfaction and retention.
Online Journal of Distance Learning Adminsitration, 9, retrieved November 4, 2009.
• Lee, J. A., & Busch, P. E. (2005). Factors related to insturctors’ willingness to participate in
distance education. Journal of Education Research, 99(2), 109-115.
• Menchaca, M. P. & Bekele, T. A. (2008). Learner and instructor identified success factors in
distance education. Distance Education, 29(3), 231-252.
• Nash, R. D. (2005). Course completion rates among distance learners: Identifying possible
methods to improve retention. Online Journal of Distance Learning Administration, 8(4).
Retrieved November 4, 2009 from
http://www.westga.edu/~distance/ojdla/winter84/Nash84.htm
• Rovai, A. P. (2003). In search of higher persistence rates in distance education online
programs. Internet and Higher Education, 6, 1-16.
• Steinman, D. (2007). Educational experiences and the online student. TechTrends 51(5), 4652.
Thank You
• Margy Fotopoulos, eLearning Consultant and VM
Program Coordinator
• fotopoulos@wsu.edu
• 509-335-9261
• Dr. Rebecca Van de Vord, Director of Faculty Services
• bvandevord@wsu.edu
• 509-335-4027