Academically Supporting STEM Students from a Distance through Videoconferencing: Lessons Learned

Autor/inn/en	Rennar-Potacco, Donna; Orellana, Anymir
Titel	Academically Supporting STEM Students from a Distance through Videoconferencing: Lessons Learned
Quelle	In: American Journal of Distance Education, 32 (2018) 2, S.131-149 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2018.1446121
Schlagwörter	STEM Education; Distance Education; Videoconferencing; Academic Support Services; Mixed Methods Research; College Students; Electronic Learning; Marketing; Tutors; Training; Interaction; Technical Support; Barriers + Suchen Sie Ihr Suchwort? STEM; Distance study; Distance learning; Fernunterricht; Collegestudent; Förderlehrer; Lehrender; Tutor; Ausbildung; Interaktion
Abstract	Student demand for distance learning, changing student demographics, and low retention compel institutions of higher education to develop alternative forms of academic support that can effectively serve the increasingly diverse needs of students. Videoconferencing provides institutions with the capacity to provide interactive real-time academic support that can successfully accommodate these needs. This article discusses the technical, pedagogical, staffing, training, and marketing factors that were important in the development and management of an online academic support program delivered synchronously through videoconferencing to students in high-risk Science, Technology, Engineering, and Mathematics (STEM) courses. The factors emerged from a mixed-method study that showed the efficacy of the online academic support program and identified influences that affected student adoption of academic support through videoconferencing. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01