Building a Sense of Community and Belonging in an Online Program

Concurrent Session 4

Brief Abstract

The design of online programs varies widely, however the desire for students to feel connected to the student community is present along that full spectrum. In this session we’ll present the approach taken by our institution and discuss what has worked well (or not so well) at other institutions. 

Presenters

Lead Presenter: Suzanne Healy, Case Western Reserve University

Suzanne Healy, Ed.D. joined the Weatherhead School of Management at Case Western Reserve University in 2009 and has held various positions, most recently Assistant Dean. Healy has spent the majority of her career working in training and development, helping various organizations develop effective employee on-boarding and training programs. As a District Sales Manager for Avon Products she worked tirelessly to help her staff realize their potential through personal reflection and goal setting. She was responsible for the development of district and division wide sales training programs to help representatives effectively grow their business. She is an active member in several professional organizations focused on the advancement of adult education and quality course design. As a course designer and facilitator, Healy is a passionate educator committed to to the design and delivery of student centered learning experiences using best practices in adult and online educational theory. As a researcher her interests include best practices for faculty development, effective use of storytelling and video in online learning, and the development of online communities of inquiry. EdD, Curriculum and Instruction, Capella University Capstone: Curriculum for Online Faculty Development MEd, Learning and Technology, Western Governors' University BS, Information Technology, Western Governors' University

Extended Abstract

Building a Sense of Community and Belonging in an Online program

            There were several challenges that needed to be overcome when developing our online MBA program. However, by far the biggest internal challenge was the perception that students enrolling in an online program would not have the ability to engage meaningfully with their faculty or each other.  This was fueled by research that underscores that students in online programs often feel a sense of social isolation and a lack of institutional attachment.  The purpose of this presentation is to share the steps that were taken to help facilitate a sense of community, belonging, and institutional attachment in an online MBA program. 

It Starts at the Beginning

            Ensuring that students feel connected to your institution starts long before the first day of classes. In fact, it starts even before they submit an application. Prospective students don’t want to feel like they are just a number – little more than a tick-box in the column of application submitted. Starting prospects on the journey to engaged students begins with the very first contact with an enrollment advisor. The enrollment advisor is often the first point of contact with your institution and can make or break a prospect’s opinion of your institution.  Are they developing a relationship with the prospect? Do they present themselves as really caring about their needs and goals or are they simply trying to “sell” your program? Is there an ability for prospect to connect with other resources at the institution – even before they submit an application? 

            Once a student has been admitted – what’s the next step? More and more institutions are moving toward a totally digital delivery of acceptance letters. Gone are the days of prospective students stalking their mailboxes and fretting over whether their envelope with be “thick or thin”. While digital delivery of decisions on a digital student portal can certainly save an institution money, for the prospective student it can seem impersonal. How is your institution ensuring that you are starting to build institutional identification from the point of acceptance?

Ok, They are Here – Now What?

            Even schools that do a great job of ensuring a personalized and relational experience during the admissions process can fall flat once classes start. Too often online programs offer an onboarding experience that is asynchronous and while it can certainly provide information that students need to get them off to a good start in the program, it does little to help build community among learners or to help build institutional identification. Discussion boards are often used to help students interact with one another, but is that enough?  Does your student onboarding experience help students feel part of a connected community or does it reinforce the feeling that they are alone on an island?

            The design of online programs varies widely, however the desire for students to feel connected to the student community is present along that full spectrum. In this session we’ll present the approach taken by our institution and have an open discussion to explore what has worked well (or not so well) at other institutions.