Technology and Education – The Attitudes of Distance Students Towards Supplemental Instruction Online

• Students taking net-based courses often find themselves somewhat isolated, (Lehman, 2013) both from their peers and from their instructors. This can explain why they may not complete a course or not do as well as expected. Supplemental Instruction (SI), initially set up to help struggling university students and now a well-known system of student-led group work (Dawson, van der Meer, Skalicky, & Cowley, 2014,), could be a possible way of dealing with online students’ feelings of isolation and enabling them to achieve the same positive results as campus-based students (Hizer, Schultz, & Bray, 2017). This chapter aims at analysing online-students’ attitudes towards SI online. The chapter begins by outlining the similarities between so-called high-risk courses and distance courses. It then discusses students’ attitudes towards SI in an online setting, based on a survey with online language students. The chapter concludes with suggestions on how to adapt SI for an online setting, taking in to account the possibilities and restrictions imposed by virtual meetings. 

Subject headings

HUMANIORA  -- Språk och litteratur (hsv//swe)

HUMANITIES  -- Languages and Literature (hsv//eng)

Keyword

Supplemental Instruction

Supplemental Instruction Online

Student's Attitudes

Publication and Content Type

ref (subject category)

kap (subject category)