2.7 STUDENT SUPPORT
2.7.4 S UPPORT FRAMEWORKS FOR HIGHER EDUCATION STUDENTS
Student dropout has been studied using the variety of theoretical frameworks, such as an integration of social perspective on student retention and organisational theory perspectives (Hovdhaugen, Frolich and Aamodt, 2013). The plethora of literature contains several support models have been developed to attempt addressing student dropout in higher education institutions. Typical examples comprise the following models:
2.7.4.1 A framework of student support for learning
In their study that was based on the relationship between the students’ perceptions of support intervention, online source satisfactions and learning achievements, Lee et al (2011, p. 158) developed a framework of student support in e-learning. The aim of their study was to develop a student framework for online learning. Their framework comprises three significant types of student support interventions – those are instructional, technical and peer support.
Table 2.5: A framework of student support for learning
Source: Adapted from Lee, Srinivasan, Trail, Lewis and Lopez (2011)
Student Support for Learning Instructional Support
(from instructors, TAs, etc.)
Peer Support (from other students)
Technical Support
(from instructors, TAs, technical staffs, etc.)
2.7.4.2 Integrated Student Service Processes Model (SSPM)
Whereas myriad student frameworks are centred in distance education scope, very few are on traditional higher education institutions that are characterised by face-to- face interactions between students and instructors. Floyd and Casey-Powell (2004) propose an integrated Student Service Processes Model (SSPM) to develop programmes and processes, which are meant for the delivery of student support services in both contemporary and conventional teaching and learning pedagogies. In their proposed SSPM, they identified five fundamental junctures of student support services, which are, to mention them, learner intake, intervention, transition, support, measurement of effectiveness (p. 58). These proponents argued that different strategies could be developed for each phase. For example, in the learner intake phase, support components that are essential for inclusion into the strategy may embrace financial assistance, helping student to register, using information and communication technology, admission, pre-enrolment diagnostic tests and orientation (Floyd and Casey-Powell, 2004, p. 58).
2.7.4.3 Student support framework for transition
Wingate (2007, p. 391) have developed a student framework that is aimed at assisting first-year students in their transition from high schools to universities and to enable them to fully comprehend what is required of them at the university level. In the framework, Wingate (2007) posits that the first-year student framework is all about developing academic skills to study at the university in their transition from schools to universities so that they are able to adjust with the nerve-wracking academic life.
Through the proposed framework, Wingate wanted to make instructors and the university managements to be aware that various existing student support models have been, to a greater degree, dependent upon the traditional deficiency model and deal with students’ apparent academic difficulties, resulting in those frameworks claiming very little positive outcomes. To this point, Wingate’s assertions reflect that the current frameworks for students who are entering into the higher education level, have not been fully achieving their goals. Ingrained from this philosophical position, Wingate suggests that an all-encompassing subject-specific approach to impart all students with skills to learn in higher education institutions is required. While Wingate (2007)’s framework limits its focus to first-year students only, this study wants to establish a comprehensive student support model for lower-postgraduate students who are furthering their studies with open and distance learning institutions. Another differentiating characteristic that makes this study unique from Wingate’s framework as well as the proposed holistic subject-specific approach is that this study wants to develop an all-embracing support framework that is not only focused on skills to learn at higher education domain, but also other types of necessary support interventions such as counselling, social, academic and financial. This study argues that support frameworks that have employed to curb the dropout problem have not been responsive.
Wingate (2007)’s framework is therefore intrinsically significant and has been one of the influential model that has instigated the undertaking of this study. Table 2.6 (Framework for the coherent and comprehensive development of learning) presents Wingate’s (2007) framework for transition:
Table 2.6: Framework for the coherent and comprehensive development of learning Source: Adapted from Wingate’s (2007) framework for transition
Framework for the coherent and comprehensive development of learning
Objectives Context Agent Methods
Students to gain awareness of conceptions of learning and knowledge in discipline
Pre-induction course Induction
course
Online materials Subject and personal tutors
Case studies with relevant questions (↔induction 1) Self-profiling questionnaire (↔ induction 2)
Small group discussions based on case studies and/or reports by second-year students (↔ pre-induction 1) Introduction to reflective tools (↔
pre-induction 2; ↔ personal tutorial 2) Students to
– assess their abilities as learner – set goals and targets – plan action
– monitor and evaluate progress
Personal
tutorial Personal tutor
(online materials) 1. Small group discussions based on case studies and/or reports by second-year students (↔ pre-induction 1)
2. Introduction to reflective tools (↔
pre-induction 2; ↔ personal tutorial 2)
1. Regular discussions between tutor and student
2. Reflective tools: self-assessment questionnaires, action planning forms, diaries, portfolios and progress evaluation forms (↔ induction 2)
3. Personal tutors encouraging students to observe processes of knowledge construction in the classroom (↔ classroom 1)
4. Personal tutors encouraging students to take an active role in classroom and to monitor this role via reflective tools (↔ personal tutorial 2, ↔ classroom 2)
Students to
– approach information in a focused and critical manner – evaluate existing Knowledge
– synthesise different sources into a coherent argument express own voice
Classroom Subject tutors (online
materials) 1. Tutors demonstrating, modelling critical approach to information and construction of knowledge (↔ personal tutorial 3)
2. Teaching approach that encourages students to think critically and debate (↔ personal tutorial 4) 3. Assessment methods that facilitate students’ development into knowledge ‘creator’ rather than recipient
Note: The links are indicated with the symbol ↔.
Within the parameters of social support, Sirin et al (2013, p. 202) developed a Support Networks Measure to examine the levels of perceptions of the immigrant youths on academic and emotional support from the social network in 15 specific areas.