Assignment 5

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Laurentian University *

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4605

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Sociology

Date

Feb 20, 2024

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docx

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Uploaded by MajorGull4038

1 Ashley Greer Assignment 5 ISWK 4305EL - Indigenous Theories and Perspectives for Social Work Practice March 23 2023 Dr Daniel Cote

2 Distance learning presents a unique set of challenges and opportunities. A recent study found that, although faculty members and students expressed high satisfaction with the institu- tional readiness for distance learning and believed in its opportunities and advantages, they ex- pressed concerns about the challenges facing distance learning. faculty and students’ reactions to the open-ended question collected important concerns about distance learning, including weak internet connection, weak images and voice, lack of practical applications in labs, classroom management, and the communication gap between instructor and students (El Refae, Kaba, et al 2021). The purpose of this paper is to present an evaluation plan for a counselling program de- signed to support distance education students. The evaluation plan consists of five components: program description, program goals and objectives, program outcomes, measures, and evaluation methods. Resources Needed Different programming requires different resources, but ultimately will all follow similar needs. Communities with reserves of resources have a better chance of bouncing back and even accelerating their development (Darling, 1991). These resources include human resources, tech- nological infrastructure, financial capital, capacity to change and develop, administrative sup- port, data management and overall evaluation. Human resources is a community is made up of individuals that have learned skills that enable them to lead teams, manage systems, and create goods and services. Together, these skills constitute the human capital available to tackle the issues facing the community (Darling, 1991). These will include, but not be limited to, those running the program, the counsellors providing services to the students individually and in group settings, those that will continue to compile

3 data and reports, an administrative team that will organize programs and outreach/marketing teams. Technological infrastructure will refer to the programming necessary to consult with the distance education students. This could be something similar to the Jane App that allows coun- sellors to meet with confidential students one on one or also support group sessions and schedul- ing needs. This is something that would need to be available to those operating the program, but also something accessible for students. Financial capital is something that tends to always be needed in any type of program or community development. Funds will be needed ultimately to create networks, marketing, and pay staff. If staff choose to volunteer for peer support for programs, fund will still be needed to create proper staff training and development and for outreach purposes to ensure all students are aware of the program. Capacity to change and develop is defined as the financial, human and other types of re- sources devoted to planning and implementing community and economic development efforts. New organizations can be invented or adapted to support people, firms and agencies involved in the process (Darling, 1991). Counsellors would need ongoing training and professional develop- ment to keep up with the latest best practices in distance-education counselling. This may in- clude attending conferences, participating in webinars, and taking courses to stay up to date on the latest research and trends. Program Activities A counselling program for distance-education students would involve a range of activi- ties designed to support students in achieving their academic goals. Individual counselling ses- sions would allow to be able to meet with a qualified counsellor one-on-one. Students could dis-

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4 cuss academic challenges, emotional issues, time management, and study skills during these ses- sions. The counsellor could assist the student in developing a customized plan to meet their needs and goals. Group counselling sessions in addition to individual counselling would provide students with the opportunity to connect with other distance-education students who may be fac- ing similar challenges. Academic coaching for students would entail assisting them in develop- ing effective study habits and time management strategies. The academic coach could also assist students in setting and tracking their goals. Students would have access to online resources in- cluding webinars on study skills, time management, and stress management, as well as online fo- rums for students to connect with one another, could be included. Short Term Impact A counselling program for distance-education students would most likely improve the emotional well-being and academic performance of participating students in the short term. The program could connect with more distance-education students and raise awareness of the pro- gram's services through outreach and engagement activities. This could increase program partici- pation and improve overall student engagement with their studies. Students may gain a better un- derstanding of their own strengths and weaknesses, as well as their emotional needs, by partici- pating in counselling sessions. This could lead to increased self-awareness, which could benefit their academic and personal lives. Students who participate in the program may be more satisfied with their overall distance-education experience because they know they can get counselling help when they need it. We could assume to see an Increase in emotional support; students who par- ticipate would have access to individual and group counselling sessions, which could provide emotional support to students who are isolated or overwhelmed by the demands of distance edu- cation. This could result in improved emotional well-being and a reduction in stress and anxiety

5 among students. Students can develop more effective study habits and time management strate- gies through academic coaching and online resources. This could result in improved academic performance, such as higher grades and retention. Long Term Impact The long-term outcomes of a counselling program for distance-education students would be centred on the students' success and well-being after they completed the program. Distance- education students frequently feel isolated and lonely, which can have a negative impact on their mental health (Kotera, Chircop, et al, 2021). The program could help students improve their mental health and overall well-being by providing emotional support and counselling. As a result of career counselling the distance-education students would be prepared for their careers by pro- viding academic coaching, goal setting, and career counselling. This could result in more job op- portunities, higher pay, and greater job satisfaction. In addition to academic and career skills, the program could help students develop important life skills such as time management, stress man- agement, and communication. These abilities could help students in all aspects of their lives. The program could help distance-education students improve their academic performance by provid- ing individualized counselling, academic coaching, and other resources. This could result in higher grade point averages, higher retention rates, and higher graduation rates. By addressing emotional issues and providing support, the program may help distance-education students feel more confident and self-assured in their academic endeavours. This increased sense of self-effi- cacy and confidence may translate into success in other areas of their lives. Evaluation Program evaluation can provide valuable insight into program goals, activities and target population, program strengths, areas for program improvement, and the cost-effectiveness of a

6 program (Rossi, Lipsey, &Freeman, 2004; Weiss, 1998). An organization may be subjected to two types of evaluation: summative evaluation and formative evaluation. Evaluators will want to have access to data that the organization collects on a regular basis as part of the evaluation process. Evaluating a counselling program for distance learners would necessitate gathering in- formation from a variety of sources, including students, academic outcomes, and program re- sources and activities. This data can be used to make informed decisions about the effectiveness of the program and to identify areas for improvement. Evaluations entail the systematic collec- tion of data about a program or service in order to improve its effectiveness. The National Col- laborating Centre on Aboriginal Health (2013) defines program evaluation as answering three simple questions: 1. What? What do we want to know and what is the program all about? 2. So what? Is the program making a difference? Is the program still relevant? 3. Now what? Do we make changes to improve the program? Do we continue funding the pro- gram? The program logic model is a theoretical framework for evaluation that typically takes the form of flow charts or diagrams that depict the relationships between program components. The program logic model describes the program's purpose, why it is important, and the expected program outcomes (Coffman, 2005; Schmitz & Parsons, 2005). There are five fundamental pro- gram logical model components: 1. Resources and barriers; 2. Activities; 3. Outputs; 4. Out- comes; and 5. Impacts. Several key factors must be considered when evaluating a counselling program for dis- tance-education students. Some examples of possible evaluation methods include:

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7 Student surveys and feedback: Collecting feedback from program participants is an important way to assess the program's effectiveness. Surveys could be conducted to gather feedback on the program's services' quality and usefulness, as well as suggestions for improvement. Examining academic outcomes: Analyzing academic outcomes such as GPA, retention rates, and graduation rates can provide insight into how the program affects students' academic success. Comparing these outcomes for program participants versus non-participants could provide useful information. Case studies and success stories: Gathering and sharing case studies and success stories from program participants can provide evidence of the program's effectiveness. This could include telling the stories of students who overcame academic or personal obstacles with the program's help. Evaluation of program resources and activities: Conducting an evaluation of the program's re- sources and activities, such as online resources, counselling sessions, and group sessions, can provide insights into what is working well and where improvements can be made. In comparison to other comparable programs: Comparing the program's outcomes and effective- ness to those of other similar programs can provide useful information about the program's im- pact and potential areas for improvement. Overall, evaluating a distance-education counselling programme would necessitate gath- ering data from a variety of sources, including students, academic outcomes, and programme re- sources and activities. This data can be used to make informed decisions about the effectiveness of the programme and to identify areas for improvement.

8 References Coffman, J (2005) Learning from logic models: An example of a family/school partnership program. Re- trieved March 23 2023, from http://www.gsc.harvard.edu/hfrp/pubs/onlinepub/rrb/learning.html David Darling, (1991), “An Imperfect Recipe for Success,” published in Creating Economic Opportuni- ties, a KSU Community Development Newsletter. El Refae, G.A. , Kaba, A. and Eletter, S. (2021), "Distance learning during COVID-19 pandemic: satisfac- tion, opportunities and challenges as perceived by faculty members and students", Interactive Technology and Smart Education , Vol. 18 No. 3, pp. 298-318. https://doi.org/10.1108/ITSE-08-2020-0128 Kotera, Y., Chircop, J., Hutchinson, L. et al. Loneliness in online students with disabilities: qualitative in- vestigation for experience, understanding and solutions.Int J Educ Technol High Educ 18, 64 (2021). https://doi.org/10.1186/s41239-021-00301-x Rossi, P.H., Lipsey, M.W., & Freeman, H.E. (2004). Evaluation: A systematic approach. London: Sage.

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