College Students’ Learning Preferences

For the sixth annual "Online College Students 2017: Comprehensive Data on Demands and Preferences" report, researchers polled 1,500 students who are "seriously considering, currently enrolled in or have recently graduated from a fully online program" in an effort to better understand the behaviors and needs of the typical online college student. More than half of the survey respondents deemed interaction with their academic community important; a quarter asserted that "having more contact with their instructors and more engagement with classmates would improve the caliber of their online courses." Over half of the online students surveyed travel to campus one to five times per year in order to meet their instructor, attend a study group or otherwise participate in the academic community.

Learning House, & Aslanian Market Research (2017). Online college students 2017: Comprehensive data on demands and preferences. Louisville, KY and Hoboken, NJ: Learning House and Aslanian Market Research. https://www.learninghouse.com/knowledge-center/research-reports/ocs2017/

Teacher Burnout and Outcomes for Students

In this study, researchers explored these constructs to determine their relation to student outcomes, including disruptive behaviors and academic achievement. Latent profile analysis was used to determine patterns of teacher adjustment in relation to stress, coping, efficacy, and burnout. These profiles were then linked to student behavioral and academic outcomes. Four profiles of teacher adjustment were identified. Three classes were characterized by high levels of stress and were distinguished by variations in coping and burnout ranging from (a) high coping/low burnout (60%) to (b) moderate coping and burnout (30%), to (c) low coping/high burnout (3%). The fourth class was distinguished by low stress, high coping, and low burnout. Only 7% of the sample fell into this Well-Adjusted class. Teachers in the high stress, high burnout, and low coping class were associated with the poorest student outcomes. Implications for supporting teachers to maximize student outcomes are discussed.

Herman, K. C., Hickmon-Rosa, J., & Reinke, W. M. (2017). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90-100. https://dx.doi.org/10.1177/1098300717732066