Facilitation Strategies for the Asynchronous, Low Socioeconomic Online Learner

This session will demonstrate facilitation strategies that shed light on low socioeconomic adult learners in an asynchronous, online learning environment. The discussion will be grounded in the self determination theory, focusing on the three basic psychological needs (e.g., autonomy, relatedness, competence). The findings from each department who work directly with this student group provide a holistic perspective to the needs of these students, all which potentially cause a disruption to their learning. This session will begin to close the current gap in research on this emerging student demographic.

Jennifer Varney, Southern New Hampshire University

Contact information

j.varney@snhu.edu; 603-314-1418

Brief Bio

Jennifer has over fifteen years’ experience in higher education. She has held roles in advising leadership, academic administration, and as a faculty member. Her publications include proactive advising, adult learning theories, and distance learning. She has presented at SLOAN, NACADA, and AAC&U. In addition she has also delivered webinars for academic impressions and is a contributing author to NACADA's advising manual. She is a member of AAC&U, SLOAN, USDLA and NACADA.
Jennifer’s research interests include at risk students, faculty development and leadership, and dynamic online learning environments. She has a BS in Business Administration, an MS in Business Education, and is a PhD candidate in Organizational Leadership.

ACHE 2014

October 27–29, 2014

Las Vegas, Nevada