Exploring Student-Centered Initiatives in Virtual and Asynchronous Post-secondary Graduate Programs


As post-secondary education continues to evolve in response to diverse learners, graduate post-secondary programs have embraced virtual and asynchronous learning environments. This paper investigates the implementation and impact of student-centered initiatives within these contexts within online learning communities at the graduate post-secondary level. Educational institutions face challenges and opportunities posed by online learning environments including potential barriers to learning related to engagement, digital literacy, geographical considerations of attending students, student expectations, student motivation, and faculty training as well as retention. Informed through the lens of social justice in education, this work explores a range of student-centered strategies and their effectiveness in promoting student success. The information shared contributes to the growing body of literature on student-centered learning in virtual settings and offers valuable insights for educators, program administrators, and policymakers seeking to optimize the graduate experience. These initiatives are intended to have a broad positive impact on student supports and experience of a post-pandemic society as students choose to access or remain in the online learning environment.

Author Information
Krista Schultz, Yorkville University, Canada

Paper Information
Conference: IICE2024
Stream: Higher education

This paper is part of the IICE2024 Conference Proceedings (View)
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To cite this article:
Schultz K. (2024) Exploring Student-Centered Initiatives in Virtual and Asynchronous Post-secondary Graduate Programs ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2024 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2024.47
To link to this article: https://doi.org/10.22492/issn.2189-1036.2024.47

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Posted by James Alexander Gordon