By Ivan L. Harrell II
from Inquiry, Volume 13, Number 1, Spring 2008, 36-44
© Copyright 2008 Virginia Community College System
Abstract
In this
article, the author presents ways that colleges can use student readiness,
orientation, and support to increase the likelihood for success of their
online students.
The
introduction of the Internet has dramatically changed the process of information
transmission as well as practically every other aspect of American society,
including our higher education system.
Many colleges and universities have taken advantage of the utility of the
Internet and instituted online courses and online degree and certificate
programs. Although this form of
instruction has gained increasing acceptance as an effective tool for the
delivery of instruction, the issue of student success in this environment has
emerged as an area of concern.
Previous studies have shown that student success – in particular, retention
rates – in many online courses is significantly lower than in similar
traditional face-to-face courses (Carr, 2000; Royer, 2003; Shreck, 2002).
This is especially an issue of importance for community college faculty
and administrators because our institutions traditionally enroll greater numbers
of nontraditional students and students from lower socioeconomic backgrounds
than do four-year institutions (Cohen & Brawer, 2003).
In general, these types of students tend to display lower retention and
success rates than traditional students enrolled at four-year institutions
(Cohen & Brawer, 2003). Although
this issue is growing in importance, there has neither been a large body of
research aimed at understanding why the problem exists nor a sharing of
information on how to address the problem, particularly at the community-college
level.
Student Readiness
The first step to
increasing online student success is for institutions to determine if potential
online students are ready to participate in the online environment.
There are a number of online readiness instruments and scales available
for institutions to employ. Many of
these readiness instruments evaluate a student’s individual characteristics –
such as learning style, locus of control, computer skills, and self-efficacy –
to determine if an individual’s characteristics are congruent to the skills and
abilities needed to be successful in the online environment. For instance, a
number of researchers have examined the impact of learning styles on
community-college student retention in online courses (Diaz & Cartnal, 1999;
Doherty & Maddox, 2003; Schrum & Hong, 2002).
These researchers concluded
that students with certain learning styles may not be as successful in the
online environment as those with other learning styles.
Use of readiness instruments has resulted in reports
of increased retention in many online courses (Dupin-Bryant, 2004; Lorenzetti,
2005; Gaide, 2004). This is due in
part to the ability of institutions to identify potential at-risk students and
to use the information for proper advising.
Institutions may consider the possibility of limiting enrollment to those
who are not considered to be at-risk students and who have the characteristics
that are needed to be successful in online courses.
For example, some institutions require students to have earned a certain
cumulative grade point average (GPA) before enrolling in online courses.
Others limit enrollment to students who have successfully completed a
certain number of face-to-face courses.
Student Orientation
Whether or not a student is fully ready to participate in the online
environment, all students who are attempting to enroll in online courses should
be properly oriented to the environment.
This can be achieved by institutions implementing orientation programs
that appropriately prepare students for online work.
This method seems to be the most favored way to increase online retention
(Bauman, 2002; Murray, 2001; Scagnoli, 2001, as cited in Gleason, 2004).
Wojciechowski and Palmer (2005) also found that an online orientation was
the second greatest factor, following a student’s GPA, in predicting success in
an online course.
Orientation should give students experiences that mimic online courses.
Through orientation, students can determine if the online environment is
the right fit for them even before enrolling in such courses.
If students are not properly oriented to the online environment, they may
enroll in an online course only to later determine that their expectations,
learning style, and/or other personal characteristics are not congruent to the
online environment; this can lead to frustration, decreased student success, and
increased course withdrawal.
There are a number of factors that institutions should consider when developing
an orientation to the online environment.
The first is content. Each
orientation should provide students with the opportunity to develop realistic
expectations of the online environment.
Nash (2005) found that students who failed or dropped out of the
distance-learning environment were more likely than successful distance students
to report that they believed the environment was going to be easier than the
face-to-face environment. On the
other hand, Herbert (2006) found that the students who were most successful in
their online courses were those who had expectations that were consistent with
their online experience.
The orientation should also educate students about the technical and computer
skills needed to be successful in the online environment.
If students do not have the appropriate level of computer skills when
enrolling in these courses, they may spend a considerable amount of time
attempting to develop those skills and less time on the course content.
Obviously, this lack of skills could lead to decreased student success and
increased withdrawal.
Additionally, online orientation should
·
be interactive,
·
introduce students to the type of assignments that they will be required to
complete,
·
allow for the development of technical and computer skills that will be needed
to complete coursework,
·
introduce institutional policies, procedures, and resources,
·
assist students with developing appropriate time management and study skills,
and
·
help students to develop appropriate NetEtiquette.
The second factor an
institution should consider when developing an orientation to the online
environment is format, as delivery is possible in multiple formats.
Face-to-face orientations
can be developed that allow students to meet with the faculty and other students
in order to receive the orientation content. The face-to-face orientations have
been found to enhance a sense of community among online students (Gaide, 2004).
This is important because many students cite that they drop out of the
online environment because of a sense of isolation (Pugliese, 1994;
Ludwig-Hardman & Dunlap, 2003; McCracken, 2004).
The limitation of this is that students who are truly separated from the
institution by considerable distances may also find it difficult to come to the
institution to participate in an orientation.
Institutions may also
choose to offer the orientation online.
This is the most favored format because it reflects the environment that
students will experience when they enroll in online courses.
Some researchers have found that a completely online orientation is a
critical element in online student success (Palloff & Pratt, 2003).
If an institution does not have the ability or resources to develop an
institution-wide online orientation program, faculty members of online courses
should be encouraged to either develop an orientation that is specific to the
requirements of their courses or spend the first part of the course orienting
the students to the environment.
The third factor that an
institution must consider is whether or not to require the completion of an
orientation program by all students interested in enrolling in an online course.
Some institutions require the completion of these programs for any student prior
to enrollment in the first online course.
Other institutions only require the orientation to be completed by
students who have been identified as at-risk after the completion of an
online-readiness tool, or only by those students who have previously or are
currently taking an online course but have not been (or are not currently being)
successful. Each institution must
evaluate its student populations – as well as its institutional policies and
procedures – to determine the feasibility of requiring the completion of an
online orientation.
A number of researchers
have found that these types of orientation programs have led to increased online
student success. For instance, Cosumnes River College offers an orientation
program entitled Online Student Success (OSS) during the middle of the semester
that is intended to assist future online students as well as current online
students who are experiencing difficulty in the online environment.
The program prepares students to succeed in the online environment by
exposing them to the course-management system and teaching them the challenges
of online learning, among other things (Beyrer, 2006). Students who successfully
completed OSS were reported to have had higher online success rates than
students who did not take the course.
Also, students who took online courses before and after they completed
OSS had higher rates of student success in the courses that were completed after
the completion of OSS. Beyrer (2006)
wrote that many students indicated that OSS assisted them in succeeding in
future online courses and increased their comfort with the online environment.
Other studies confirm the
value of orientation. Bauman (2002)
wrote that after offering a required, week-long online orientation “bootcamp,”
students reported increased confidence levels, decreased experience with
technical problems, and better preparation to take their first online course.
The course also allowed faculty to focus more on course content, instead
of spending class time educating students on how to properly navigate the online
environment. In addition, Lynch
(2001) reported that a required orientation course for an online bachelor’s
degree program made a significant difference in student success and reenrollment
in online courses.
Student Support
It is also imperative that
students are provided with adequate support structures to assist them as they
complete their online courses. Lack
of proper support for online students can result in decreased student success
and increased withdrawals. There are multiple ways that institutions can support
online students.
Providing adequate technical support is critical. In many instances, the online
environment is new for students, which means that they not only have to give
attention to course content but also to the technology that is being used to
complete coursework. This technology
is inclusive of course-management systems, synchronous and asynchronous
communicative software, email, and text messaging.
During the semester, students may experience difficulty with using these
tools, even if they have been properly trained.
In many instances the online environment allows students the opportunity
to complete coursework any time and any place, so adequate technical support
should be available to students at all times.
A lack of adequate support could lead to late submission of coursework,
frustration, and dissatisfaction with the online environment.
Although many institutions offer live technical support during normal business
hours, issues for students typically arise after normal business hours when they
are completing course assignments.
Providing any-time, any-place technical support can be achieved by employing
professional or student workers who use chat technology to address technical
support issues from any location. In
addition, institutions can provide students with a CD that includes all needed
software applications and accompanying installation and instructions – prior to
their enrollment in online courses.
Also, institutions may make frequently asked questions and answers about common
technical support questions available online. Whatever option an institution is
able to offer, it must ensure that students are aware of how to access technical
support prior to enrolling in an online course.
Online students should also be given the opportunity to develop a sense of
community. Researchers have found
that many students withdraw from the online environment because they feel a
sense of isolation (Pugliese, 1994; Ludwig-Harman & Dunlap, 2003; McCracken,
2004). The more students integrate
into the formal and informal social and academic culture of the institution, the
more successful they will be (Tinto, 1975); this theory is relevant to online
students.
Institutions can encourage
the development of an online community by providing online opportunities for
students to become involved in student government forums, learning communities,
and study groups. The University of
Phoenix encourages group study by the use of a computer conferencing system that
allows students to interact with each other.
Instant messenger and blogs can be used to encourage formal and informal
dialogue between students who may or may not be enrolled in the same courses; a
virtual “lounge” can give students the ability to converse about varying topics
and build relationships. Nicholson
(2002) reported that the use of instant messaging by online students allowed for
easier communication, a stronger sense of community, and more chances to involve
themselves in communication related to class material and the institution.
Farmer (2006) wrote that the benefits of the use of instant messenger by
online students included a heightened social presence and a potential for growth
in collaborative opportunities.
Mentoring programs have
also grown as a viable support mechanism for online students.
These programs give online students the opportunity to interact with
mentors who guide them through their online experience.
Mentors can serve as teaching assistants, social-connectedness
initiators, and technical supporters (Chang, 2002).
Professional staff or previously successful online students can serve as
mentors. The mentor might function
as a single point of contact for online students to assist with enrollment
transactions or technical difficulties, as well as to encourage participation in
community-building activities. These
programs can be structured to provide assistance to students during the first
two weeks of the semester or for the duration of an individual class,
certificate, or degree program.
Institutions may also consider requiring participation of at-risk online
students in such a program.
Some institutions have
begun to implement online mentoring programs. For example, each student who
enrolls in an online Technology in Education Master’s Degree Program at Leslie
University is assigned an advisor who assists the student from their initial
inquiry about the program through the last stages of graduation.
This gives the student a central point of contact.
The mentor also serves as a liaison between the student and the faculty,
assisting the student if academic-related problems arise (Yoder, 2005).
The California Virtual Campus, as part of The Rio Hondo Virtual College
Retention Project, employs online counselors who are responsible for
·
contacting students who have not logged onto the course website by the end of
the fist week,
·
contacting students who have not begun coursework by the fifth week of class,
and
·
providing continuous follow-up with students in response to faculty referral or
by student requests (Torres-Gil, Maffris, Garcia, & Roig, 2000).
Accepting the Responsibility
References
Bauman, P. (2002). Student retention: What you can control, and how. Distance Education Report, 6(16).
Beyrer, G.M.D. (2006). Online student success: Making a difference. Retrieved November 30, 2006 from @One Website, http://www.cccone.org/scholars/05-06/GregBeyrerMonograph.pdf
Carr, S. (2000, February 11). As distance education comes of age, the challenge is keeping the students. The Chronicle of Higher Education. Retrieved November 1, 2002, from http://www.chronicle.com
Chang, S. (2004). The roles of mentors in electronic learning environment. AACE Journal, 12(3), 331-342.
Cohen, A.M., & Brawer, F.B. (2003). The American community college (4th ed.). San Francisco: Jossey-Bass.
Diaz, D.P., & Cartnal, R.B. (1999). Comparing student learning styles in an online distance learning class and an equivalent on-campus class. College Teaching, 47(4), 130-135.
Doherty, W.A., & Maddox, C.D. (2003). An investigation of methods of instruction and student learning styles in internet-based community college courses. In Maddox, C. D., Ewing-Taylor, J., & Johnson, D.L (Eds.), Distance education: Issues and concerns (pp. 23-32). Binghamton, NY: Haworth Press.
Dupin-Bryant, P.A. (2004). Pre-entry variables related to retention in online distance education. The American Journal of Distance Education, 18(4), 199-206.
Farmer, R. (2003). Instant messaging: Collaborative tool or educator’s nightmare! Retrieved February 2, 2007 from http://www.unb.ca/naweb/proceedings/2003/PaperFarmer.html
Gaide, S. (2004). Best practices for
helping students complete online degree programs.
Distance Education Report, 8(20), 8.
Gleason, B.J. (2004). Retention issues in online programs: A review of literature. Paper presented at the Second AIMS International Conference on Management. Retrieved September 20, 2006, from http://thinairlabs.com/papers/216.pdf
Herbert, M. (2006). Staying the course: A study in online student satisfaction and retention. Online Journal of Distance Learning Administration 9(4).
Lorenzetti, J.P. (2005). Addressing retention in distance education: The SIEME model. Distance Education Report, 9(22), 1-6.
Ludwig-Hardman, S., & Dunlap, J.C. (2003). Learner support services for online
students: Scaffolding for success.
International Review of Research in Open and Distance Learning, 5(1).
Lynch, M.M. (2001). Effective student preparation for online learning. Retrieved February 7, 2007 from The Technology Source, http://www.cordonline.net/mntutorial1/module_2/Effective%20Student%20Preparation%20for%20Online%20Learning.htm
McCracken, H. (2004). Extending virtual access: Promoting engagement and
retention through integrated support systems.
Online Journal of Distance Learning
Administration, 7(1).
Murray, B. (2001). What makes students stay. Retrieved January 7, 2007, from eLearn Magazine Web site: http://www.elearnmag.org/subpage.cfm?section=articles&article=22-1
Nash, R.D. (2005). Course completion rates among distance learners: Identifying
possible methods to improve retention.
Online Journal of Distance Learning Administration, 8(4).
Nicholson, S. (2002). Socializing in the virtual hallway: Instant messaging in the asynchronous web-based distance education classroom. The Internet and Higher Education, 5, 363-372.0
Palloff, R.M.,
& Pratt, K. (2003).
The virtual student: A profile and guide to working with online
learners. San Francisco: Jossey-Bass.
Pugliese, R. (1994). Telecourse persistence and psychological variables. The
American Journal of Distance Education,
8(3), 22-40.
Royer, M. (2003). Student success and retention in online courses. Retrieved December 12, 2005, from Washington State Board for Community and Technical Colleges, Distance Learning Web site: http://www.sbctc.ctc.edu/DL/docs/reports/StdtSuccStudyRev2.1-BCC.doc
Schreck, V. (2002). Online course retention at Marylhurst University: 5 years
and still 91%. Paper presented at the Fourth Annual WebCT User Conference.
Retrieved December 15, 2005, from
http://booboo.webct.com/2002/papers/schreck.pdf#search='Schreck%20and%20online%20course%20retention'
Schrum, L., & Hong, S. (2002). Dimensions and strategies for online success:
Voices from experienced educators. Journal
of Asynchronous Learning Environments, 4(1), 57-67.
Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45, 89-125.
Torres-Gil, B.T., Maffris, N., Garcia, K., & Roig, S. (2000). Early intervention: Increasing the retention of the virtual student. Retrieved March 2006 from http://www.cvc4.org/studentservices/post/Student%20Services%20Conf--retention.ppt
Wojciechowski, A., & Palmer, L.B. (2005). Individual student characteristics: Can any be predictors on success in online courses? Online Journal of Distance Learning Administration 8(2). Retrieved September 30, 2006, from http://www.westga.edu/~distance/ojdla/summer82/wojciechowski82.htm
Yoder, M.B. (2005). Supporting online students: Strategies for 100% retention. Retrieved January 20, 2007 from http://www.uwex.edu/disted/conference/Resource_library/proceedings/03_87.pdf
Dr. Ivan L. Harrell II is an assistant professor and the coordinator for student affairs at J. Sargeant Reynolds Community College.