Effective Student Preparation for Online
Learning
by Maggie McVay
Lynch
Much
anecdotal information abounds on distance learning listservs and in
interviews regarding high dropout rates in online courses and the lack of
student re-enrollment following participation in an online course. During
1999 and 2000 I studied this phenomena in a small, private, urban
university composed of roughly 5,000 students. This article presents my
findings and provides one perspective on how effective creation and
implementation of a required online student orientation course made a
significant difference in student success and re-enrollment in Web-based
learning.
The university's population consisted primarily of working
adults, with an average age of 33. Even though the university offered a
liberal arts curriculum with 25 possible bachelor degree majors, over 60%
of the students selected majors in business administration, computer
science, or MIS as these were well-supported by their employers. In 1996,
when the Internet became a viable means for serving its student
population, the university immediately offered online courses in the most
popular majors to increase flexible schedule options. However, student
success rates in online courses were abysmal, with high drop-out rates and
low re-registration rates for additional online courses. So, in 1999, I
interviewed faculty and students, reviewed student evaluations of online
courses and online teachers, and analyzed registration records and dropout
rates for online courses. This examination revealed the following
issues:
-
Student dropout rates were as high as 35% to 50%, compared
to 14% for traditional classes.
-
Faculty spent excessive time troubleshooting the problems
students had with technology.
-
Students reported feelings of social isolation in response
to electronically delivered homework.
Further research into the problem indicated that the domain
of online learning was new to students; many lacked fundamental computer
skills and were newcomers to the Internet. This lack of experience
impinged on their ability to adapt to the new learning environment.
Students were faced with the need to integrate technology with human
interaction in order to communicate effectively, but most had no idea how
to accomplish this task. Left without the opportunity for face-to-face
communication, students quickly felt disconnected from the campus, their
motivation dwindled, and they appeared unable to initiate any
self-direction in learning.
Solution Strategy
Following an extensive literature review, I hypothesized
that the creation and implementation of a student orientation course would
provide a significant positive impact. The key to designing this course
was to incorporate elements that would provide students an opportunity to
familiarize themselves with the technology, the communication tools, and
the learning process itself. The course also needed to introduce
attributes of online work the students would likely encounter in future
courses. This was accomplished by presenting a variety of assignment types
and by explaining what was expected of students in terms of participation
and conduct. The students then completed all assignments online using the
tools and processes they learned.
The course design and its implementation were based on the
combined findings of several researchers. The following objectives were
particularly important:
- To create opportunities for interaction and communication between
students and their instructor (Harasim, 1997; Lefrere, 1997; McVay, 2000; Moore & Kearsley, 1996; and
Sponder, 1990).
- To provide skill practice in both technology use and human interface
in a Web-based environment (Lefrere, 1997; McVay, 2000; Porter, 1994; Solloway &
Harris, 1999; Winn, 1997; and Young, 1998).
- To emphasize application of course concepts to the students'
real-world situations (Ackerman, 1996; Carly & Palmquist; 1992;
Duffy & Jonassen, 1993; Harasim, 1997; Moore & Kearsley, 1996; and Sponder, 1990).
- To increase opportunities for synchronous activities (Ackerman,
1996; Berge & Collins, 1995; Wegerif, 1998; and Winn, 1997).
- To set student expectations (Berge & Collins, 1995; McVay, 2000;
Moore & Kearsley, 1996; Porter, 1994; and Sponder, 1990).
Implementation
After a one-term pilot of the course with 50 students
(offered for one credit), the course became required of all students
entering the online bachelor degree completion program. The redesigned
orientation course took on a name change that increased its significance
in the university's curriculum: the name was changed from "Online Learning
Orientation" to "Advanced Learning Strategies." The course number was also
reassigned from PF100 to PF280, reflecting the faculty and administration
view that the content was more significant than a 100 level course. In
addition, the course credit allocation was changed from one credit hour to
two credit hours to reflect the amount of work and research required of
the student during the course.
The course was taught completely online with no
face-to-face interaction. It was designed with three learning modules
taught over a six-week period with specific assignments and due dates each
week. Below are brief descriptions of each module and the assessments that
were required to meet objectives.
| Brief Description |
Assessments |
| Module 1:
Students analyzed differences between distance
learning and traditional learning and reflected on their academic
responsibilities for the distance learning format. They also
examined their reading and writing abilities—two critical skill sets
for distance students. They practiced using e-mail to communicate
with the instructor and other university staff, and learned how to
use the online resources of the university library and the Internet
to conduct research. |
Students completed three self-assessment
checklists—a computer skills survey, a
distance education suitability
survey, and a learning style
survey.
Students chose a research topic regarding
electronic communication and its challenges in the distance learning
environment. They used online library and Internet resources for
this paper.
Students wrote a reflection paper comparing
and contrasting traditional course and online course characteristics
and challenges. They included perceptions of their strengths and
weaknesses in the online format. |
| Module 2:
Students identified their learning styles and
psychological types in order to build plans for adaptation to the
online environment. They devised plans for adapting their learning
style where needed and discussed how psychological type might play a
part in collaborative projects. Students then began to work on such
a project, as well as on building a community of their own on the
Web. |
Students participated in a threaded discussion board
regarding real-life, problem-based scenarios,
where they were asked to resolve the problem and analyze how their
learning style and psychological type played a part in their
response. Additionally, they posted comments on classmates'
responses and shared what adaptations they might make in order to be
successful in the distance learning environment.
Students completed an electronic document editing
assignment with a partner using Microsoft Word's track changes
and comments functions.
Students created and posted a personal Web page to share
biographical and general interests information with
classmates. |
| Module 3:
Students discovered the importance of social
processes in learning, including one-on-one mentoring between
student and instructor, one-to-many interactions with each other,
and peer assistance. This learning module focused on ways to enhance
collaboration and provide the beginnings of a networked learning
community. |
Students participated in a chat session. They
discussed how collaboration and teamwork impact the learning and
work environments, the importance of participating in a learning
community, and the benefits and stumbling blocks to teamwork and
collaboration.
Students engaged in role-play simulations in
small teams of four. The simulations took place in chat rooms at
scheduled times and required the students to solve a problem while
maintaining their assigned roles. The instructor reviewed chat
transcripts and provided feedback.
Students submitted individual course reflection papers,
discussing what they learned during the class and how it would
assist them in achieving further academic and work-related goals.
These papers included students' strategies for capitalizing on
strengths and overcoming weaknesses in order to become successful
distance learners. |
Outcome Results
During the implementation of the study (six months spanning
1999-2000) a total of 392 students were enrolled in the orientation
course, with 376 students completing the course. All students were
pursuing an online bachelor's degree at the study institution. The
following outcomes of the six-month study were identified:
-
Eighty-nine percent of students entering the online
program demonstrated a significant increase in their technology skills
following the completion of the orientation course. Prior to this
study, most student advisers and deans assumed that students who
registered for online courses possessed the minimum prerequisite skills.
This assumption proved to be inaccurate. Based on a computer skills
survey administered at the onset of the orientation course, students
entering the program rarely reflected mastery in even the minimal
computer skills. The same survey administered at the conclusion of the
course indicated a significant increase in their technology
skills.
-
Seventy-four percent of students indicated an
increase in independent, self-directed learning. The
self-assessment suitability survey and the
student reflective essays provided good information about the students'
perceptions. In fact, many students chose to go beyond the requirements
of the essay and discussed how the course affected their personal
growth. Specifically, students reported increased self-esteem,
self-knowledge, study skills, and overall confidence. Some students also
shared anecdotal evidence of perceived life-changing or career-enhancing
development based on what they learned in the orientation
course.
-
Ninety-four percent of students were able to discern
their preferred learning styles and to provide an accommodation plan, if
needed, to be successful in the online environment. The learning style survey and the
student postings to the discussion board regarding learning style and
psychological type helped students to take control of their own
learning. Many students remarked that becoming aware of their learning
style and psychological type was important in increasing their
self-esteem and their confidence as online students.
-
Ninety-five percent of students demonstrated an
ability to communicate effectively using Web-based tools. Students
participated in a variety of online communication methods including
e-mail, bulletin board discussions, chat rooms, audio-conferencing, and
whiteboard sessions. Through open-ended questions, students were
encouraged to use these communication methods to clarify expectations
and express their needs. The course instructors also reported, via a
pass/fail grade for each activity, their observations of student
capabilities in each of these areas.
-
The attrition rate of online students was reduced to
an average of 15%, and re-enrollment increased to 90%. An attrition
and re-enrollment comparison was made on an individual student basis.
The attrition rate in the orientation course was only 4.1%. Following
completion of the course, 92% of the students registered for at least
one online course in the next trimester. Of those who did register for
one or more courses, their attrition rate varied significantly based on
the number of online courses they took at one time. For example,
attrition ranged from as low as 7.5% for those taking one online course
to over 34% for those enrolled in three or more courses. Given that most
Web-based students were older (the average age was 33), held full-time
jobs, and typically had family commitments, it is possible that taking
more than two courses per term created a significant burden. Perhaps
students should be advised of these statistics and counseled to limit
their enrollment to two courses per term. This would keep the attrition
rate lower and help more students experience success in online course
completion.
Conclusions and
Recommendations
This study engendered several recommendations for the use
and design of online orientation courses. Foremost is that since online
learning is new to most students, organizations would benefit from
implementing a required student orientation course. The course should be
taught entirely online in order to simulate the actual environment that
students will encounter in Web-based course delivery. Moreover, according
to student feedback, it is not enough for the orientation course to focus
on the technology of the Web. It must also:
-
Assist students in becoming aware of adult learning
theory that they can apply to their context.
-
Elicit self-awareness of personal suitability for the
Web-based learning environment.
-
Analyze and discuss adjustments students might make to
increase success in their studies.
-
Provide students many opportunities to engage in
extensive Web-based interaction and communication with their instructors
and their peers.
-
Allow significant time for student reflection on this new
environment.
Effective student and faculty
preparation for the Web-based teaching and learning environment can make a
significant impact on student success in their studies, thus increasing
retention and curriculum completion.
References
Ackerman, E. (1996). Perspective-taking and object
construction: Two keys to learning. In Y. Kafai and M. Resnick (Eds.),
Constructionism in practice: Designing thinking and learning in a
digital world (pp. 25-32). Mahwah, NJ: Lawrence Erlbaum
Associates.
Berge, Z., & Collins, M. (1995). Computer mediated
communication and the online classroom: Overview and perspectives
(Vol. 1). Creskill, NJ: Hampton Press.
Carley, K. & Palmquist, M. (1992). Extracting,
representing, and analyzing mental models. Social Forces, 70 (3),
601-636.
Duffy, T. M., & Jonassen, D. H. (1992). Constructivism:
New implications for instructional technology. In T. Duffy and D. Jonassen
(Eds.), Constructivism and the technology of instruction: A
conversation (pp.1-17). Hillsdale, NJ: Erlbaum.
Harasim, L. (1997, May). Interacting in
hyperspace. Paper presented at the 1997 University of Maryland System
Institute for Distance Education and the International University
Consortium Conference on Learning, Teaching, Interacting in Hyperspace:
The Potential of the Web. Abstract retrieved October 10, 1998, from http://www2.ncsu.edu/ncsu/cc/pub/teachtools/ConfReport.htm
Lefrere, P. (1997, May). Teaching in hyperspace.
Paper presented at the 1997 University of Maryland System Institute for
Distance Education and the International University Consortium Conference
on Learning, Teaching, Interacting in Hyperspace: The Potential of the
Web. Retrieved June 8, 2001, from http://www2.ncsu.edu/ncsu/cc/pub/teachtools/ConfReport.htm
McVay, M. (2000). How to be a successful distance
student: Learning on the Internet (2nd ed.). Needham Heights, MA:
Pearson.
Moore, M. & Kearsley, G. (1996). Distance
education: A systems view. New York: Wadsworth
Publishing.
Porter, D. (Ed.). (1994, March). New directions in
distance learning: Interim report. (Available from David Porter,
Manager, Schools Curriculum Programs, 4355 Mathissi Place, Burnaby, BC,
Canada V5G 4S8)
Solloway, S. & Harris, E. (1999, March/April). Creating
community online: Negotiating students' desires & needs in cyberspace.
Educom Review, 34 (2), 8-11.
Sponder, B. (1990). Distance education in rural Alaska:
An overview of teaching and learning practices in audioconference
courses (University of Alaska Monograph Series in Distance Education
No. 1). Fairbanks, Alaska: Alaska University Center for Cross-Cultural
Studies.
Wegerif, R. (1998). The social dimension of asynchronous
learning networks. Journal of Asynchronous Learning Networks, 2
(1), 1-16. Abstract retrieved January 4, 1999, from http://www.aln.org/alnweb/journal/jaln_vol2issue1.htm#Wegerif
Winn, W. (1997, May). Learning in hyperspace.
Paper presented at the 1997 University of Maryland System Institute for
Distance Education and the International University Consortium Conference
on Learning, Teaching, Interacting in Hyperspace: The Potential of the
Web. Abstract retrieved October 10, 1998, from http://www2.ncsu.edu/ncsu/cc/pub/teachtools/ConfReport.htm
Young, J. (1998, September). Computers and teaching:
Evolution of a cyberclass. PS, Political Science & Politics,
31, 568-572.
|
