Running Head: MAKING ONLINE COURSES AS SUCCESSFUL AS FACE-TO-FACE COURSES

Making Online Courses as Successful as Face-to-Face Courses: How Can Students, Instructors and Institutions Create Successful Online Course Experiences? Abigail Vannatta Ball State University

MAKING ONLINE COURSES AS SUCCESSFUL AS FACE-TO-FACE COURSES

Making Online Courses as Successful as Face-to-Face Courses: How Can Students, Instructors and Institutions Create Successful Online Course Experiences? Todays community colleges are seeing enrollment numbers that have never been seen before. The national average community college enrollment for 2012 was just under seven million and this number is still growing. The increase in demand for course offerings at the community college level is putting pressure on institutions to provide more courses, taught by more instructors, and in more classrooms, but with only finite and often limited financial means. One answer to the question of how to provide courses for an increasing student population is the online course offering. Online courses offer an unlimited amount of space, time and resources for meeting the increased student demand as well as a cost effective alternative to traditional face-toface courses. The benefits of utilizing online courses are very tempting to institutions that are struggling to keep the balance between student demand and tangibility of providing resources to meet their needs. However, institutions are also leery of online courses due to the often problematic statistics on student success and attrition within these courses. Institutions faced with the question of whether to increase online course offerings or create more face-to-face sections need to consider the answer from an informed standpoint based on knowledge and research of whether online courses are as successful as face-to-face courses and how students, instructors and the institutions can create successful online course experiences (American Association of Community Colleges, 2014; Ashby, Sadera, & McNary, 2011). Online and Face-to-Face Courses: A Comparison First and foremost, it is important to consider how the effectiveness of and student success within online courses compare to those of traditional face-to-face courses. One of the biggest red flags that institutions encounter in online course success is the high attrition rate.

MAKING ONLINE COURSES AS SUCCESSFUL AS FACE-TO-FACE COURSES

Studies of attrition rates in online courses have indicated that the percentage of students who drop out of online courses can be as much as 15-20% percent higher than those rates in traditional face-to-face courses in instances such as developmental courses (Ashby et al., 2011; Patterson & McFadden, 2009; Lee & Choi, 2010). High attrition rates in online courses can be attributed to a combination of factors that stem from the student, the course and the learning environment (Lee & Choi, 2010). Attrition from online courses is not only a problem for the institution in that funding is reliant on student retention, but also for instructors whose courses may be seen as ineffective in result and students whose self-esteem and confidence may suffer (Lee & Choi, 2010). Online course attrition is perhaps the most important source of apprehension with implementing this type of learning environment, but it is not the only. Another success factor that contributes to institutional anxiety in association with online courses is that students earn grade percentages that are less than that of students in face-to-face courses. Numerous studies indicate that online courses contribute to lower student success than in their traditional counterparts. In a 2013 publication that provides an in-depth research review of success in online courses versus face-to-face courses, the authors Jaggars, Edgecombe and Stacy found that students in online courses were more likely to complete online courses with lower grades than students in face-to-face courses with a discrepancy of at least 3-6% (Jaggers, Edgecombe, & Stacy, 2013). Lower grades in online courses are seen especially in underprepared students and developmental courses. In a 2011 study conducted at a Washington community college by Xu and Jaggars, students who were in developmental courses were at greater risk of receiving lower grades in online courses than students who were not (Xu & Jaggars, 2011).

MAKING ONLINE COURSES AS SUCCESSFUL AS FACE-TO-FACE COURSES

In light of these inherent difficulties, something needs to change. Students, instructors and institutions are encountering negative experiences at an alarming rate. The continued spiral of decline is inevitable without intervention from the very groups that will be impacted the most. Each of these stakeholders (students, instructors, and institutions) can contribute to improving the quality of experiences and learning outcomes achieved in online courses. The next few sections detail how these individual groups can positively impact online courses. What Can Students Do? Students have a tremendous impact on the success of an online learning environment considering they represent ground zero of persistence and retention. Every student has individual needs, prior experiences and higher education goals that can influence their online course experience. It is crucial for students to be cognizant of their individual inclinations, strengths, weaknesses and limitations that could serve as predictors for either positive or negative outcomes. Studies regarding student characteristics as predictors of success in online learning environments have indicated that students who possess attributes such as an internal locus of control, emotional resilience, coping skills, self-efficiency and regulatory skills and a sense of confidence and self-esteem are at an advantage for performing well within an online course and persisting towards completion (Berenson, Boyles & Weaver, 2008; Yukselturk & Bulut, 2007). Student who do not possess these skills may be at a greater risk of negative experiences within an online course environment and ultimately attrition. If students are aware of their academic, emotional and social functioning, attrition rates as a result of inability to function academically and cope with pressures associated with online learning environments could be considerably improved. It is important for students to be aware of and open to support services such as

MAKING ONLINE COURSES AS SUCCESSFUL AS FACE-TO-FACE COURSES

counseling, advisement and tutoring that are put into place to help them compensate for difficulties they may encounter (McClary, 2013). Additionally, social aspects can have a great effect on student performance within an online course such as the level at which the student has become integrated and the quality of cultivated relationships with peers and instructors participating concurrently. Social interaction is a critical component of integrating within the classroom environment of any instructional setting. Building a sense of community and fostering relationships within an online course can be difficult, but not impossible. In order to increase commitment and accountability, students should strive to build a relationship with the instructor who may not be perceived as having the same level of presence or involvement within the online arena. Furthermore, students should also strive to interact with their peers. Consequently, cultivated relationships among participating parties will increase motivation, promote a sense of community and provide students with an emotional investment associated with the course (Yang, Cho, Mathew & Worth, 2011; Yukselturk & Bulut, 2007). What Can Instructors Do? Instructors are the most important aspect of online course implementation. They are the ones responsible for creating the learning environment, the course materials, differentiation and ensuring the students are being given the best chance of success within their virtual classrooms. The first method for improving student success is building a sense of community and promoting interaction among the individuals within class. Yang, Cho, Mathew and Worth (2011) recommend the following strategies: creating shared goals and responsibilities, fostering studentinstructor interaction, encouraging a sense of value and interest for course content, endorsing respectful communication and stimulating emotional connectedness. Incorporation of strategic

MAKING ONLINE COURSES AS SUCCESSFUL AS FACE-TO-FACE COURSES

community building is an essential part of creating a classroom that is based on connectedness, acceptance and emotional safety (Yang, Cho, Mathew & Worth, 2011). A second aspect of creating a successful student experience in an online course is recognizing differences among the individual students. Understanding and differentiating for the variety of learning styles that can be encountered provides every student with the opportunity to be successful in activities that are designed to meet their individual needs. Zacharis (2013) described the relationship of success and learning style within an online course using data derived from Kolbs Learning Style Inventory and correlated student performance. Kolbs learning styles are based on four possible modes of learning: Concrete Experience (feeling), Reflective Observation (watching), Abstract Conceptualization (thinking) and Active Experimentation (doing). Kolbs learning styles include Accommodating (feeling and doing), Assimilating (thinking and watching), Converging (thinking and doing) and Diverging (feeling and watching). Zacharis found that if instructors provide differentiated methods and materials based on these learning styles, the class as a whole will show much more incidences of successful course completion (Zacharis, 2013). In addition to a variety of student learning styles, instructors need to be aware of the online learner types that students can embody while participating in an online course. Online learner type is based on characteristic behavior that is associated with one of four different types of learners: achievers, taskers, ball droppers, and ghosts. Achievers are described as high performing students who possess above average ability in basic skills, often work ahead and make up about 10-20% of the students in a typical online classroom. Taskers are students who possess moderate skills, work according to due dates and make up about 40-50% of an online classroom. Ball droppers are students who possess lower than average skills, often miss

MAKING ONLINE COURSES AS SUCCESSFUL AS FACE-TO-FACE COURSES

deadlines and make up about 20-25% of students in an online class. Ghosts are students that possess poor skills, rarely interact with class activities and make up about 5-10% of an online class. Courses should be designed to accommodate for these different online learning types and provide the flexibility for students at both ends of the spectrum to function comfortably and successfully. The level of instructor facilitation varies from type to type. Instructors need to monitor student participation and behavior within the course while vigilantly scouting for warning signs of ball droppers and ghosts that could lead to course failure or attrition. Instructors should also be prepared to offer intervention and assistance to a student who might be considered at risk (Unknown, Education Report, 2005). Another aspect of ensuring student success in online courses is the design and implementation of the course. The design of the course layout should provide clear pathways for finding resources, assignments, grades and other various content the students will need to access. The course itself and its associated materials should be designed to limit confusion, demonstrate concise language and promote understanding. A course that is ill-prepared and lacks clear communication can lead to confusion and frustration among the students. The instructor should be well versed in the content and materials used in the course design, especially if he or she did not design the course his or herself. Instructors who are perceived by the students to be prepared and well-informed, as well as being able to offer timely, clear and applicable assistance, foster a sense of comfort, consistency and stability among the students (Douglas & Cormler, 2010). Lastly, student success is drastically influenced by the level of motivation experienced within the online classroom. Porchea, Allen, Robbins, & Phelps (2010) indicated that student motivation is a significant predictor of successful online course outcomes. Students who are more motivated to be involved with and interested in the course content and activities have

MAKING ONLINE COURSES AS SUCCESSFUL AS FACE-TO-FACE COURSES

greater course completion rates and higher grade averages than students who are not motivated. Instructors can increase motivation within their classroom by offering differentiated instruction and fostering student-instructor relationships (Porchea, Allen, Robbins & Phelps, 2010). What Can Institutions Do? Institutional involvement in online courses is essential in ensuring the success of the students and instructors. Institutions are in charge of the creation, management and policies that lay the groundwork for online learning environments. Special attention to aspects of online learning such as technological providers, course selection, institutional requirements and support for students and instructors can positively influence the experiences for every stakeholder involved. For this reason, it is important for the institution to make decisions that are in the best interests of the students, instructors and ultimately itself. First and foremost, one of the most important aspects of online classroom success is selecting a well-established and user friendly course management software such as Blackboard Learning Systems. Students and instructors will be interacting with the selected software on a daily basis and will need the support of a dependable program that limits the amount of outages and technical difficulties as well as having experienced troubleshooters to quickly remedy problems should they arise. Institutions should also pursue partnerships with computer manufacturers, software companies and local internet providers to ensure affordable programs and access needed to be successful in an online course environment (Simmons, Jones, Jr. & Silver, 2001). Secondly, institutions need to carefully consider the nature and type of courses that are offered in online sections. Courses that are considered developmental or high difficulty are not recommended for online offering due to the high probability that students will struggle, fail or

MAKING ONLINE COURSES AS SUCCESSFUL AS FACE-TO-FACE COURSES

dropout. Students who are in developmental courses are likely to possess lower levels of online course readiness and skills needed to be successful. In addition, students who encounter negative online experiences are more likely to suffer from low self-esteem and institutional attrition (Ashby, Sadera & McNary, 2011). If institutions carefully select their online courses, negative outcomes for students as well as the institution can be minimized. Third, institutions should consider making online course enrollment policies that could reduce course failure and attrition. Students who lack academic and emotional readiness, selfmotivation and regulation and skills such as time management and coping mechanisms often exhibit lower GPAs. Adopting a minimum GPA enrollment requirement could reduce the percentage of students who either fail or drop online courses. Success rates could also be improved by restricting enrollment to freshman students who are at higher risk of illpreparedness and lack college experience (Berenson, Boyles & Weaver, 2008; Ashby, Sadera & McNary, 2011). Lastly, institutions should provide support to both the students and the instructors engaging in online courses. A common problem that students and instructors are faced with in online learning is what is known as technical difficulties. Students and instructors often lack technology skills needed to troubleshoot these difficulties. Offering a technology support service that provides troubleshooting assistance reduces stress among students and instructors. Another technological support service that can be offered is online course tutorials that teach students how to navigate the server, find resources, build relationships and how to seek technical support (McClary, 2013; Simmons, Jones & Silver, 2001).

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Suggestions for Practice One of the major concerns of success in online courses is how to determine whether a person possesses the readiness and skills needed to function and succeed in these environments. Administering an online course readiness inventory based on emotional intelligence, learning style and technological skills, could provide students, instructors and institutions with data needed to make responsible and informed decisions regarding student preparation and enrollment. In addition to determining readiness and preparedness, courses and tutorials in online learning could provide students with the needed skills to be successful. A second major concern is the effectiveness of course design and implementation. Developing a common course design that focuses on content and instructional methodology aimed at meeting the needs of students with different learning styles and motivational levels would give instructors a solid foundation for creating a successful environment. Furthermore, providing workshops and instructor training in online course management, community building, differentiation, technological tools and promoting motivation would provide instructors with the tools and skills needed to handle the wide range of student diversity and navigate technological resource opportunities. Finally, incorporating online learning readiness and technology education into freshman seminar courses would help students understand the requirements that are associated with taking an online course as well as foster preparedness. Freshman seminar courses are designed to develop and cultivate college level skill building and academic readiness; therefore, they should incorporate the online course. With the rate at which online courses are being assimilated into the institutional course offerings, supplementing these seminars with online education readiness and providing students with the exposure to skills needed to be successful could prove advantageous

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in terms of persistence and retention by reducing the amount of students who experience failure in or drop out of online courses as a result of poor or limited skills and inadequate ability navigate or perform within these courses. Conclusion The online course is a trend in higher education that will likely continue to grow within community colleges. The cost effectiveness, flexibility and resource potential associated with conversion of traditional face-to-face courses into their virtual counterparts offer students, instructors and institutions with enormous benefits especially in a declining economy in which every penny counts and the impact of the unemployment epidemic urges higher education enrollment and degree attainment. Online courses offer the potential to reach anyone who desires to gain skills, certification and employment. Therefore, it is crucial for institutions, instructors and students to have a firm grasp of how to make online courses high quality and successful for anyone who aspires to enroll.

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References American Association of Community Colleges. (2014). Community college trends and statistics. Retrieved from http://www.aacc.nche.edu/ABOUTCC/TRENDS/Pages/default.aspx Ashby, J., Sadera, W.A., & McNary, S.W. (2011). Comparing student success between developmental math courses online, blended, and face-to-face. Journal of Interactive Online Learning, 10(3), 128-140. Berenson, R., Boyles, G., & Weaver, A. (2008). Emotional intelligence as a predictor for success in online learning. International Review of Research in Open and Distant Learning, 9(2), 1-17. Douglas, C. & Cormler, D. (2010). Enabling effective online pedagogy for higher education. Retrieved from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd= 3&ved=0CDwQFjAC&url=http%3A%2F%2Fwww.desire2learn.com%2Fwp-content%2 Fuploads%2F2014%2F01%2FDesire2Learn_whitepaper_effective_pedagogy_he.pdf&ei=N -hGU4rwHJTCyAHfsoCYAw&usg=AFQjCNGb-PaU4zX_XhRVRYUA3-DA9RWSgg Jaggars, S. S., Edgecombe, N., & Stacey, G. W. (2013). What we know about online course outcomes. Retrieved from http://search.proquest.com/docview/1361849540? accountid=8483 Lee, Y. & Choi, J. (2011). A review of online course dropout research: Implications for practice and future research. Education Technology Research Development, 59, 593-618. McClary, J. (2013). Factors in high quality distance education courses. Retrieved from http://www.westga.edu/~distance/ojdla/summer162/mcclary162.html Patterson, B. &McFadden, C. (2009). Attrition in online and campus degree programs. Online Journal of Distance Learning Administration, 12(2). Retrieved from http://www.westga.edu

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/~distance/ojdla/summer122/patterson112.html Porchea, F. S., Allen, J., Robbins, S. & Phelps, R. P. (2010). Predictors of long-term enrollment and degree outcomes for community college students: Integrating academic, psychosocial, socio-demographic, and situational factors. The Journal of Higher Education, 81(6), 680708. Simmons, S., Jones, Jr., W. & Silver, S. (2001). Making the transition from face-to-face to cyberspace. TechTrends, 48(5), 50-55. Unknown. (2005). Understand online learner types: Create more effective courses. Distance Education Report, 9(18), 3-5. Xu, D., & Jaggars, S. S. (2011). Online and hybrid course enrollment and performance in Washington state community and technical colleges. Retrieved from http://search.proquest.com/docview/864940655?accountid=8483 Yang, Y., Cho, Y., Mathew, S., & Worth, S. (2011). College student effort expenditure in online versus face-to-face courses: The role of gender, team learning orientation and sense of classroom community. Journal of Advanced Academics, 22(4), 619-638. Yukselturk, E. & Bulut, S. (2007). Predictors for student success in an online course. Educational Technology and Society, 10(2), 71-83. Zacharis, N.Z. (2010). The impact of learning styles on student achievement in a web-based versus an equivalent face-to-face course. College Student Journal 44(3), 591-597.