Running

Head: STUDENT SUCCESS IN ONLINE LEARNING Student Success in Online Learning Linda A. Cook Texas Tech University

STUDENT SUCCESS IN ONLINE LEARNING Student Success in Online Learning Introduction As Tracey Nirldon prepares to take her first online course, Introduction to Teaching, she discovers that there are a number of things being expected of her. She notes there are technical expectations, assignments and due dates, and the use of a course management tool shes not used before. What can Tracey do to make it easier on herself to get started? What can her instructor provide in the way of assistance to help get started? (Arslan-Ari- 2013). Who are Distance Learners? Distance learning provides educational opportunities to many types of learners,

including those for whom a face-to-face education would not be possible due to work schedule, transportation issues, learning needs, or course offerings. For women in particular, distance education allows the flexibility needed to accommodate the needs of children and other family members (Simonson, Smaldino, Albright, & Zvacek, 2012). According to a research study conducted at the Worcester Polytechnic Institute

(WPI), distance learning students tend to be older than typical students. A 2007 study by the WPI found that only 58% of students were under the age of 35 (WPI, 2007). The study also found that 75% of distance learners are female, an estimated 77% are working full time, and over 50% are married with dependents. Some of the affective characteristics of distance learners include greater intelligence, emotional stability, introversion, and self- directedness in learning, as compared with on-campus learners (Thompson, 1998).

STUDENT SUCCESS IN ONLINE LEARNING With these trends in mind, our protagonist, Tracey Nirldon, is most likely a female

student over 35 years old. She is an introverted, academically high-achieving, self-directed learner. She works full time while taking online courses because she needs the flexibility to work around her job and family responsibilities. Factors that Contribute to Success in Online Learning In order for Tracey to successfully complete the requirements for her online

program, she needs to first determine whether or not there are any prerequisite courses or skills required in order to successfully complete the course. She also needs to inquire about the technology needed and make certain that she has access to a computer with reliable Internet connection in order to complete all course requirements. The course may require specific software such as Adobe or Flash. Tracey should check to make certain that the course delivery platform (usually Blackboard or WebCT) works with her current browser. She may need to utilize a different browser in order to successfully utilize all course platform features. Tracey needs to plan to participate in class discussions, both synchronous and

asynchronous, in order to optimize her learning experience. The support of colleagues helps increase learning through collaborative discussions and provides a sense of community, which increases engagement and motivation for successful course completion. Tracey may want to form a study group to encourage and support her as well as assist in providing alternate explanations and learning strategies. When Tracey does not receive sufficient feedback from her instructor, or when she

has questions about the course requirements, she needs to take the initiative to contact the course instructor. She can increase her success by planning to complete the requirements

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in advance of the due dates so that extra time is allowed for technical problems or delayed response from the instructor. The Role of the Online Teacher Instructors of distance learning experiences have a responsibility to get to know

their learners, create a collaborative virtual environment, and organize and distribute course expectations, calendars, and syllabi prior to the beginning of class. Getting to know learners helps instructors customize assignments to tap into student interests and address specific learning styles. Forming relationships also creates a class culture or a community of learners, which increases success (Woods & Baker, 2004). Instructors have a responsibility to design learning experiences to include social interaction and group participation (DeVernell & Berge, 2000). Learning occurs within a social context as learners grapple with opposing views and collaboratively make meaning through discussion. When online instructors do not build the opportunities for social interaction into the course, the result is a decrease in learning gains and motivation. La Rose and Whitten (2000) discuss the importance of immediacy (feelings of closeness) within Web-based course and identify immediacy with respect to students, teachers, and computers as contributors to student motivation. Instructors have a responsibility to provide effective feedback to learners. Effective

feedback not only tells students how they performed, but how to improve the next time they engage in the task (Reeves, 2007). Effective feedback is timely, corrective, and specific to the criteria. Online instructors who do not provide effective feedback decrease learning gains and fail to provide clarity of expectations of performance. My Own Experiences in Online Learning

STUDENT SUCCESS IN ONLINE LEARNING I happened upon online learning based upon a transportation crisis. In 2005, I

enrolled in a Masters of Arts in Science Teaching (MAST) program at the University of Texas at Dallas (UTD) while working full time as the K-12 Director of Science for a school district. Most courses for the MAST program were offered on campus at UTD. A few weeks prior to the start of classes, my 17-year-old son wrecked his car. This meant that I would have to drive him to work and back and would not be able to attend face-to-face classes. I contacted my advisor to ask whether there were online course available that semester so I would not have to delay my enrollment into the program. Through the MAST program, I completed two online courses. The remaining courses were completed on campus. Through my current enrollment in a doctoral program in science education through

Texas Tech University, I have experienced eight additional online courses. Some courses were originally designed to be face-to-face but were delivered through an online platform while others were truly designed for learner-centered instruction of distance learners. Through these experiences, I have determined the factors that have contributed to my greatest learning gains. One factor that is critical to my own success in online learning is feedback from the

instructor. When I receive timely, specific feedback, I am able to improve prior to completing additional assignments. Online courses through which the instructor provides no feedback (the worst example experienced) or those in which the feedback is provided weeks after the assignments have been completed do not allow for self-correction prior to completion of additional assignments. Courses that require group collaborative meaning making through synchronous and

asynchronous communication have created a sense of community that I find motivating.

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The ideas of others have challenged and extended my thinking, resulting in learning gains. In contrast, courses in which I have had little to no communication with the instructor or classmates have led to feelings of isolation and uncertainty of understanding of course content as well as expectations. Ideal online courses require interaction with the content, other learners, and the

instructor throughout the course. I have found courses designed in this way the most encouraging and motivating to me as a learner. I love receiving feedback and encouragement from others and appreciate the ongoing challenges and extensions to my thinking. Conclusion Online learning includes a variety of learners. In order for Tracey Nirldon to achieve

success and optimize her learning experiences, her instructors need to design courses that best challenge, encourage and support her. Instructors need to stay involved in the learning process throughout the course by providing timely feedback as well as participating in class discussions. Tracey needs to take initiative and set aside sufficient time (12-15 hours per week per 3-semester hour course) to work on coursework, participate in discussions, and self-monitor her learning.

STUDENT SUCCESS IN ONLINE LEARNING References Arslan-Ari, I. (2013). Course EDIT 5370 Foundations of distance education. Module 7 course requirement. Texas Tech University.

De Verrell, M. $ Berge, Z. L. (2000). Going online: Guidelines for faculty in higher education. International journal of educational telecommunications, 6, 227-242. La Rose, R. & Whitten, P. (2000). Re-thinking instructional immediacy for Web courses: A social cognitive exploration. Communication education, 49, 320338. Paloff, R. & Pratt, K. (2007). Building learning communities in cyberspace: Effective strategies for the online classroom (2nd ed.). San Francisco: Jossey-Bass. Reeves, D. (2007). Challenges and choices: The role of educational leaders in effective assessment. Ahead of the curve: The power of assessment to transform teaching and learning. Douglas Reeves (Ed.). Bloomington, IN: Solution Tree. Simonson, M., Smaldino, S., Albright, M. & Zvacek, S. (2012). Teaching and learning at a distance (5th Ed.). Boston, MA: Pearson. Thompson, M. (1998). Distance learners in higher education. In C. Gibson (Ed.) Distance learners in higher education: Instructional responses for higher outcomes. Modison, WI: Atwood. Woods, R. H. & Baker, J. D. (2004). Interaction and immediacy in online learning. The international review of research in open and distance learning, 5(2). Worcester Polytechnic Institute, (2007). Characteristics of distance learning students. Retrieved from http://www.wpi.edu/Academics/ATC/Collaoboratory/Teaching/Students.html. Last modified Aug., 2007.

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