Running Head: INTRODUCTORY CLASS IN ONLINE STRATEGY

The Impact of an Introductory Class in Online Strategy on First Time Online Students Alleviating the Stress of the First-Time Online Class Participant Israel Butler Keith Davis Jennifer Greene Jennifer Spann The University of South Carolina Aiken

INTRODUCTORY CLASS IN ONLINE STRATEGY Abstract

Online courses are a new, innovative way for individuals who want to further their education through web-based learning. Many universities have implemented hybrid learning environments to better accommodate professionals and other students who may not have time to commute to these institutions nor commit a portion of their schedules to mandatory class meeting throughout the week. Since the Digital Age has a network encasing the world, educational institutions from middle schools to colleges have integrated hybrid learning into their curriculum. While hybrid courses may be a convenient form of distance learning, the attrition rates of students unfamiliar with the demands of online coursework are higher than the same rates of traditional classes. More responsibilities are placed on the learners in the online environment. Many factors contribute to the high attrition rate of online students. Retention rates of students affect the learners, the institution, and the faculty. Familiarity with certain software programs is required for some of the assignments. Aside from the interpersonal skills students can apply to be successful in online curriculum, instructors are encouraged to incorporate the same learner-to-instructor feedback prevalent in the pedagogical learning environment of a physical classroom. This research study examines the comparative difference of using a class orientation and the effects of attrition when the class has not been attended. Two research groups, one control group of students randomly selected from a pool of online degree participants and the other group that is served by the Online 101 Class, will be offered to all first year online degree students.

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Introduction and Background Student attrition in online courses is considerably higher than that of traditional face to face courses. There are several factors at play that may influence this trend. As an introduction to the subject, the distance learning system can be viewed as having several human/nonhuman entities interacting together via computer-based instructional systems to achieve the goals of education, including perceived learning outcomes and student satisfaction (Eom, Wenn, & Ashill, 2006). Online classes allow learners to take classes from anywhere, anytime, with the flexibility needed to be able to access content conveniently and cost effectively (Carnevale, 2000; Dutton et al., 2002). Students are the primary participants of e-learning systems. With the expansion of internet access and an emphasis on cost saving measures, many school systems, from middle school through post-secondary institutions, are offering online courses, credit recovery, and degrees solely online. In their study, Eom, Wenn, and Ashill (2006) have found that more responsibilities are placed on learners than with traditional face-to-face learning systems. The rate of attrition in online course is 10-20% higher than that of traditional face-to-face courses (Ali & Leeds, 2009). There seems to be many factors that lead to these higher than average numbers for dropouts including a lack of accountability, a sense of isolation, and lack of social support from peers. Additional factors that lead to attrition have touched most students sometime during their academic career. For instance, adults lead very busy lives and time is at a premium. Adults juggle between their personal and professional lives, still trying to maintain balance within their attending to family and friends, and still fit their academic work in somewhere. Time

INTRODUCTORY CLASS IN ONLINE STRATEGY management and proper prioritizing tasks are essential to the successfully completing an online course. Retention rates adversely affect all parties involved; students, instructors, and the institutions. The students lose money spent on tuition, suffer lowered self-esteem due to non-completion, and graduate later than expected. The institution is affected in terms of faculty allocations and support resources (Barnard, Paton, & Rose, 2007; Ali & Leeds, 2009). Online classes uses a plethora of interesting and enriching technologies that incorporate into the learning to make the curriculum more motivating (Shrivastava, 1999). With online classes, students can access learning content from any computer with Internet access. It also allows for the use of readily accessible resources from a variety of online sources. Conversely, the same technology that makes online classes attractive also makes it a challenge for beginning students. Beginning students often do not realize what kind of skills are needed to be effective in online classes, feeling isolated from other students and the instructor, being unsure how to effectively manage their time, and misjudging the resources needed to complete each task. Beginning students also tend to lack the understanding of the online learning environment used to drive the online instruction students receive. (Ali & Leeds,2009) Several factors play a role in making online class completion successful. One of the stark contrasts between successful students is their apparent ability to motivate themselves, even when they do not have the burning desire to complete a certain task. On the other hand, less successful students tend to have difficulty in calling up self-

INTRODUCTORY CLASS IN ONLINE STRATEGY motivation skills, like goal setting, verbal reinforcement, self-rewards, and punishment control techniques (Dembo & Eaton, 2000). Of equal importance is the experience of the instructors and online course designers. A number of previous research studies suggested that an interactive

teaching style and high levels of learner-to-instructor interaction are strongly associated with high levels of user satisfaction and learning outcomes (e.g., Arbaugh, 2000; Swan, 2001). Students who thrive in the interactive environment of traditional face to face classes often suffer from a lack of motivation in online courses. Instructor feedback to students can improve learner affective responses, increase cognitive skills and knowledge, and activate metacognition (Eom, Wenn, & Ashill, 2006). Metacognition refers to the awareness and control of cognition through planning, monitoring, and regulating cognitive activities (Pintrich, Smith, Garcia, & McKeachie, 1991). Traditional face-to-face classes using primarily the lecture method, use the objectivist model of learning whose goal is transfer of knowledge from instructor to students. Even in distance learning, it is still a critical role of the instructor to transfer his/her knowledge to students, because the knowledge of the instructor is transmitted to students at different locations (Leidner & Jarvenpaa, 1995). A way to alleviate some, if not all of the above reasons for attrition, is for first time eLearners to attend a pre-course face-to-face induction workshop. (Tyler-Smith, 2006) This class can be used to introduce first-time online learners to the technologies required and expose the learners to supervised tasks designed to familiarize them with the skills and knowledge needed to operate in a virtual classroom. Contingencies for students unable to attend face-to-face would be implemented allowing them to have an

INTRODUCTORY CLASS IN ONLINE STRATEGY alternate means, such as workbook, similar to earlier correspondence courses, to accomplish the same goal. Face to face orientation is incontrovertibly significant in online course retention. It helps to build a feeling of learning community providing emotional security and social support for learners (Ancar, Freeman, & Field, 2006). Orientation also allows the students to meet the instructor, learn course expectations, and to exchange contact information in an effort to create study groups. Orientation facilitates academic and social interactions, increases student involvement, and enhances the sense of belonging to a virtual learning community. In Ancar, Freeman, & Field (2006), several

ways to further the research in this area are mentioned. The researchers suggest using a larger sample at a different campus to confirm or contradict the findings. They also suggest looking for alternate retention strategies to compare to the impact of the study. Of equal interest is the work of . In it, the researcher proposed a conceptual model he called the multi-dimensional learning tasks of the first time eLearner, which are (1) negotiating the technology; (2) negotiating the course website; (3) negotiating the course content; (4) becoming an eLearner; (5) negotiating Computer Mediated Communication (CMC) interaction. 1. Negotiating the technology - The best intentions and being highly motivated will not help if a student does not have prerequisite technical knowledge. If a student is unfamiliar with how to operate a computer and the associated software, eg. Word, PowerPoint, Prezi, etc., then the likelihood of that student successfully completing an online is zero. It is more likely that the student will drop the course out of frustration.

INTRODUCTORY CLASS IN ONLINE STRATEGY 2. Negotiating the course website - For example, the most popular online course management system is BlackBoard. If a student is enrolled in an online course that uses BlackBoard and they cannot navigate within it, then there is no chance for success.

3. Negotiating the learning content - This aspect of the model can be broken down into two parts, dealing with the course material and becoming a learner again. Many learners experience some apprehension when learning something for the first time. (Tyler-Smith, 2006) Becoming a learner again is experienced by those that have been out of school for some time. For instance, a person enrolling in graduate school several years after earning their Bachelors degree may have some anxiety about starting school again. Any doubts about being successful in graduate school will have to be dealt with. 4. Becoming an eLearner - The first online course can be frightening. This is where a student has to concentrate on managing their time and learning to prioritize. Most adults working in a career already have these skills, where younger students may have a more difficult time. In either case, both are still nervous due to having no experience with online courses. 5. Negotiating CMC interaction - The way students interact with their classmates in an online world is different that in a classroom. Today there are many ways this is accomplished. A few would be communicating via discussion boards, Skype, email, texting, and of course, there is the phone. Keith Taylor-Smiths article was written six years ago and as fast

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as technology evolves, most people today are pretty savvy when it comes to the various methods of communicating. Thats not to say that this last aspect is obsolete, just that the number of people having anxiety over how to communicate in an online class is smaller. Methodology It is a consideration of this study to research the comparative differences of using an orientation/class and the effects of attrition when the class has not been attended. Unlike in the study by Ali and Leeds (2009), this study would incorporate a wider variety of students and would allow for more coverage of the information across online degrees. This study will use two research groups, one control group of students selected at random from a selection of online degree participants and one group that is served by the Online 101 Class that will be offered to all students taking first year online degree programs. Research Question The study to aim to answer the question: Would an Introductory Class on Online Coursework assist in online retention? The Integration and Engagement Strategy This will be a 3-4 week class that introduces the student to an online environment, the rigors of online instruction, and effective time management. Students will have the opportunity to form an online community that will assist in emotional support. Classes will focus on the following topics:

INTRODUCTORY CLASS IN ONLINE STRATEGY 3-4 week course on online strategies, etiquette, and time management building online community multimedia communication methods (Skype, Discussion Group, Connect, Oovoo) Online collaborative software (Google Docs, Wikispaces, Elluminate, etc) Working within online or virtual class environment (Blackboard, e-Chalk, Edmodo) The first day of class will begin with a pre-survey (Appendix A) that assesses student needs and understanding. The focus of this study will be first year students without regard to ethnicity or

socioeconomic background. All students enrolling in online classes will be given a form asking them if they would be willing to participate in a study where students are tracked academically during this online course. (Only those students that are identified as first time online students will be invited to participate.) By giving their consent, they are granting permission for the researchers to access the students academic record in this class. Half of the students identified as first time online course enrollees will be offered, free of charge, a basic course, or workshop, in online studies prior to classes beginning. The students that are willing to participate in this basic course will be part of the study group. Those students that decline the workshop, but are still willing to participate in the study, will be in the control group. All students in the study will be given a pre- and post course survey. The questions can be found in Appendix A. The basic course curriculum will have the students come to a physical classroom equipped with computers that have Internet access. The computers will be loaded with software that the students will need during the course of the online class. (i.e. web

INTRODUCTORY CLASS IN ONLINE STRATEGY browsing software like Firefox, Explorer, or Safari, word processing software like Word, presentation software like PowerPoint, etc.)

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The researchers will instruct the workshop. The curriculum will basically consist of the instructors demonstrating a task on the computer, such as logging into BlackBoard (BB), and then monitoring the students performing the same task. Once the students have successfully logged into BB, the instructor will then show them how to perform various tasks like entering the class, checking assignments, creating a thread on the discussion board, responding to a classmates post on the discussion board, etc. The instructors will also demonstrate how to use other supporting software to complete the assignments. Students will be given worksheets to complete these tasks. There will also be discussion about time management and keeping up with assignment due dates. Upon completion of this basic course, the study group students should be more prepared and their anxiety about an online course should be alleviated. Both of the groups, the study and control group, in the actual online class will be tracked. Upon completion of the online course or if any of the subjects withdraws from the course, they will again complete the survey and the results will be compared to their original post. Methods of Analysis Again the purpose of this study was to determine if an introductory class on online coursework assist in online retention? The subsets of information to be analyzed relating to the first research question pertaining to student achievement are the pre and post surveys and year end retention

INTRODUCTORY CLASS IN ONLINE STRATEGY rates for the study group. To compare this information the students mean difference

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between the pre and post test score will be compared between the two groups. A t-test for two independent samples will be used if the conditions of sample size and normality are met. If these assumptions are not met (e.g. the data is non-normal) a nonparametric mean difference Wilcoxin test will be conducted to determine if there is any difference in achievement. To determine the if there were any differences in retention rates between the groups, the number of students retained and the number who dropped out will be recorded and compared between the two groups. For all pieces of data the standard deviations should be reported so the variability between the two classes can be reported. Table 1 provides a summary of the data components to be analyzed and the procedures used. Data Component Pre and Post Test Differences Retention Statistic to Compare Mean Procedure Mean Difference Test (t-test or Wilcoxin) Difference Test (t-test or Wilcoxin) NA

Counts

All Components

Standard Deviations

Table 1: Summary of Data Analysis Procedures.

INTRODUCTORY CLASS IN ONLINE STRATEGY References Ali, R., & Leeds, E. M. (2009). The Impact of Face-to-Face Orientation on Online Retention: A Pilot Study. Online Journal Of Distance Learning Administration, 12(4), Retrieved from http://www.westga.edu/~distance/ojdla/winter124/ali124.html Ancar, L. N., Freeman, S. A., & Field, D. W. (2006). Students make personal connections through learning community experiences. Journal of Learning Communities Research, 1(2), 19-28 Arbaugh, J. B. (2000). How classroom environment and student engagement affect learning in internet-based MBA courses. Business Communication Quarterly, 63(4), 918.

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Barnard, L., Paton, V. O., & Rose, K. (2007). Perceptions of Online Course Communications and Collaboration. Journal of Distance Learning Administration, 10(4). Carnevale, D. (2000). Study assesses what participants look for in high-quality online courses. Chronicle of Higher Education, 47 (9), A46. Retrieved April 6, 2002, from Academic Search Elite database. Dembo, M., & Eaton, M. (2000). Self regulation of academic learning in middlelevel schools. The Elementary School Journal, 100(5), 473490. Dodd, C.Kirby, D., Seifert, T., & Sharpe, D. (2009). The impact of high school distance e-learning experience on rural students university achievement and persistence. Online Journal of Distance Learning Administration, XII(I), Retrieved from http://www.westga.edu/~distance/ojdla/spring121/dodd121.html Dutton, J., Dutton, M., & Perry, J. (2002). How do online students differ from lecture students? Journal of Asychronos Learning Networks, 6(1). Retrieved January 31, 2004, from http://www.alnweb.org/alnweb/journal/Vol6_issue1/ 6dutton.htm Leidner, D. E., & Jarvenpaa, S. L. (1995). The use of information technology to enhance management school education: A theoretical view. MIS Quarterly, 19(3), 265 291. Long, L., Dubois, C., & Faley, R. (2009). A Case Study Analysis of Factors that Influence Attrition Rates in Voluntary Online Training Programs. International Journal On E-Learning, 8(3), 347-359. Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie,W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor, MI:

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University of Michigan: National Center for Research to Improve Postsecondary Teaching and Learning. Scagnoli, N. I. (2001). Student Orientation for Online Programs. Journal Of Research On Technology In Education, 34(1), 19-27. Retrieved from http://web.ebscohost.com.library.usca.edu:2048/ehost/pdfviewer/pdfviewer?vid=3 &hid=15&sid=f28e7dc5-434d-4c58-bfeb-dbda288426e5%40sessionmgr10 Tyler-Smith, K. (2006). Early attrition among first time elearners: A review of factors that contribute to drop-out, withdrawal and non-completion rates of adult learners undertaking elearning programmes. Journal of Online Learning and Teaching, 2(2), Retrieved from http://jolt.merlot.org/Vol2_No2_TylerSmith.htm Ward, T. (2006), Online Course Attrition [PowerPoint Slides]. Retrieved from http://www.marylanddla.org/archive/ward.pdf Wojciechowski, A., & Palmer, L. B. (2005). Individual student characteristics: Can any be predictors of success in online classes? Online Journal of Distance Learning Administration, 8 (2) . Retrieved from http://www.westga.edu/%7Edistance/ojdla/summer82/wojciechowski82.htm.

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Appendix A Questions to evaluate students comfort and familiarity with online instruction. Pre and Post Survey

1. My gender is: a. Male b. Female 2. My age is _____. 3. For this class, I will access most often from: a. Home b. Work c. Campus 4. How would you rate your computer skills: 1 - None 2 - Below Average 3 - Average 4 - Above Average 5 - Excellent 5. Considering my academic, work, and personal schedule, the amount of time I have to devote to my online class is: a. 9 - 12 hours per week b. 4 - 8 hours per week c. 0 - 3 hours per week 6. As a reader, I would classify myself as: a. Good - I usually understand text without help b. Average - I sometimes need help to understand the text c. Slower than average - It takes me much longer to read than my peers 7. When I am asked to use computers, mobile devices, tablet computers, smart phones or other technologies new to me: a. I look forward to learning new skills b. I feel a little nervous but try anyway c. I feel quite anxious and try to avoid doing it 8. When I receive feedback from an instructor, I prefer:

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a. Written comments so that I can pursue and figure out how to apply them to my work b. Written comments with some oral explanation to clarify points I might not understand c. I need to talk to the instructor to really understand what I need to do. 9. When an instructor gives an assignment, I prefer: a. Figuring out the instructions myself b. Trying to follow the directions on my own, then asking for help when I need it c. Having the instructions explained to me 10. Classroom discussion is a. Important to my learning b. Sometimes helpful to me c. Rarely helpful to me 11. I need faculty comments on my work a. Within a week so that I can review what I did b. Within a day or two or I forget what I did c. Right away or I get very frustrated 12. Who is most responsible for what and how much you learn? a. I am ultimately responsible for my own learning b. The instructor and I share equal responsibility for what and how much I learn c. The instructor is most responsible for what and how much I learn 13. I would classify myself as someone who: a. Often gets things done ahead of time b. Needs reminding to get things done on time c. Puts off things until the last moment