Too many students seem to think that online classes are
easier than f2f classes. They buy into the convenience and don't seem to
realize that without self-directed learning skills, they will fail or drop out of
the online class.
Students don't need to be totally and completely self-directed; to expect this is to do a disservice to all students. They do, however, need to have the drive to succeed and the ability and willingness to ask for help in managing time, learning technology, and setting goals in the very different venue of online classes. With these characteristics, faculty can work with online students to ensure their success.
When students have to attend f2f classes, they have an automatic built-in monitor to oversee their time management. In online classes, while there are due dates certainly, there is no one to ensure that they attend class (submit work on time). Being late is easy in online classes because students do not have to look the professor in the face and say "I forgot my work" (for whatever reason).
The problem with getting work done on time in an online class is that it does take longer to prepare and submit work. In a f2f class, students talk to each other (hopefully) and talking/listening takes very little time. In fact, all communication and interaction occurs within a finite limit of time based on an on-campus class meeting schedule.
Online activities take longer because students are reading/writing and far too many students are not well-prepared for the level of reading and writing required to succeed in online classes. Thus, doing the work takes much longer than going to a f2f class. Unfortunately most online programs do not include orientation and success resources that prepare students for this level of reading and writing.
An easy solution is to provide reading comprehension, along with intensive college-level writing skills, instruction and practice PRIOR to students beginning their academic courses. Many schools provide such classes; however, these are either (1) not required or (2) taken in conjunction with academic courses. In both cases, students just blow off the orientation and success courses, figuring it's just a waste of time.
Since all effective online faculty know that orientation and success courses can mean the difference between passing and failing, as well as completing or dropping out of courses, why don't online program administrators realize this? Preparing students adequately for online classes increases retention and that is, after all, the bottom line for schools.
I get aggravated every time there is a new "study" out proposing some newfangled way to increase student success. Come on, folks, it's just not that difficult. All the studies in the world won't make a difference. To find out how to create successful students and increase retention in online programs, check out Online Teaching and Learning: Communities of Practice available on Amazon (please note that you do not have to have a Kindle – just download the Kindle app for android and iOS and PC).
Students don't need to be totally and completely self-directed; to expect this is to do a disservice to all students. They do, however, need to have the drive to succeed and the ability and willingness to ask for help in managing time, learning technology, and setting goals in the very different venue of online classes. With these characteristics, faculty can work with online students to ensure their success.
When students have to attend f2f classes, they have an automatic built-in monitor to oversee their time management. In online classes, while there are due dates certainly, there is no one to ensure that they attend class (submit work on time). Being late is easy in online classes because students do not have to look the professor in the face and say "I forgot my work" (for whatever reason).
The problem with getting work done on time in an online class is that it does take longer to prepare and submit work. In a f2f class, students talk to each other (hopefully) and talking/listening takes very little time. In fact, all communication and interaction occurs within a finite limit of time based on an on-campus class meeting schedule.
Online activities take longer because students are reading/writing and far too many students are not well-prepared for the level of reading and writing required to succeed in online classes. Thus, doing the work takes much longer than going to a f2f class. Unfortunately most online programs do not include orientation and success resources that prepare students for this level of reading and writing.
An easy solution is to provide reading comprehension, along with intensive college-level writing skills, instruction and practice PRIOR to students beginning their academic courses. Many schools provide such classes; however, these are either (1) not required or (2) taken in conjunction with academic courses. In both cases, students just blow off the orientation and success courses, figuring it's just a waste of time.
Since all effective online faculty know that orientation and success courses can mean the difference between passing and failing, as well as completing or dropping out of courses, why don't online program administrators realize this? Preparing students adequately for online classes increases retention and that is, after all, the bottom line for schools.
I get aggravated every time there is a new "study" out proposing some newfangled way to increase student success. Come on, folks, it's just not that difficult. All the studies in the world won't make a difference. To find out how to create successful students and increase retention in online programs, check out Online Teaching and Learning: Communities of Practice available on Amazon (please note that you do not have to have a Kindle – just download the Kindle app for android and iOS and PC).
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