Promoting the Success of
Underprepared Students in
Online Education
February 2013
In the following report, Hanover Research examines issues related to educating
underprepared students in an online environment, focusing specifically on the need for
pre-admission assessments, mandatory orientations, extensive student support systems,
scaffolding structures of support, and effective technological tools.
Hanover Research | February 2013
TABLE OF CONTENTS
Executive Summary and Key Findings ............................................................................... 3
INTRODUCTION ...........................................................................................................................3
KEY FINDINGS .............................................................................................................................3
DISCUSSION ...............................................................................................................................5
Section I: Literature Review.............................................................................................. 6
OVERVIEW .................................................................................................................................6
TECHNOLOGIES AND LEARNING APPROACHES ....................................................................................7
Synchronous vs. Asynchronous Learning ..........................................................................8
FOSTERING FUTURE SUCCESS .........................................................................................................9
Section II: Issues, Strategies & Best Practices .................................................................. 11
STUDENT PREPAREDNESS AND ASSESSMENT ...................................................................................11
MANDATORY ORIENTATION ........................................................................................................15
INSTITUTIONAL PREPAREDNESS ....................................................................................................16
BUILDING SELF-DIRECTEDNESS THROUGH SCAFFOLDING AND ONGOING SUPPORT ..................................18
TECHNOLOGIES .........................................................................................................................21
ENSURING SUCCESS ...................................................................................................................23
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EXECUTIVE S UMMARY AND KEY FINDINGS
INTRODUCTION
For years, there has been debate surrounding the best strategies for online education
delivery, particularly for those least prepared and equipped to succeed in such an
environment. The questions of: a) which technologies play the most significant role; b)
which support services are most effective for underprepared students, and; c) how to
effectively select students most likely to do well in an online environment, have all stood at
the center of this debate. Taken together, institutions of higher education have tried to
understand how answers to these questions, combined with the ease of access, flexibility,
and low costs of online education, can lead to long-term success for students that otherwise
might never pursue educational opportunities.
The following report examines the current literature on online learning, focusing on the
challenges of educating underprepared students in an online learning environment and
potential and research-based strategies to help such students succeed. Several key
questions are addressed:

What are the current methodologies used to ensure that students are properly
screened and oriented?

What are the roles of various technologies and pedagogical styles in promoting
effectiveness in online learning?

How can completion or success rates be improved by changing or refining delivery
methods?

How can a support system be scaffolded so that students receive intensive support at
the beginning of the program, followed by ongoing support?
The primary focus of the report is on adult-level online learning and education delivery, but
can be considered broadly applicable for other educational purposes, as it draws upon the
literature and understanding of online learning at large.
KEY FINDINGS

There is an overall paucity of available research on how to specifically support
underprepared adult learners in an online learning environment. From the
information that is available, it is clear that there is not a one-size-fits-all strategy
for ensuring success, and practices vary based on the course or program context,
institutional characteristics, and the student market served.
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
Numerous challenges stand in the way of success for underprepared learners,
including limited access to technology, sub-par computer and software skills,
personal or family issues (e.g., lack of childcare or transportation), poor time
management and self-regulation skills, and lack of motivation. Institutions must put
into place a pre-screening and admissions process that identifies potential obstacles
and determines whether an individual is a good fit for the program in question, as
well as an orientation process to communicate the reality of online education and
the commitment required.

The pre-enrollment phase may involve a self-assessment, interviews with counselors
or admissions staff, competency tests, and learning disability screenings.
Orientations for online learning programs typically are completed within a day
(usually 60 minutes or less), and may use passive, non-interactive slide shows or
highly interactive, flash-based or multimedia-rich presentations. Some institutions,
however, offer the option for in-person orientations or use more intensive
processes. Western Governors University, for example, has used a four-week online
orientation course for students beginning its online programs.

Underprepared adult students require more extensive support than the traditional
college-aged learner in terms of academic, personal, and technical support. In order
to conduct Adult Basic Education and other programs targeted toward
underprepared learners in the online environment, institutions may need to hire
additional support staff, provide further training for current staff, or use
supplementary sources of support, such as coaches or personal advisors.
Institutions must take care to not inhibit the success of distance learners by not
properly facilitating access to support services. Campuses should be mindful of the
needs of non-traditional students and may need to implement changes, such as an
extension of help desk hours, to accommodate this population.

Scaffolding can be used to provide strong initial support to students as they begin
their studies, eventually diminishing the level of involvement as students build selfdirectedness and self-regulation skills. Orientation courses provide an opportunity
for intensive initial support, as do first-year strategy-based seminars. Advisors
should work directly with students to discuss learning and career goals and to set an
educational plan in place, gradually stepping into the background as students take
on more responsibility in steering their education. Similarly, instructors should work
to facilitate discussions and build a community of learning at the outset of a course,
setting the stage for students to communicate and participate on their own.
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DISCUSSION
Empirical research related to the support of online developmental learners is limited, and
existent studies indicate that there is no ‘one-size-fits-all’ approach to ensuring success for
underprepared students. Barriers to success in online learning environments are as diverse
as students themselves, and may include insufficient technical skills, misconceptions about
what is involved with online education, and poor time management and work-life balance
skills. A lack of sufficient institutional support has also been widely-cited as a barrier to
online student success; as such, colleges must invest the time and resources necessary to
adapt to the needs of these students—a process that may involve hiring additional staff,
investing in supplemental training for current staff, and tailoring or expanding available
support services for underprepared distance students.
Despite a lack of rigorous research on successful strategies for underprepared online
students, recent institutional approaches highlight several suggested practices for
fostering a success-oriented online environment. Western Governors University, for
instance, has adopted a scaffolded model to cultivate self-directedness among learners
beginning their online educations. All new students participate in an extensive preassessment procedure and orientation, with continued support offered through one-on-one
advising and the formation of a community of learners. Online self-assessments, diagnostic
pre-assessments, and learning orientation questionnaires serve to assess emotional
investment, self-directedness, and autonomy. Carlton Trail Regional College employs a
similarly-structured approach for its campus-based Adult Basic Education (ABE) program,
employing numerous steps to ensure appropriate placement and improve students’ odds of
success. For those who are ‘screened out’ of ABE, the College suggests learning disability
screening and literacy tutoring, or “alternate action planning” for students with identified
disabilities.
The practice of success coaching – in which students communicate regularly with a certified
coach or mentor—has also recently gained a foothold in online education. Such approaches
need not be facilitated by an individual faculty member or coach, however. ‘Atlas,’ an online
student support system developed by Valencia Community College, provides one example
of deploying an online learning community to monitor and facilitate student success.
Through Atlas, students fill out an online profile and create a ‘Life Map,’ which encourages a
continual focus on academic goals. The structure of Atlas itself, which enables students to
easily connect with the broader institutional community, also allows students to quickly
access support services and necessary resources.
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SECTION I: LITERATURE REVIEW
The following section briefly explores the literature on the opportunity to cultivate success
in online learning for underprepared students. We examine the role of specific technologies
and pedagogical approaches, as well as barriers to success for underprepared students
engaged in online learning. Our review is not intended to be exhaustive, but rather
examines some of the issues most relevant for the development of student success
programs geared toward adult, vocational, and trade students.
OVERVIEW
Since its emergence, online education has skyrocketed in popularity. Across North America,
as Internet access and communication technologies have become increasingly prevalent,
online education programs have become more advanced, Internet speeds and the overall
accessibility of broadband have increased, and interactive applications have become more
readily available. 1 Taken together, these trends have contributed to substantial growth in
online education, allowing higher education institutions to expand the demographics of
their potential student bases.
Despite the increasing prevalence of online learning, empirical research into strategies for
developmental online education has not been widespread. In a project launched in 2005,
researchers at the Institute for the Study of Knowledge Management in Education (ISKME)
noted that “Despite the upsurge in online developmental education course offerings in
recent years, there is a dearth in knowledge on the optimal context to support such
courses.” 2 Perhaps more important than the lack of rigorous and empirical research is the
inability of research to keep up to date with rapid changes in online learning. As technology
improves and develops at a rapid pace, many technologies become outmoded before they
can be examined in long-term studies. And as more and more institutions and individuals
take part in online education, more innovation and development in the field occurs. This can
create significant problems for both pedagogy and research on e-learning: 3
This cycle of change in an evolving field of practice continually challenges
researchers to validate theories and concepts across a range of media, technologies
and teaching strategies. Meeting these challenges has been especially difficult for
those looking to validate a measure for predicting learner success.
Strategies to promote successful online learning outcomes for adults—underprepared or
otherwise—have proven difficult to track and analyze. The studies that have been
1
“The State of E-Learning in Canada.” The Canadian Council on Learning. May 2009. P. 22. http://www.cclcca.ca/pdfs/E-learning/E-Learning_Report_FINAL-E.PDF
2
Jimes, C. and C. Middleton-Detzner. 2005. “Online Teaching and Learning in Developmental Education: An Instructor
Perspective.” ISKME. http://www.iskme.org/our-work/faculty-development-and-use-open-educational-coursesdevelopmental-education
3
Watkins, R., et. al. “Assessing Readiness for E-Learning.” Performance Improvement Quarterly. Vol. 17 (4). 2004. Pp.
66-79. home.gwu.edu/~rwatkins/articles/PIQ2004.pdf
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conducted do not focus exclusively on this demographic segment, and can only provide a
broader picture of trends as opposed to specific policy prescriptions. 4 What research has
been done shows that underprepared students, regardless of age, are comparatively
unlikely to be helped by online education over brick-and-mortar education, and that there
are both structural and individual reasons for this. In some cases, the problem lies with
institutions that do not adequately meet students’ needs—either academically or in a range
of other support areas—whereas, in other cases, the students themselves do not realize the
degree of commitment and the amount of time that an online education requires. 5
TECHNOLOGIES AND LEARNING APPROACHES
While computer and general technological literacy has grown significantly over the last two
decades, it remains an issue that affects adult education just as it still affects the workplace.
In Canada, the percentage of non-student working professionals has grown steadily since
the 1989 General Social Survey conducted by Statistics Canada, and the percentage of
citizens using computers in their free time increased five-fold between 1998 and 2010—a
reflection of the more commonplace nature of computers in everyday life. 6 Nevertheless,
technology in educational contexts is still a relatively new phenomenon for most and can
present problems for those not used to relying on technologies to complete coursework and
communicate with fellow students and instructors.
Perhaps a reflection of the fact that many students still are not 100 percent comfortable
with online-only education, the most rapidly growing learning approach has proven to be
blended learning, a combination of different types of interaction and engagement both in
and out of the classroom. Specifically, blended learning represents “a variation of online
learning in which courses and programs are not fully online but contain multiple (some faceto-face and some online) modalities.”7 Blended learning offers a number of benefits to both
students and instructors, given the combination of face-to-face learning and online
instruction. Indeed, a 2010 report by the U.S. Department of Education found that this was
the most effective form of instruction—more effective than either face-to-face or online
learning in isolation. 8
4
Jaggars, S. “Online Learning: Does it Help Low-Income and Underprepared Students?” Community College Research
Center, Teachers College, Columbia University. January 2011. P. 3.
http://academiccommons.columbia.edu/download/fedora_content/download/ac:146666/CONTENT/332_846.pd
f
5
Bozarth, J., et. al. “Preparing for Distance Learning: Designing an Online Student Orientation Course.” Educational
Technology & Society. Vol. 7 (1). 2004. Pp. 87-106. P. 91. http://www.ifets.info/journals/7_1/10.pdf; Jaggars, 23
6
“General Social Survey 2010 – Overview of the Time Use of Canadians.” Statistics Canada. Catalog No. 89-647-X. July
2011. http://www.statcan.gc.ca/pub/89-647-x/89-647-x2011001-eng.pdf; Roberts, L., et. al. Recent Social Trends
in Canada, 1960-2000. Montreal: McGill-Queen’s Press, 2005. P. 209.
7
Picciano, A. and C. Dziuban, eds. Blended Learning: Research Perspectives. The Sloan Consortium. 2007. P. 7.
https://sloanconsortium.org/download/62566/67f708623141a784e5c8ffb811b25a07 (login required)
8
Means, et. al. “Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online
Learning Studies.” U.S. Department of Education, Office of Planning, Evaluation, and Policy Development.
September 2010. P. 51. http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
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SYNCHRONOUS VS. ASYNCHRONOUS LEARNING
The primary differences between synchronous and asynchronous learning have to do with
the immediacy and the degree of direct interaction among students and the instructor.
However, each approach presents distinct advantages and disadvantages. Synchronous
technologies allow for instantaneous feedback, offer a better sense of group ability, allow
for appropriate pacing, and can help students that require more direct attention.
Asynchronous learning offers greater flexibility, allows for students to spend more time on
their work, and can generate more quality interaction overall, regardless of the obvious
barriers. Both can be very effective either individually or in combination with one another,
but success ultimately depends on what students are most comfortable with, and what
works for the program in question.
As to whether one or the other is a better model for online education, there is significant
debate surrounding the question. On the one hand, synchronous instruction and learning
offers obvious advantages over asynchronous, in that it offers direct and immediate
feedback and interaction. 9 The benefits for some students can be enormous, as many
students, regardless of age, require an element of interaction in order to learn. However,
studies have not conclusively proven that there is any significant benefit of synchronous
learning over asynchronous learning. In fact, the opposite has been shown to be true; a
2010 U.S. Department of Education report found that “the addition of synchronous
communication with peers is not a significant moderator of online learning effectiveness.” 10
Synchronous and interactive technologies can still be important for building a stronger bond
between classmates, and between students and their instructors, which some have argued
is an important element in determining success in online education. 11 While providing
valuable opportunities for cultivating student relationships, however, synchronous
interaction in a form more like immediate interaction in a classroom is simply not always
possible in online environments. Oftentimes, even when the learning environment does
allow for synchronous communications, working via computer “takes the steam out of”
students’ conversations and interactions. 12
Within the context of developmental education, instructors have embraced both
synchronous and asynchronous learning technologies, though asynchronous learning
appears to be a slightly more popular choice, at least in the United States. A 2003 report by
the National Center for Education Statistics (NCES) described the landscape for online
developmental education in the United States. The analysis found that 13 percent of U.S.
institutions provided access to distance learning developmental education courses in the
year 2000, with asynchronous technologies being more commonly applied:
9
Hratinski, S. “Asynchronous and Synchronous E-Learning.” Educause. November 17, 2008.
http://www.educause.edu/ero/article/asynchronous-and-synchronous-e-learning
10
Means, et. al. Op. cit., pp. 28-29.
11
Clouser, S. “Building and Sustaining Community in Online Courses for Adults.” Unpublished Dissertation, University
of Georgia. 2005. P. 9.
http://athenaeum.libs.uga.edu/bitstream/handle/10724/8557/clouser_sherry_a_200508_edd.pdf?sequence=1
12
Ibid., p. 60.
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Sixty-four percent of distance developmental education was delivered via
asynchronous computer-based instruction. Twenty-five percent of distance
developmental education was delivered via synchronous computer-based
instruction, such as two-way interactive video, one-way prerecorded video, and so
forth. 13
In a 2007 study of 20 students enrolled in a hybrid Developmental Studies in Reading II
course, researcher Melissa L. Burgess found that both the asynchronous discussion board
and synchronous chat tools embedded within WebCT produced positive results. Burgess
used test scores, surveys, interviews, and observations of students’ contributions to the
discussion board and chat sessions to measure growth, ultimately concluding that the
integration of both WebCT tools resulted in enhanced reading comprehension skills and
increased motivation to read for developmental education students. 14
As both approaches carry potential advantages for students, it may be advisable to combine
the two strategies. In other words, whether to use Skype or similar products to facilitate
real-time discussions or to use message boards or group mail systems that allow for
deliberation is not the main debate; rather, the focus should be on how to find a proper
balance between engagement in a learning community and time for independent, flexible
participation.
FOSTERING FUTURE SUCCESS
Underprepared students appear to have had a relatively difficult time with online
education, despite the fact that it does indeed improve access to college coursework for
such students. 15 In fact, somewhat paradoxically, no studies exist that indicate this
increased access to college coursework has actually led to an increase in postsecondary
enrollment for these students. 16 Contributing to reduced rates of enrollment are myriad
factors, including financial barriers, lack of government incentives to support underprepared
students, and lack of leadership from external sources, such as business and labor groups.17
In many cases, individual success is negatively impacted by a lack of technical skills and/or
lack of access to necessary technologies.
As mentioned previously, there are also structural reasons for poor student success rates
among underprepared adult students, many of which have been outlined in several studies
and trace to the institutions themselves: poor pre-screening processes; failure to effectively
prepare students for the online learning experience; poor non-academic student support
13
Petrides, Lisa, Anastasia Karaglani, and Lilly Nguyen. Basic Online Education Literature Review. Institute for the
Study of Knowledge Management in Education. April 2005. P. 3.
http://www.league.org/league/projects/beo/files/Literature_Review.pdf
14
Burgess, M.L. “Supplementing WebCT Tools into Developmental Studies Instruction.” International Journal of
Instructional Technology & Distance Learning. 4:7. July 2007. http://www.itdl.org/Journal/Jul_07/article02.htm
15
Jaggars. Op. cit., p. 24.
16
Ibid., p. 25.
17
“Bridges to Opportunity for Underprepared Adults: A State Policy Guide for Community College Leaders.” Bridges to
Opportunity Initiative, The Ford Foundation. 2008. Pp. 7-8.
http://www.fordfoundation.org/pdfs/library/Bridges_to_Opportunity_for_Underprepared_Adults.pdf
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services and structures; lack of ongoing pedagogical research fueling change in online
coursework delivery and teaching; and lack of collaborative approaches to meeting the
challenges of online education for underprepared adult learners. 18 For students, the barriers
to success in online learning environments have also been well-documented, primarily
stemming from insufficient technical skills, misconceptions about what is involved with
online education, and poor time management and work-life balance skills. The next section
will address how institutions can deal more effectively with these issues and others.
18
Bozarth. Op. cit., pp. 32-39.
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SECTION II: ISSUES, STRATEGIES & BEST
PRACTICES
The following section takes a closer look at several issues—specifically, student assessment,
possible options and structures for student orientation, necessary institutional preparations,
choice of technologies, and best practices to help increase student preparedness and
success rates.
STUDENT PREPAREDNESS AND ASSESSMENT
Recent research suggests that the greatest proportion of online learning is done by adults,
ranging in age anywhere from 25 to 50 and over, both employed and unemployed. 19 In
short, it is a very diverse demographic. Given the high level of diversity in prospective
students’ backgrounds and educational needs, institutions must institute a process to
determine that students meet the criteria for the educational programs of interest, whether
adult basic education, trade, or vocational training.
Gauging student preparedness is likely the first and most important pre-intervention
measure that an institution can attempt as part of the process of ensuring student success
and program completion. However, it can also be one of the most difficult tasks to
undertake, as preparedness is highly subjective and dependent on the individual.
Unfortunately, while many education professionals and instructors are asking the key
questions about how to deal with student underpreparedness, very few are providing
answers: the amount of actual, rigorous research on how institutions can deal with, or have
dealt with, meeting the challenges of remedial college or community college education
online is limited. 20
The criteria for what level of demonstrable achievement defines eligibility for program entry
is entirely up to the institution, but as suggested by Ivan Harrell, should involve the use of
some form of “readiness instrument” or screening tool. This step typically involves a preenrollment assessment of a student’s learning style, computer skills, self-reliance, time
management abilities, and cognitive skills, among other areas, “to determine if an
individual’s characteristics are congruent to the skills and abilities needed to be successful in
the online environment.” 21
19
Moore, M. and Kearsley, G. Distance Education: A Systems View of Online Learning. Independence, KY: Cengage
Learning, 2011. P. 151.
20
Rutschow, E.Z and Schneider, E. “Unlocking the Gate: What We Know About Improving Developmental Education.”
June 2011. P. 2. http://www.mdrc.org/sites/default/files/full_595.pdf
21
Harrell, I. “Increasing the Success of Online Students.” Inquiry. Virginia Community College System, Vol. 13 (1).
Spring 2008. Pp. 36-44. http://www.vccaedu.org/inquiry/inquiry-spring-2008/1-13-Harrell.html
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The factors likely to influence whether a student remains in an online program to
completion are varied, but among others, usually include issues such as: 22






Busy lives outside of school
Lack of Internet applications training
Lack of regular access to computers
Lack of experience with online education in general
Low GPA
Age of student
As such, screening through entrance examinations, self-assessments (e.g., screening
questionnaires), or other means should be considered. There are pros and cons to using
such methods, particularly as there is no guaranteed method to establish whether or not a
student is ready and capable of success in terms of both academic preparedness and
maturity and personal preparedness. Self-assessment instruments are somewhat popular
among colleges, universities, and community colleges offering online education programs,
though they do not generally address ability to the extent that they address learning styles
and productivity. 23 The distance learning pre-screening test for the Community College of
Baltimore County (Maryland), as one example, uses 10 self-assessment questions,
reproduced in Figure 2.1.
Figure 2.1: Self-Assessment Test, Online Distance Learning, Community College of
Baltimore County
QUESTION
1) My need to take this course now is:
2) Feeling that I am part of the class is:
3) I would classify myself as someone
who:
4) Classroom discussions are:
5) When an instructor hands out
instructions for an assignment, I prefer:
6) I need faculty comments on my
assignments:
CHOICES
a. high - I need it this semester
b. moderate - I could take it on campus later, or substitute
another course
c. low - It's a personal interest that could be postponed
a. not important to me
b. somewhat important to me
c. very important to me
a. often gets things done ahead of time
b. needs reminding to get things done
c. puts things off until the last minute
a. rarely helpful to me
b. sometimes helpful to me
c. almost always helpful to me
a. figuring out the instructions on my own
b. trying to follow directions on my own, then asking for help
as needed
a. within a few weeks, so I can review what I did
b. within a few days, or I forget what I did
c. right away, or I get very anxious
22
Shelton, K., and Saltsman, G. An Administrator’s Guide to Online Learning. Charlotte, NC: Information Age
Publishing, 2005. P. 108.
23
Watkins. Op. cit., p. 69.
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QUESTION
7) Considering my professional and
personal schedule, the amount of time
that I have to work on a course is:
8) Whenever I am asked to use VCRs,
computers, voice mail, or other forms
of technology that are new to me:
9) As a reader:
10) If I have to go to the campus to take
exams or attend review sessions:
CHOICES
a. 7 - 9 hours a week
b. 4 - 6 hours a week
c. 1 - 3 hours a week
a. I look forward to learning new skills
b. I feel apprehensive, but will try anyway
c. I put it off or try to avoid it entirely
a. I usually understand text without help
b. I sometimes require help to understand the text
c. I almost always require help understanding a college text
a. I can get to the campus almost anytime
b. I work during the day and can get to the campus only in the
evening or on weekends
Source: Community College of Baltimore County
24
By way of comparison, the San Diego Community College District (California) assessment
tool is more oriented toward discerning the level of technical skills a student would be
equipped with upon entry to the program. While there are some questions about student
learning styles in the questionnaire, more than half of the 20 questions deal with computer
literacy, with questions such as:

“Are you comfortable with file management: saving, deleting, and moving files on
your computer?”

“Do you feel comfortable downloading and installing software programs?” 25
The survey further gauges how students would go about solving technical problems they
might have, asking how such questions should be routed and to which authorities (e.g.,
instructor, fellow classmates, help desk, etc.).
While self-assessment questionnaires provide valuable insight into students’ readiness for
online learning, the pre-screening and admissions process should extend far beyond this
exercise. The admissions procedure for the Adult Basic Education program at Carlton Trail
Regional College (Humboldt, Saskatchewan) entails numerous steps to ensure the
appropriateness of placement in the program and to improve the odds for course success.
While the program is conducted on-site, rather than online, it provides an example of a
comprehensive framework for screening and admission. Noteworthy features include selfassessment, a placement exam for older and underprepared students, a counseling
interview addressing common concerns for retention, and screening for learning disabilities.
Carlton Trail Regional College adheres to the following steps in admitting students to the
Adult Basic Education program:

24
25
An ABE Coordinator ensures that pamphlets and information sheets are made
available to prospective students.
“Distance Learning.” The Community College of Baltimore County. http://ccbcmd.edu/distance/assess.html
“Online Learning Pathways - Online Learning Readiness Assessment.” San Diego Community College District.
http://www.sdccdonline.net/assess.htm
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
Prospective students meet with counseling staff to discuss their options for
educational upgrading and career planning.

Prospective students self-assess the appropriateness of the ABE program for their
specific needs and abilities.

Prospective students complete and submit the ABE Application along with required
documentation.

Applications are reviewed by Program Support Staff, who check for completeness
and accuracy and examine academic records.

Prospective students with grades below 60 percent, who have been out of school for
more than five years, or who have GED transcripts must complete the Canadian
Adult Achievement Test (CAAT) to determine ABE placement level.

Applicants then work one-on-one with a counselor to complete the Counseling
Interview Checklist and Learning Issues Checklist. The Counseling Interview Checklist
promotes discussion of the individual’s health, finances, and access to childcare and
transportation, among other issues that influence retention. The Learning Issues
Checklist helps identify problems in four categories—Auditory, Visual, Memory, and
Attention—which may require the individual meet with a Learning Specialist to
determine disabilities and decide upon an appropriate action plan.

Applicants participate in in-person interviews with Program Staff during the summer
months. The ABE Coordinator then determines acceptance to the program.

Finally, students participate in a joint orientation and registration session, as well as
a study skills workshop, prior to the beginning of the term. 26
The addition of a self-assessment focused on computer and technical skills, learning styles,
and interest in online learning would allow the procedure to be translated to the online
learning environment.
Of further note is the procedure’s acceptance that not all applicants will be appropriate
candidates for the program, which leads to the question of alternative options for those
students who are screened out. For students who score poorly on the CAAT instrument
(below 8.0 GE), Carlton Trail Regional College suggests learning disability screening and
literacy tutoring to assist these students in their studies. Learning Specialists conduct testing
and may recommend placement or “alternate action planning” for students with identified
disabilities. 27
The Bridges to Opportunity initiative, sponsored by the Ford Foundation, notes that many
students in difficult situations in terms of family life and finances may be eligible for state
services that provide students with assistance that community colleges cannot provide,
26
“Procedure 6.1 (b) – Programs Admissions.” Carlton Trail Regional College.
http://ctrc.sk.ca/component/content/article/464-procedure-61-b-programs-admissions
27
Ibid.
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including wrap-around services like childcare and personal counseling. 28 The initiative
recommends that colleges work closely with state agencies to ensure that students receive
the maximum support possible.
MANDATORY ORIENTATION
Institutions can further help underprepared adult students succeed in an online learning
environment by requiring all new students to participate in a mandatory orientation. The
recent literature has suggested that a significant number of students who are first-time
online students “become disillusioned and frustrated with online learning and withdraw
from courses as a result,” creating a costly retention problem for institutions. Students who
have no experience with online education are often unaware of the time commitment, of
what types of technology skills are necessary, of the expected level of interaction with their
peer cohort and instructors, and how to effectively balance work/life and school. 29
Generally, students need more preparation and more direct instruction regarding what it
takes to be successful in an online environment. 30
Studies have suggested that such an orientation program is not only helpful for students
beginning online education programs, but that it is in fact desired by the students
themselves. 31 A number of studies suggest that offering students the opportunity to
establish experience with the course management system is “a significant factor in
subsequent online academic success and student satisfaction.” 32 In one study, “eighty-nine
percent of students entering [an] online program demonstrated a significant increase in
their technology skills following the completion of an orientation course.” 33 The research
leaves little doubt that the use of orientation programs can significantly improve students’
chances for success, particularly if technical skills are an area of concern as those skills often
mean the difference between course success and failure. 34
Orientation programs for distance learning students may be conducted entirely online, such
as in the form of a series of web tutorials, entirely in-person, or as a blend of both
approaches. How such programs are structured depends, in part, on the availability of
students and instructors to meet in-person and whether the institution is capable of
providing the space and personnel. Orientations conducted online typically are a singlesitting affair. Often, they take the form of slide shows or flash presentations, lasting under
an hour. The online orientation for non-traditional learners at Kishwaukee College (Malta,
Illinois), for example, lasts just under 22 minutes, and provides a limited, interactive flash28
“Bridges to Opportunity for Underprepared Adults: A State Policy Guide for Community College Leaders,” op. cit.,
11.
29
Kelso, M. “What is the Effect of an Online Orientation Course on Student Satisfaction?” Social Science Research
Network. February 25, 2009. http://papers.ssrn.com/sol3/papers.cfm?abstract_id=1699845
30
Ibid.
31
Kelso, M. “Mandatory Online Orientation Courses for Online Learners.” Social Science Research Network. March 15,
2011. http://ssrn.com/abstract=1797290
32
Ibid.
33
Kelso, “What is the Effect of an Online Orientation Course on Student Satisfaction?” Op. cit., p. 4.
34
Bozarth. Op. cit., p. 91.
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based experience that covers everything from anxiety about returning to school to advising
on supplies students should purchase. 35 Others, such as the Black Hawk College (Moline,
Illinois) online education orientation system, simply involve basic web tutorials, separated
into modules or slides that cover the basics for students new to online education. 36
Some institutions, such as Germanna Community College (Fredericksburg, Virginia), offer
greater flexibility by allowing students to select either an online or in-person orientation,
depending on their interest and availability (there are generally a smaller number of inperson opportunities in such cases). 37 Regardless of the delivery vehicle, however—online
or in-person—orientations are normally completed within one day. Those that are
mandatory typically require a login or registration and must be completed on a certain date
(and with others) or individually within a specific timeframe or by a certain date.
INSTITUTIONAL PREPAREDNESS
Just as students who are less educated or otherwise ill-prepared for higher education need
to be better equipped and supported to succeed in an adult education (or similar) online
program, institutions should also be prepared to meet a number of unanticipated student
needs and spend greater amounts of time, energy and resources to meet the challenges of
educating underprepared learners. Institutions concerned with providing support for
students who require ongoing assistance above and beyond what might normally be
expected have several choices available, depending on what institutional support systems
are already in place. When it comes to technical assistance with online coursework, some
colleges and universities simply refer online students to the general help desk serving the
entire student body, requiring that students contact their instructors directly with concerns
about the course and course materials. 38 At institutions that specialize in online education
over campus-based education, however, student support systems tend to be much more
extensive. Kaplan University, for example, offers live workshops for writing, science, and
math; assigns advisors to assist students with the online learning experience; and provides
tutoring opportunities, among other support services.39
Beyond core student services, institutions are pushing further to provide a better online
learning experience to drive academic success. Alan Tripp notes the trend toward
developing online models for success coaching, explaining: 40
35
“Nontraditional Student Orientation.” Kishwaukee College.
http://www.kishwaukeecollege.edu/adult_education/orientation/Orientation%20for%20Nontraditional%20Stude
nts/player.html
36
“Online Learning Orientation.” Black Hawk College. http://www.bhc.edu/academics/online-learninginformation/online-learning-orientation/
37
“Distance Learning – Orientation to Online Learning.” Germanna Community College.
http://www.germanna.edu/Students/Distance_Learning/orientation-to-online-learning.asp
38
“Online Learning and Blackboard – Frequently Asked Question.” Grand Rapids Community College.
http://cms.grcc.edu/distancefaqs
39
“Academic Support Centers.” Kaplan University. http://www.kaplanuniversity.edu/academic-support/academicsupport-centers.aspx
40
Tripp, A. “Closing the Distance: Success Coaching for Online Education Goes Mainstream.” Distance Learning 5, no.
1 (2008): 39. Accessed through ProQuest.
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In the past 5 years, a new approach to improving student retention, called success
coaching, has been implemented at leading online universities including Westwood
College Online, DeVry University Online, and the online division of Northeastern
University’s School of Professional and Continuing Studies. Originally developed by a
company in San Francisco, InsideTrack, success coaching is based on a philosophy
that for students of any age, achievement depends on the presence of multiple
factors, including proactive guidance, frequent feedback, a sense of purpose, and
regular support and motivation.
Success coaching applies this philosophy through regular one-on-one communication
between the student and a certified coach. “A coach’s primary role,” Tripp writes, “is to
empower online students by providing support, direction, advice and motivation tailored
specifically to their needs.” 41 In 2011, The Chronicle of Higher Education reported that an
online mentorship program pairing professionals in the field with students helped raise
retention of at-risk students in science fields. This program, managed by the non-profit
MentorNet rather than a specific higher education institution, provided culturallyappropriate feedback for students with a “bridge to the reality of the workplace.” 42 The
organization “guides the relationships” for up to eight months, “encouraging [mentors and
students] to talk about job searches, personal barriers, or possible career paths that would
fit well with their personal goals. 43
Success coaching and mentoring do not necessarily need to be facilitated directly by a
faculty or affiliate member, as in these previous examples. In a discussion of online and
traditional learning, Mark David Milliron (writing for The Chronicle of Higher Education)
points to “an online student-service support system called ‘Atlas’ that builds momentum for
the student from first contact through completion.” 44 Atlas was developed by Valencia
Community College in an effort to create an online learning community linking students
with faculty and other staff members, such as registrars, bursars, and financial aid
administrators. 45 The user process is described by Milliron as follows: 46
Students fill out a full profile and degree plan in a first-semester course devoted to
student success, which helps them develop their ‘Life Map’ through to a degree.
From that point on, Atlas/Life Map is their virtual connection to the college and
pathway to their academic goal.
He notes that “this type of strategy has contributed to Valencia’s graduation rate being
almost triple that of its peer institutions.” 47
41
Ibid., p. 41.
Redden, M. “Online-Mentor Program Raises Retention of At-Risk Science Students.” The Chronicle of Higher
Education. September 11, 2011. http://chronicle.com/article/Online-Mentor-Program-Raises/128925/
43
Ibid.
44
Milliron, M.D. “Online Education vs. Traditional Learning: Time to End the Family Feud.” The Chronicle of Higher
Education. October 31, 2010. http://chronicle.com/article/Online-vs-Traditional/125115/
45
“What is Atlas?” Valencia College. “Atlas Login.” Accessed October 11, 2012. https://atlas.valenciacollege.edu/#
46
Milliron, Op. cit.
47
The article contains additional examples from Purdue University and Western Governors University. Ibid.
42
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The other area in which an institution may need to be more prepared is in the realm of
technical support. Particularly if students lack technical skills, institutions with online
learning programs targeted toward underprepared students may see greater demand for
technical support staff. While staff shortages may be a problem for some institutions, the
primary area of difficulty appears to stem from the campus-oriented nature of most
institutions’ normal IT support systems, which may not be as helpful or responsive for
remote students who require assistance during evenings or weekends.48
The same difficulties may further occur when students attempt to remotely access other,
more traditional student services, such as common learning and administrative resources.
Citing several studies, Jaggars points out that, among other challenges, online students
often deal with limited accessibility or unresponsiveness from staff members at institutional
labs, libraries, and tutoring, advising, and financial aid divisions.49 In one study of six
institutions in Ohio, it was reported that, “to the extent that institutions had any system of
assistance, it was either informal or passive (e.g., student-to-student email discussion,
faculty assistance, or instructions on the syllabus).” 50 In order to better meet the needs of
underprepared online students, it is important for institutions to either create additional
channels for support or create better and more open and efficient policies for students to
take advantage of the supports already in place.
BUILDING SELF-DIRECTEDNESS THROUGH SCAFFOLDING AND ONGOING SUPPORT
Oftentimes, underprepared learners enter courses or programs without the “self-directed
skill set” necessary to succeed in the online learning environment. Self-discipline, time
management, the ability to work independently, and the planning skills necessary to
complete assignments and projects on time are all critical for success in online learning,
which requires a high level of initiative and responsibility. To complicate the matter, selfdirectedness is typically developed within a social context “through a variety of humanoriented interactions with peers and colleagues, teams, informal social networks, and
communities of practice.”51 Without an appropriate support structure, students may begin
to feel isolated or lose their sense of self-direction, factors commonly leading to attrition. In
order to be successful, then, students must build a sense of academic integration and social
integration when learning remotely.
Present in the literature on online learner support services is the metaphor of scaffolding, a
concept which has been borrowed from research on child development and adapted to the
distance learning setting. The concept centers on interactions between the online learner
and support services personnel, with the degree of structure gradually decreasing as the
student begins to “internalize and master the skills” necessary for success in the course.52
48
Jaggars. Op. cit., p. 23.
Ibid.
50
Ibid.
51
Ludwig-Hardman, Stacey and Joanna C. Dunlap. “Learner Support Services for Online Students: Scaffolding for
Success.” The International Review of Research in Open and Distance Learning. 4:1, April 2003.
http://www.irrodl.org/index.php/irrodl/article/view/131/211
52
Ibid.
49
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For distance learning students, supports used within the scaffolding model should extend
the range of the learner, enable the student to complete tasks that would otherwise be
impossible, motivate the student and help reduce frustration, and be used to assist students
when needed, but removed once the learner is ready to take on more responsibility.
Western Governors University, a private, non-profit, online university, has adopted the
scaffolding model to cultivate self-directedness among learners as they embark on their
educational journeys in an online setting. In the highly structured model, new students
participate in an extensive pre-assessment procedure and orientation, with continued
support offered through one-on-one advising and the formation of a community of learners.
At WGU, trained enrollment counselors contact applicants via phone to conduct an intake
interview, which helps determine institutional fit and clarify the expectations of the
program. At this stage, the counselor seeks to learn about the student’s reasons for
pursuing the program or course, level of technology literacy, learning preferences, potential
challenges of distractions, and educational history. Next, the applicant completes an online
self-assessment, ranking his or her level of competency in areas related to the program.
Once admitted, the student takes an online diagnostic pre-assessment, which seeks to
more objectively measure competency levels. Finally, in the pre-enrollment phase, the
student completes the Learning Orientation Questionnaire, which examines emotional
investment, self-directedness, and autonomy.
Once admitted, students participate in an intensive orientation process, which entails a
four-week orientation course. The orientation course provides new students with an
introduction to the communication tools they will use, the learning skills they will need, and
a primer on how to perform research remotely and to access the e-library and other
learning resources. The orientation also offers “suggestions on how learners can create a
learning space, develop a study routine, and manage their time.”53
One-on-one advising is a key component of the scaffolding structure, as students receive
continued guidance once they complete the more intensive orientation process and begin
to work more independently within the course. WGU uses faculty mentors to advise
students, who use the information gathered in the intake interview and pre-assessments to
develop an Academic Action Plan that will serve as a roadmap for the student. As students
advance, “mentors find that they scaffold learners by offering acknowledgement, positive
feedback, and encouragement; being an early warning system for unnoted obstacles or
potential problems; providing assistance in clarifying and validating learning plans; and by
functioning as a responsive problem-solver/trouble-shooter to assist when academic or
administrative issues arise.” 54
Finally, students benefit from being part of a learning community within their program.
Following the scaffolding model, mentors first invite students to join the community,
educating them on how to access resources, navigate the interface, and use chat tools and
53
54
Ibid.
Ibid.
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discussion boards to interface with other learners. At first, mentors facilitate discussions
and promote participation, eventually fading into the background as the students
themselves take on more active roles in the community. 55
Figure 2.2: Scaffolding in Action at Western Governors University
Recruitment and Admissions Process: Diagnosing Fit
Between Learner and Education Provider
- Intake interview to discuss learning outcomes expected from
courses and programs, and their relationship to
personal/professional goals
- Self-assessment tools to assist the learner in evaluating eligibility
and preparedness for courses and programs of interest
- Diagnostic pre-assessment to identify the learner's strengths and
areas for improvement
- Learning Orientation Questionnaire to determine a learner's
readiness for online learning
Orientation to the Online Learning Experience
- To prepare learners for the responsibilities and expectations of
participating in an online course or program in a low-stakes, lessthreatening environment
One-on-One Advising
- To have a relationship of support with educational provider staff
Access to a Community of Learners
- To have a sense of connection with the education provider and a
sense of community with other learners who have similar learning
plans
Source: “Learner Support Services for Online Students: Scaffolding for Success” (2003)
Another study describes motivational scaffolding within courses, which emphasizes the
role of the instructor as “coach,” uses moderated study skills support groups, and provides
time-released material. One study of students enrolled in an online five-credit course on
learning and motivation strategies involved random assignment to either a traditional
course or a scaffolded course, with the latter integrating two features: study skills support
groups and designated office hours. The study found that “motivational scaffolding in the
form of synchronous, on-line (chat) support group meetings and instructor office hours
provided a collaborative mechanism enabling high procrastinating students to stay on task
and meet deadlines.” 56 While the motivational scaffolding approach produced positive
55
56
Ibid.
Tuckman, Bruce W. “The Effect of Motivational Scaffolding on the Effectiveness of Distance Learning.” Paper
presented at AERA, San Diego, 2004. http://all.successcenter.ohio-state.edu/references/scaffdistprocras%20aera%2004.htm
© 2013 Hanover Research | Academy Administration Practice
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results for high procrastinating students (as determined by the Tuckman Procrastination
Scale), the model did not produce significantly positive results for low procrastinators,
presumably because these students did not require additional assistance with time
management. 57
Furthermore, many developmental education students enrolled in online courses need to
establish self-regulation skills and behaviors, an area which may be targeted for both initial
and ongoing (scaffolded) support. Oftentimes, institutions seek to develop self-regulation
skills through first-year, strategy-based seminars. In one study, first-year college students
with a first-term GPA of 2.0 or higher who were enrolled in a strategy-based freshman
seminar were 9 percent more likely to enroll again in the following fall term. The results
were even more drastic for students with first-term GPAs lower than 2.0, who were 29
percent more likely to enroll the following fall if they completed the freshman seminar.
Scholars recommend that instructors of online developmental education courses strive to
integrate activities to promote self-regulation skills development, whether through tutorials
explicitly focused on such skills, activities embedded within the course content, or support
from a learning specialist. 58
TECHNOLOGIES
Where some institutions opt for developing in-house platforms supplemented by opensource or free software (e.g., Skype), others outsource the entirety of the technology
development and pay other companies to both develop and deploy proprietary (or nearproprietary) technologies for the institution in question. Much of the choice depends on
institutional capability, available resources and funds, and the goals of the program(s). To be
further considered are the capabilities and resources of the intended audience, in deciding,
for instance, the level of software ease-of-use, the amount of data-heavy multimedia
content to include in course content, or whether or not students should be required to have
a broadband connection.
Many of the past barriers to e-learning technologies have been reduced given both
improved accessibility and adults’ growing comfort levels with basic technologies, such as
web browsers and word processing software. However, the interactivity of some elements
of online learning will require that students review the tools in detail, regardless of whether
or not the technologies are synchronous or asynchronous. Examples include message
boards, chat rooms, and, for some students, the use of email and file attachments. Figure
2.3 lists the basic computer skills identified as necessary for online learners in a study
conducted by Bozarth, Chapman, and LaMonica (2004).
57
58
Ibid.
Jantz, Carrie. “Self Regulation and Online Developmental Student Success.” MERLOT Journal of Online Learning and
Teaching. 6:4. December 2010. http://jolt.merlot.org/vol6no4/jantz_1210.pdf
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Figure 2.3: Tasks Necessary to Perform the Job of “Online Learner”
TASK/DUTY
Adapt to the online learning
environment
Establish technical resources for
online learning





Access course website






Navigate course website















Use email to communicate
Manage course assignments
Participate in online discussion
Participate in synchronous chat
Complete online quizzes
Complete online assignments
Source: Educational Technology & Society
59








REQUIRED SKILLS
Prepare for online learning
Prepare for online course
Obtain hardware resources for online learning
Obtain software resources for online learning
Access support resources for technical resource
troubleshooting
Log on to university course listings website
Access correct class
Configure browser for use with class following course
recommendations
Access support resources for website troubleshooting
Navigate course sections via navigation links
Navigate subsections within main course sections (i.e.,
things like the course schedule, student home pages)
Access support resources for navigation troubleshooting
Access email program
Send and receive email
Manage attachments in email
Access support resources for email troubleshooting
Submit course assignments on time
Manage team assignments
Use other software programs applicable to course
Access support resources for course assignments
Access discussion board
Access posts
Post an original thread
Post responses to a thread
Attach a file to a discussion post
Access support resources for online discussion
troubleshooting
Access chat
Use chat
Access support resources for chat function troubleshooting
Access online quiz
Take online quiz
Access support resources for online quiz troubleshooting
Create a student homepage
Submit a photograph
When it comes to specific technologies, adult students are unlikely to have experience with
learning management systems of any kind, whether Blackboard or any other CMS/LMS. 60
Therefore, instructions on interacting with such systems must be made part of the
59
60
Bozarth. Op. cit., pp. 98-99.
Tyler-Smith, K. “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. Vol. 2 (2). 2006. http://jolt.merlot.org/vol2no2/tyler-smith.htm
© 2013 Hanover Research | Academy Administration Practice
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orientation process for new online learners. Indeed, as is indicated above, understanding
how to interact with the technology—and knowing how to troubleshoot a situation when
problems arise—is crucial for online learning. This is where a robust orientation program
will make the greatest difference, along with smooth access to help desk resources.
In terms of synchronous vs. asynchronous technologies, the use of either depends more on
the context of the course than any empirical measure of efficacy. As previously discussed,
there is no inherent advantage to offering one over the other, but offering both is likely to
provide greater flexibility and encourage a better sense of community for student
participants. In regard to technological tools to facilitate interactivity, such as
videoconferences or chat sessions, it is recommended to choose programs that are widely
available and that will be used by all students and instructors. Popular programs include
Microsoft Lync and Skype (also owned by Microsoft), although substantial differences
between the two do not exist. In fact, in 2013, both programs are slated to become fully
integrated. 61
ENSURING SUCCESS
In addition to the strategies mentioned thus far, general best practices for online education
are outlined by Kathy Olesen-Tracey, an Instructional Designer at Western Illinois University.
In “Leading Online Learning Initiatives in Adult Education,” Dr. Olesen-Tracey suggests that
strategies for defining and shaping distance and online learning programs should include the
following considerations.
Figure 2.4: General Institution-Level Best Practices in Developing and Deploying Online
Education Programs
PRACTICE
Set Realistic Goals and Benchmarks
Determine the Exact Program
Deployment Methods
Establish Clear Policies & Procedures
for Achieving Goals
61
DESCRIPTION
Think about how many students will be served with the online
curriculum. Consider the screening criteria for participants and
ensure the goal numbers are realistic. Critical elements of setting
benchmarks include developing a marketing plan and
determining assessment strategies.
Will the online course be delivered solely at a distance, as a
hybrid, as a classroom supplement, or as a combination of
methods? This decision will guide the remainder of the planning
process.
Once goals are determined, clearly established processes and
procedures for all staff members to follow are outlined. These
include expectations for monitoring teacher and student
interaction that holds teachers accountable for their time.
Consider this the road map that identifies where students and
teachers are beginning, where they are going, and how they are
going to get there.
Berndtson, C. “Microsoft Confirms More Details of Lync-Skype Integration.” CRN. September 24, 2012.
http://www.crn.com/news/networking/240007827/microsoft-confirms-more-details-of-lync-skypeintegration.htm
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PRACTICE
DESCRIPTION
Clearly Define the Target Learning
Population
Clearly Communicate Expectations to
All Staff
Create Professional Development
Goals for Future Training
Designate One Institutional Leader
for Any Program Initiative
Ensure Broad Support for Chosen
Technology Prior to Deployment of
Program
Source: Journal of Adult Education
62
Typically, the target population is a student who is reading at
least at the 9th grade level, who has reliable access to the
Internet (preferably high-speed), and has basic computer skills.
By defining your target audience, you can set realistic
recruitment and retention goals for any distance or online
learning program.
Examine the expectations of online instructors. Should they have
online office hours? How often will they check student
submissions? How will they submit student progress
information? When will students post-test? Answers to these
questions must be clearly communicated to all staff members so
everyone can meet the expectations.
Establishing professional development goals as they relate to the
online learning initiative will help you prioritize how the trainings
fit into the overall implementation plans.
Make sure there is a designated online leader in the program,
whether it is you or a staff member. The leader must be
knowledgeable about the online learning program and must be
well trained and prepared to serve in this role before
implementing and/or training instructors to teach online.
Although it is not necessary to be a technical expert, it is
important to promote and create “buy in.” Be prepared to headoff potential resistance when presenting new ideas in
learning/teaching with technology and execute ways for
innovation to take root in the program. This is easier to do when
both staff and faculty are supporters of any technologies and
new platforms used.
Similarly, there are basic factors that should define best practices for students in order to
ensure success. Most of these factors are specific to each individual, and are therefore
difficult for institutions to fully screen before students begin a program or course.
Therefore, the institutional or program application process should, to the extent possible,
expose the degree to which any of the following areas of expected performance and
abilities might be a problem for students.
Fig. 2.5: General Student-Level Best Practices to Ensure Success in Online Adult Education
Programs
PRACTICE
DESCRIPTION
Effective Time Management
Students should not only be able to make enough time for a program,
but need to be capable of managing time well enough to schedule
several different elements of the program into their days.
62
Olesen-Tracey, K. “Leading Online Learning Initiatives in Adult Education.” Journal of Adult Education. Vol. 39 (2).
2010. Pp. 37-38. https://www.mpaea.org/docs/pdf/Vol39No22010.pdf
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PRACTICE
DESCRIPTION
Maintain Drive and Initiative
Personal motivation is one of the most significant indicators of
potential success, as well as one of the most important factors in
ensuring success. Maintaining close communication with the online
cohort and with the instructor will help students in an otherwise
isolated environment feel closer to the group and will hopefully keep
up the drive to work.
Technological Literacy
While a growing percentage of the online learning population has basic
computer literacy skills, it is incumbent upon the student to continue
developing those skills and remain engaged with new technology. In
addition, students must not only be comfortable with online
technologies, including email, discussion threads, chat rooms, digital
submissions, social networking, and video conferencing (when
applicable), they must also develop a reliance on technology as a
source of information necessary to complete a degree program – i.e.,
as a research tool, and as the primary vehicle for generating content.
Maintain Life Balance
Time commitments required by external factors such as personal/life
difficulties and work schedules must be realistically understood and
properly compartmentalized if the student is going to succeed. This is
particularly true for under prepared students that may be required to
put in additional work to maintain the same pace as his or her
classmates.
Instructional Resources
While not a direct reflection of students’ skills and abilities,
instructional resources – such as instruction interaction and feedback,
instructional material and lectures, and institutional support services –
the role of instruction and the student-instructor relationship in
particular are a key to success. A student must make every effort to
maintain a close and collaborative relationship with the instructor, as
he or she is the only source of institutional feedback an online student
will receive.
Source: Journal of Educators Online
63
63
Mandernach, B., et. al. “Learner Attribute Research Juxtaposed with Online Instructor Experience: Predictors of
Success in the Accelerated, Online Classroom.” The Journal of Educators Online. Vol. 3 (2). July 2006.
http://www.thejeo.com/Volume3Number2/MandernachFinal.pdf
© 2013 Hanover Research | Academy Administration Practice
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