California Virtual Campus

Michele Fritz
California State University, East Bay
July 28, 2007

How can I help my students succeed? At De Anza College, where I teach, there is skepticism regarding the efficacy of online instruction for community college students, despite growing online enrollments. The reason is attrition. Although attrition varies among institutions, at two-year colleges it hovers at approximately 50 percent for online classes versus 30 percent for on-campus classes (Wallace, 2002). In the last few years teaching online, I have observed that most of the differential occurs in the first two weeks of a course, when students can withdraw with a refund. (Some schools exclude this turbulent interval from attrition statistics!)

Attrition is almost non-existent in the Masters in Online Teaching and Learning program at CSU East Bay, where I am enrolled. Certainly, there is a marked difference in the academic propensity of graduate students; therefore, we should not expect the same statistics at the community college level. But as a student, I have seen first-hand that there are ways to make online learning fun and rewarding. Since my time-starved community college students may not have the same fortitude, I need to engage students during the trial weeks at the start of the term. Just as many institutions have discovered that “frontloading” (early intervention) can keep college freshman on track (Hardaway, Brewer & Smith, 2001), I believe that a dedicated instructor can frontload his or her course and keep online learners on track.

This article provides 10 frontloading tactics, from my experiences as an online student, the research of other practitioners, and experiments with my online community college classes.

1. Give Students Information before Enrolling.

Online learning is different; it requires better time management and technical skills than attending a class on campus. You can help students determine whether they have the skills and resources before the term begins. A simple way to do this is to post the syllabus for the course on your faculty website by the start of registration. (Even better: some institutions now include hyperlinks within the registration system.) Don’t forget to include technical requirements (connection speed, software needed), deadlines, effort required (specifics such as “You need to log in to the course at least 3 times per week.”), and your contact information.

You may view this as unnecessary since your college has an online orientation program. A survey of administrators showed that they perceive distance learning orientations as essential, but rated existing materials only average (Ludwig, 2002). One-size-fits-all orientations do not serve all courses well. Use your syllabus to emphasize the unique demands of your teaching methods.

2. Introduce the Course with Passion.

Your enthusiasm is contagious! Make certain that one of your first communications to students (a note on the home page of the course, a welcome email message, etc.) conveys your passion. Why do you love it? Make certain to mention capabilities gained for real world activities. As Oblinger (2003) states in her article: “Knowledge is no longer perceived to be the ultimate goal, particularly in light of the fact that the half-life of information is so short. Results and actions are considered more important than the accumulation of facts” (p. 40). Reinforce your students’ registration decision with positive application examples.

3. Reach Out beyond the Course with Email and Phone

Make first contact with your students outside the course management system (CMS). Send a welcome email to every registered student before the first day of classes. If a student has trouble logging in, she will know that there is someone waiting to guide her. A lack of instructor contact or feedback is one of the primary concerns of distance learning students (Galusha, 1998; Northrup, Lee & Burgess, 2002, Watson & Rutledge, 2005). Phone those who don’t log in during the first week or miss a deadline. Many CMSs now offer activity monitoring tools so that instructors may more effectively target their interventions.

4. Combat Isolation with Socialization

One of the key problems in online learning is isolation (Galusha, 1998; Watson & Rutledge, 2005) so faculty must “ensure that students feel connected right away” (Murray, 2001, p.1). In fact, relationships increase learner persistence; one study found that “84 percent of [course] completers belonged to class cliques, whereas 70 percent of dropouts were socially isolated” (Van and Hinton, as cited in Rovai, 2002, p. 2). Early social activities allow students to build the bonds on which they will rely for the term. This is not optional or simply “nice to have”.

In order to facilitate connection, students need to share personal stories and discover common ground with others (Clark, as cited in Chen, 2004). A mandatory introductory ice-breaker discussion can encourage this exchange to begin. There are many sources containing inspiration for ice-breakers. The best ice-breaker discussions (1) encourage students to reveal something about themselves or their lives outside of class and (2) require a response to a few (but not all) others. In my studies I have been asked: what my pets or neighbors would say about me, what my workspace is like and how it reflects my personality, and how my cultural background shaped me as a learner. Bowman (2001) uses a paired interview exercise as an icebreaker, to bring novice online learners into group discussions gradually. Droegkamp (2002) recommends a learning style assessment, to encourage self-discovery and sharing. Select an exercise that suits your audience and your personal style.

5. Model a Caring Touch

You are obliged to “meet and greet” new students each day in the icebreaker discussion, to promote a sense of community. The Moodle CMS allows a digital photo, so that my smiling face accompanies my replies to students. I encourage my students to upload a picture or a cartoon avatar that represents them. You can also link to pictures on the web if the CMS lacks the feature. Consider also using synchronous chat events, videoconferencing, or face-to-face meetings to create the impression of a collective assembly (Differing as cited in Chen, 2004).

6. Foster Early Success

Incorporate an early assignment that builds a legacy of success for each student (Gough, personal communication, 2006). Consider using a question that has no single answer or request student reflection on a topic. Students benefit from immediate feedback (Murray, 2001). A success noted in the grade book is a powerful confidence-builder for uncertain students.

Some students dread online communication. A three-year study of over one thousand university students found that from 15 to 25 percent of students (those that relied on superficial memorization rather than “deep learning”) had significant anxiety about online communications (Cuneo and Harnish, 2002). These students worried about being publicly criticized by classmates and looking unintelligent. Since anxiety can seriously impair motivation, instructors need to cultivate a warm, low-risk learning environment early on.

7. Incorporate Other Media

The students who learn best by listening, visualizing, or doing are likely to be repelled by a text-intensive class. Online learners request media-rich materials such as audio-narrated presentations, tutorials, games, and graphical outlines (Northrup, Lee, & Burgess, 2002). Rose (2005) suggests that alternative presentations (video, sound, virtual reality) can support learners with cognitive difficulties. Choi and Johnson (2005) found that active learning video exercises improve learner motivation: “There was a significant difference in learners’ motivation in terms of attention between the video-based instruction and traditional text-based instruction. In addition, the learners responded that the video-based instruction was more memorable than the traditional text-based instruction” (p. 215).

I incorporate video case studies in my online Entrepreneurship class. Students see and hear a business situation and then suggest what they would do in that situation. I am also considering a video interview by a guest expert. These examples also ground the class in the real world.

Since multimedia increases technical complexity, caution is advised if students have limited technical support. But even a technically-immature audience can benefit from compact and accessible content in Flash, software that is already installed on 98 percent of computers (Good, 2004). For example: could you create a tutorial demonstrating the course or convert your audio-annotated PowerPoint presentation? Can you incorporate a link to a YouTube video or an audio podcast on the web? These options allow students to learn in ways that are familiar and fun.

8. Offer Flexibility

The U.S. Department of Education (2002) reports that almost 90 percent of students at two-year public colleges are non-traditional, and that these students struggle to persist towards educational goals. As a community college instructor, I have found that my students often have priorities before schoolwork, such as their employer or children. Time-pressured students are drawn to the flexibility and convenience of online learning (Northrup, Lee & Burgess, 2002; Watson & Rutledge, 2005). But I have come to realize that some students take on too much.

While normally strict on deadlines, I opt for leniency online. A computer crash or sick child can create havoc with a student’s carefully considered plans. Since procrastination also leads to failure, I note patterns of student behavior to determine when to stand firm.

9. Offer a Choice of Assignments

Assignment choices offer several benefits. First, choices motivate students by allowing them to select the topic that is most relevant to them. Constructivists assert that this enhances learning by building upon prior knowledge. For example, if one of my students wants to start a restaurant, he will probably derive more meaning from a case study on a retail business than a steel mill. Second, there are alternatives for the student who doesn’t understand the assignment and can’t reach the instructor at 2 o’clock in the morning! Third, assignment choices also naturally break the class down into smaller interest groups. If discussion is the vehicle for the assignment, you can create less intimidating, intimate discussion groups.

10. Relinquish Ownership

Students take responsibility for their own learning online; consequently, they should be allowed to establish ground rules (Clark, as cited in Chen, 2004). You can manage this with a threaded discussion or a wiki. Stimulate ideas by linking in references on netiquette, diversity, conducting peer reviews, constructive criticism, etc. Select references that will help students with the challenges of your subject and the course activities.

Chartering promotes recognition of the students’ responsibilities (Beaubien, 2002) and sets me up as guide on the side. New online learners are introduction to the hidden pitfalls of online communications by their peers. Students start to collaborate on a low-risk project (especially if I include references). Since the charter needs to be meaningful rather than busy work, I never grade it based on the quantity of submissions. We normally develop a charter in the second week, once a climate of trust has been established.

Summary

Online learning is easier to incorporate into the busy lives of non-traditional college students. Although I have specified ten tactics, retaining online students fundamentally involves making good impression, establishing a community, engaging students, and setting a pattern of success and ownership at course start-up.

References

Beaubien, J. (2002). Harnessing the Power of Complexity in an Online Learning Environment. In K. E. Rudestam and J. Schoenholtz-Read (Eds.), Handbook of Online Learning: Innovations in Higher Education and Corporate Training (pp. 171-184). Thousand Oaks, CA: Sage Publications.

Bowman, L. (2001, November). Interaction in the online classroom. Teachers.Net Gazette, 2(7), Retrieved July 22, 2007, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/01/f2.pdf

Chen, Y. (2004, October). Building an online learning community. Association for Educational Communications and Technology, Retrieved July 16, 2007, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/a7/5d.pdf

Choi, H. J., & Johnson, S. D. (2005). The effect of context-based video instruction on learning and motivation in online courses. The American Journal of Distance Education, 19(4), Retrieved July 21, 2007, from http://edwebsfiles.ed.uiuc.edu/hre/online/research/video.pdf.

Cuneo, C. J., & Harnish, D. (2002, April). The lost generation in e-learning: Deep and surface approaches to online learning. Annual Meeting of the American Educational Research Association, New Orleans, LA. Retrieved July 21, 2007 from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/37/0e.pdf

Droegkamp, J. (2002, November). Strategies for enhancing affective learning online. Retrieved July 26, 2007, from Indiana University-Purdue University Fort Wayne Web site: http://www.ipfw.edu/as/tohe/2002/Papers/droegkamp/sld001.htm

Galusha, J. M. (1998). Barriers to Learning in Distance Education. Retrieved July 20, 2007, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/15/36/e8.pdf

Good, Robin (April 14, 2004). PowerPoint to flash conversion tools – The ppt2flash top 20. Retrieved July 10, 2006, from Master NewMedia Web site http://www.masternewmedia.org/2004/04/14/powerpoint_to_flash_conversion_tools.htm

Hardaway, E., Brewer, P. B., & Smith, J. (2001, November). Frontloading for success: A model for creating a positive learning environment for first semester freshman. In Irene T. Barrineau (Ed.), Building Solid Communities within Higher Education: Leadership, Connections and Commitment. Proceedings of the Annual Meeting of the Association for Continuing Higher Education (pp. 21-23). Vancouver, BC: ACHE. Retrieved July 22, 2007 from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/92/59.pdf

Ludwig, V.D. (2002). A study of community college administrators’ perceptions of orientations in distance learning. Retrieved July 20, 2007, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1a/e4/ce.pdf

Murray, B. (2001). What makes students stay? Concern over quitters has online programs stepping up retention strategies. eLearn Magazine, 10. Retrieved July 25, 2007 from http://delivery.acm.org.bob.csueastbay.edu/10.1145/570000/566901/p1-murray.html?key1=566901&key2=2158122711&coll=Portal&dl=GUIDE&CFID=15101466&CFTOKEN=62412481.

Northrup, P., Lee, R., & Burgess, V. (2002, June). Learner perceptions of online interaction. ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia, Telecommunications. Proceedings. Denver, CO: AACE. Retrieved July 20, 2007, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/19/8d.pdf.

Oblinger, D. (2003). Boomers, gen-xers, & millennials: Understanding the new students. EDUCAUSE Review, 38, Retrieved October 24, 2006, from http://www.educause.edu/ir/library/pdf/erm0342.pdf

Rose, D. (2005). Cognition and Learning: Meeting the Challenge of Individual Differences. Accessibility and Computing, September, 30-36. Retrieved July 25, 2007, from http://delivery.acm.org.bob.csueastbay.edu/10.1145/1110000/1102193/p30-rose.pdf?key1=1102193&key2=2097122711&coll=Portal&dl=GUIDE&CFID=15100477&CFTOKEN=11157807

Rovai, A. (2002, April). Building sense of community at a distance. International Review of Research in Open and Distance Learning, 3(1), Retrieved July 10, 2007, from https://bb.csueastbay.edu/courses/1/20731EDUI6707_MRG/uploads/_690969_1/Rovai_Community_2002.pdf

U. S. Department of Education, (2002). Special analysis 2002: Nontraditional undergraduates. Retrieved July 28, 2007, from IES National Center for Education Statistics web site: http://nces.ed.gov/programs/coe/2002/analyses/nontraditional/index.asp

Wallace, R. (Ed.) (2002). Are students successfully completing distance learning courses at ACC? ACC Effectiveness Review, 5-8, Retrieved July 19, 2007, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/19/c1/82.pdf

Watson, S. W., & Rutledge, V.C. (2005). Online course delivery and student satisfaction. Retrieved July 23, 2007, from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/c0/cc.pdf.