Characteristics of the online learner: experiences, participation level, and achievement
Aqui (2005) conducted a survey of 51 undergraduate students enrolled in an online Educational Psychology class. Her goal was to assess learner characteristics and study habits, experiences with computers and online courses, and reasons for enrolling in and withdrawing from online courses. The goal was to confirm existing research regarding this information and to determine if improvements could be made to the Educational Psychology course to facilitate learning.
According to Aqui, WebCT provided the virtual learning environment for the course. It utilized streaming videos, web pages, and communication tools including a chat room, discussion board and e-mail. It also featured highly interactive small group and whole class discussions. During small group discussions, students were divided into groups of four and each student was required to make two contributions per discussion. The instructor only intervened in these discussions if students were confused or if clarifications were required. In whole class discussions, students were also asked to make two contributions to a discussion of their choice. They could also contribute to any discussion they found interesting. The instructor’s role was to get the discussion started by posing an initial question and to summarize student contributions before moving on to the next question.
When students were asked if they found online courses to be easier or harder than face-to-face classes, Aqui states that there were no significant differences in their answers. Those who said online classes were easier cited the fact that the class was convenient— saving them commute time, and allowing them to work during free time. Those who found online classes to be harder thought the work load was heavier, the courses lacked immediate instructor feedback and their own lack of discipline made it harder to stay on task. When asked what advice they would give future online students, they indicated the importance of familiarizing themselves with the course technology and layout prior to starting the class, taking one course at a time to start, and having good time management skills to stay on task. They also felt it was very important to check the course daily to make sure they stayed up-to-date with what’s going on in the course.
When asked why students drop out of online courses, the top answer had to do with course workload. According to Aqui, “if the student felt as if they could not keep up or if the expectations of the teacher were too high, they would consider dropping the course” (p.5). They would also drop the course if it lacked organization, if there were a lot of time restrictions, or if the instructor lacked experience. Aqui found that for those students who actually dropped the online course, their participation level was below the course requirement. She states that “3 out of the 4 students who fell into this group devoted between 0-5 hours to the course” (p.5). Their advice to future students was to learn time management skills and to access the course regularly for updates.
Aqui’s work appears to be a research paper completed while attending the University of Las Vegas. She conducted her survey in an attempt to confirm research conducted by Sikora (2002). She states that her survey confirmed much of what Sikora found in 2002. While Aqui’s background and experience with online learning is unknown, the fact that it confirms Sikora’s findings lends some weight to it. At face value, her paper comes to some interesting conclusions about learner motivation in an online environment and provides course designers with considerations that should be taken into account when designing an online class.
In Aqui’s survey, students confirmed what research has told us about why students take online classes—namely, they want the convenience of being able to study when and where they want to. However, the reason why students drop online courses is especially enlightening. The respondents to Aqui’s survey who said that online classes can be harder than face-to-face classes had specific reasons. First, they said that the work load can be heavier. If that is true, then designers should find opportunities to balance the work load so that it more closely approximates the work load of face-to-face classroom students. That might include providing multiple ways to present information so students do not have to find it on their own. This could be accomplished through multimedia presentations including vodcasts, podcasts, slideshows, etc. Sometimes the pace of the class can create undo workloads. If that is the case, then perhaps the class could be spread out over a longer time period to ease workload. Some of Aqui’s respondents felt that online classes were harder because instructors failed to provide immediate feedback to students. Feedback is critical when learning a new task and it must be specific and immediate. This situation is easily remedied. Instructors must understand its importance, especially in an online environment. They must actively monitor student progress throughout the course and provide feedback when necessary, to keep students on track. Finally, Aqui’s respondents said that their own lack of discipline for staying on task made online classes harder. This is critical, but difficult to instill in students. While it can be learned—usually the hard way—it is usually a skill students either have or don’t have. This makes it imperative that students know prior to taking an online class that self discipline is a critical factor to success. Skill assessments can help.
When asked what advice they would give to future students, Aqui’s respondents provided some insightful answers. Familiarizing themselves with the course technology and layout before class starts was an important finding. Students must be comfortable maneuvering through and using the technology so they can focus on course content once the course begins. If not, they might fall behind very quickly. Taking one class at a time to start was also mentioned. This would allow students to get their feet wet with the technology before taking more than one class. Checking the course daily was another top answer. This will allow them to stay up-to-date with what’s going on in the course. Finally, having good time management skills was identified as critical to success. This goes without saying. Time management skills should be assessed prior to taking an online course. If students find that they do not possess these skills, then remedial training should be provided.
Aqui’s respondents said they would drop out of an online course if the workload was too great, if the class was unorganized, or if the instructor lacked experience. The workload issue was already addressed. However, course designers should pay heed to organization when designing a course. Once a class has been organized, it should be communicated clearly to students. A course syllabus is a useful tool for doing this. It should give them a course description and objectives, provide a list of required readings, or other media presentations, tell students how they will be evaluated, and explain how communication will occur in the course. It should also tell them where to get technical support. Finally, it is important that instructors that are new to teaching online classes be given the proper training before a course begins.
Aqui, Y. M. (2005). Characteristics of the online learner: experiences, participation level, and achievement. Retrieved October 13, 2008, from http://www.iste.org/Content/NavigationMenu/Research/NECC_Research_Paper_Archives/NECC_2005/Aqui-Yvette-NECC05.pdf