Advice from Students: How to Succeed in an Online Class

One of my areas of passion is online retention - so I've talked to a lot of students (both informally and through research) in trying to see why some succeed where others fail. Interestingly, when talking to students who withdrew from online courses, I've realized that reasons were rarely related to instructor issues. More often than not, the students did not fully realize what taking an online course would be like. Their advice to other students:

1. Understand that you will spend a lot of time on the computer.
2. Log in to your online course every day.
3. Expect to do a lot of reading - probably more than in a f2f course.
4. Know where to go for help, and don't hesitate to ask for it.
5. Get started on the course as soon as possible - log in on the very first day of class.
6. Don't wait until the due dates to post discussion assignments.

I use these tips, and variations of them, in both online and f2f orientations for online students. Yes, they may seem quite elementary to those of us who teach, support or otherwise breathe online learning, but now I realize that we can't overestimate how critical it is for new online students to know what to expect before their courses start.

DLA Word of the Week: Academic Analytics

This one is closely related to my posting Wednesday about data mining and new products such as Starfish. Academic Analytics is an emerging field that allows us to take ginormous amounts existing data (presently sitting quietly and often unused on our IT servers), and make it incredibly useful to us in decision making. Decision making might include predicting which students are most likely to succeed, what next fall's enrollment is going to be, or in the case of online learning, which students presently need or will need (predictive) certain types of support. Educause Review had a pretty good introductory article on the topic last year. I've posted some fun weekly words on this blog, but this is one you need to remember. I'm thinking this is going to be the new super hot conference topic for 2009, particularly when we're thinking about retention and online education.

Data Mining for Online Student Retention

At the top of my DLA Christmas Wish List would be a tool that automatically notifies DL support staff when a student is exhibiting at-risk behaviors in an online course (not logging in, not completing assignments, poor grades, etc.). The support person could then immediately contact the student and assist them or refer them to other services if needed (tutoring, counseling, etc.). I only recently learned that Blackboard has an integrated tool called Early Warning System that operates along these lines, and allows an instructor to set certain minimum standards. When students do not meet these standards, the instructor (and an "observer" if the instructor chooses) can pull this information up in a report. Another product, which I just discovered, called Starfish Solutions Early Alert appears to go a step further by not only identifying concerns, but tracking and facilitating interventions. I am not sure why I have not seen more discussion or excitement about these possibilities, since they have the potential to provide dramatically scale DLA student support services and create immediate improvements in retention.

DLA Myth #1: Undergrads Can't Succeed Online

As a DL Admin guy or gal helping to strategically plan new DL programs, you may hear the same mantra that I do: "Online courses should really only be for graduate students." Yes, I know there have studies that shine favorably on the performance of online grad students over undergrads. Hey, but isn't the average grad student GPA higher than the average undergrad one? I know that it was for me. Undergrad student success in an online course is not just a function of maturity, but of the level of support available to the student. Spend a lot of time on orientations, easy-to-get support, and redundant emails (you can't tell them just once), and you're on your way to higher undergrad success. I also believe that once they have succeeded at one online course, the rest are far easier. I have an undergraduate daughter as well as several student assistants who take online courses. Their primary problem is usually just forgetfulness - they are taking five courses (not two or three like the grad student), and forget that the online quiz is due Friday at Noon. There are some great ways of addressing this, and I'll get into that on another day.