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Great Online Class Enrollment


PoorGraduation Performance
Yao Xiao

+History of Online Higher


Education

+
History of Online Higher
Education

Most of the first online course were delivered on


command-line systems in 1990s (Mason 2).

Early MOOs (Multi user dungeon, Object Oriented)


provided real-time text-based communication spaces
(Mason 3).

Three elements are needed: asynchronous group and


individual messaging, access to course materials, and
real-time interactive events (Mason 2-4).

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How do members of society
perceive your institution?

Many people do not like online courses because students found


face-to-face course held more positive perceptions about the
instructor and overall course quality (Johnson, Steven and
Najmuddin 29-34).

Many studies show that online learning has been increasingly


favored by college students in the past decades; however, the
learning outcome of online learning does not synchronize with
its growing popularity (Xu and Jaggars 1).

Jaggars contended according to overall across studies, students


who took a given course online has estimated withdrawal rates
that were 10 to 15 percentage points higher than students who
took the course face-to-face" (1-3, Wojciechowsk 1).

+Challenges of learners and


educators in online course

+
Online courses work better for
some students

Many enrolled online community college students are lowincome and underprepared students who have limited
access to high speed Internet, thus, people who own PC and
high speed internet perform better (Jaggars and Bailey 10).

Computer literacy and navigation skills may influence the


study outcome (Jaggars and Bailey 10-12). Usually students
from higher class possess more advanced computer literacy
and navigation skills.

Key characteristics such high levels of motivation, self


efficacy, persistence, commination skills, etc. are vital to the
success of distance learning (Jaggars and Bailey 12,
Wojciechowsk 2-3).

How to help online higher


+education more
successful?

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1. Require students to take
online readiness assessment
test
i. The online readiness assessment provides students
and advisors with feedback on whether one is prepared
to complete an online class by evaluating learners
basic computer literacy and other basic skills.

ii.Without the basic knowledge of these, online class


takers may feel intimidated at first week, which would
increase the rate of dropout or failure.

iii.The students who score very poorly should be


discouraged from taking online classes since they
probably do not possess the characteristics of
succeeding on online learning.

2. provide online orientation


session and course management
system tutorial.

The orientation should include the introduction of the


course management system.

ii. The first week should guide the learners to use the
different functions and get familiar with the interface.

iii. Provide learners external help links or resources in


the beginning so learners would not panic after they
meet any tech glitch.

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3. provide face-to-face or online
support services to assist
learning.
I. E-advising system cannot replace therole of face-toface consultation with a knowledgeable human being
(The Technology).

ii. The instructor can provide learners more means of


communication in case students need to get a hold of
the instructors.

iii. Besides, it is imperative to provide free advisors and


face-to-face meetings so the students will feel
"someone who is looking out for them (The
Technology).

+4. offer faculty development


support to ensure instructors
teach online courses more
effectively.

i. Teaching online does not meantransfer their in-class


pedagogy to an online format (Jaggars and Bailey 1-2).

ii. Faculties who are inexperienced or outdated


regarding e-learning platforms should be provided
support and regular trainings.

+The Outlook of Online


Education

+
Conclusion

Online education will be more and more favored by


todays college students due to its time flexibility and
low cost.

More assistance and scaffoldings to both students and


teachers mentioned above should be taken into
account if we want further development online
education and make this format as a great substitute
for adult college students in the future.

Works Cited

Martinez, Margaret. "High attrition rates in e-learning: Challenges, predictors and


solutions." The E-Learning Developers Journal 14 (2003): 1-8.
Mason, Robin. "Models of online courses." ALN magazine 2.2 (1998): 1-10.
Wojciechowski, Amy, and Louann Bierlein Palmer. "Individual student characteristics:
Can any be predictors of success in online classes?." Online Journal of Distance
Learning Administration 8.2 (2005).
Jaggars, Shanna, and Thomas R. Bailey. "Effectiveness of fully online courses for
college students: Response to a Department of Education meta-analysis." (2010).
Johnson, Scott D., Steven R. Aragon, and Najmuddin Shaik. "Comparative analysis of
learner satisfaction and learning outcomes in online and face-to-face learning
environments." Journal of interactive learning research 11.1 (2000): 29-49.
Quinton, Sophie. "The Technology That Help More Community College Students
Graduate." The Atlantic. The Atlantic Monthly Group, 19 Nov. 2013. Web. 1 June 2015.
Xu, Di, and Shanna Smith Jaggars. "Online and Hybrid Course Enrollment and
Performance in Washington State Community and Technical Colleges. CCRC Working
Paper No. 31." Community College Research Center, Columbia University (2011).

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