Absolutely. Not every student has the same learning techniques. We find that some students find it easier to do more course work online and there are other students who need the hands-on of the classroom.
We have the same opinion, in my country I only know of one educational institution offering distance learning courses including online. A school would have a hard time reaching out to student population. One factor is socioeconomic status of the students. Not all have access to the internet, and I think only few have an idea of online courses. Marketing and research is very essential. A synergy between the government and higher educational institutions would be of great help in this case.
Over the past six years, the number of our students who own a computer on which they chat, email etc. has gone from about 10-25% of an incoming class to now about 90-98%. This has convinced me that the online student market is lucrative.
I wish to also add, that the remaining 2-10% are normally older students who feel very behind their younger peers. It amazes them when they begin to surpass the young phone-texting social junkies who don't have enough time to be a student! Granted, the few who have never typed or haven't invested in reading glasses have great difficulty with their studies, but overall, the older adult demonstates more motivation.
It has been my experience that online programs try to reach introductory course level students--those who might be the most vulnerable to time and focus constraints.
Lately, I have seen some schools either 1) require an online orientation course, or 2) direct online courses to students with more established study skills--from sophomores through graduate level.
Whatever can be done to debunk the illusion that online is "easier," will help. Some schools choose to include suggestions for "time on task" for activities.
Or... the younger student body will not have the self-discipline to be successful in the online environment where the older student may be more driven.
While I do not disagree with your thoughts I just believe that we need to be careful on generalizations such as this (both yours and mine). These could be unfair to a student.
They can, but I think we need to be really careful putting our values and our opinions of the student population into this decision. We recently surveyed a group of students as we were concerned about them having the proper technological skills and devices to participate in a hybrid class. We were surprised when the survey results showed that not only did they all have the technology, but used it on a daily basis. I have students asking me daily if there is any way they can do some of the activities online.
I think the characteristics of the instructors and administrators (corporate culture) are more likely to influence the decision.
The student population most defenitely influence the student online delivery. If your intitution caters to younger students your possibility for success in these types of programs should be much better, then those that have the older students. if your student bosy is older then more time should be allotted for most courses.
There is usually greater diversity in the student population given an online format, and that could promote classroom learning. Facilitators need to be cognizant of early difficulties that may arise due to this diversity, and be ready to steer things in the right direction. This could sometimes pose a challenge as many of the visual cues of tension or conflict are missing in the online classroom, and facilitators may need to read between the lines on discussion boards or posts, and intervene early, as needed.
To some extent, yes, the characteristics of the student pop influence the decision to have online delivery. But, if you have a good orientation to the technology and the course, computers available to students, a well trained faculty, and good tech support, I think almost everyone can learn online. It's funny to me that hardly anyone asks the question, can all students learn in a classroom, but they ask it all the time about online learning. Yes, students today use technology for entertainment for the most part, but that doesn't mean they can't, or won't, use it for education as well.
I rather wish it didn't. In my case I teach online introductory healthcare classes. Many of the students attracted to the online format have negative characteristics such as poor self discipline, mediocre work ethic and no passion. They are taking online because they figure they won't have to work as much, be present as much and they can just jaunt through. Some have non-existant foundational education and don't even try to improve. They spell poorly, their grammar is frequently DOA and they don't proof, or use the included online spell check.
Others never come from other countries where they either never went to school or only made it as far as third or fourth grade. They should not be permitted to take online classes, that are so dependent on reading and writing skills,until they have completed courses to build them a basic foundation, ESOL, reading and writing,but the schools are so anxious to get every warm body students who can't read or write a complete sentence in my classes seem to somehow manage to pass a college entrance exam?
Oh yes, yes. In our institution we have to take in consideration the fact we are serving an immigrant population. There are many issues we must take in consideration such as access to technology, language, etc.
It is true that Millennials have higher technological literacy and expectations than some groups. I have noticed, however, that socioeconomic status may be a more important indicator than generation. Students who come from backgrounds of generational poverty may not fit the MG stereotype. I believe that it is wise to consider multiple factors when assessing individual students. Generalizations about broad categories can help us see trends, but may not apply in specific cases.
The characteristics contributes greatly to the influence of an institution having or not having online delivery. Chances are if the student population are working adults over 25 and are looking to increase their salary... online delivery would greatly contribute to the an increase in enrollment for online courses.
I agree. In my experience teaching online, students who do not feel connected to the college are more likely to "drop off". Providing personalized feedback and emails will help the student feel connected, ultimately increasing retention.
Communication is key but personality is also a key. You can have someone that communicates to the student however there is no connection. This results in the student eventually wanting to drop out because of lack of connection.
Of course instructors need to address student’s issues and the questions they might have. I used to take online program and my instructor was always there for me and I always felt that I really mattered and I was not just a number.
I agree 100% with your post. For me the online student is as important as the student I have in the class room. Both deserve the best answer I can give them. They both have questions and those questions should be addressed individually for each student. Only by communicating with the student via e-mail or chat can we assure that they have a good learning experience. Every student loses interest, if the answers are general. So engaging the student becomes a very important part of online teaching.
I thought that it was very interesting that students are looking to faculty for a more advisory role. I think that when I started out teaching online seven years ago I was much more aloof than I am now. I have personalized my communication to each student, so that they know it is not a cookie cutter response. I use their names and will use some of the terminology that they use in their communication. I believe that it shows that you are taking more of an interest in your students, which leads to higher rates of satisfaction and better learning outcomes.
I thought that it was very interesting that students are looking to faculty for a more advisory role. I think that when I started out teaching online seven years ago I was much more aloof than I am now. I have personalized my communication to each student, so that they know it is not a cookie cutter response. I use their names and will use some of the terminology that they use in their communication. I believe that it shows that you are taking more of an interest in your students, which leads to higher rates of satisfaction and better learning outcomes.
I thought that it was very interesting that students are looking to faculty for a more advisory role. I think that when I started out teaching online seven years ago I was much more aloof than I am now. I have personalized my communication to each student, so that they know it is not a cookie cutter response. I use their names and will use some of the terminology that they use in their communication. I believe that it shows that you are taking more of an interest in your students, which leads to higher rates of satisfaction and better learning outcomes.
