I agree with the other posts...It is very important that the Admissions counselors advise the students for the students' best interest, and not to "sell" them on online vs. ground program. It should be what the student is best suited for as a student. The online students I have had in the past were most successful when they went in to the class expecting it to be more work, not less. They were taking the class because of logistics; the ones looking for an easy A in Humanities simply dropped the course as the work-load actually was greater( in their estimation) than what was perceived to be in the traditional classroom. One of the most important aspects of taking a class online is that the students must be willing to sit down and do the work on a regular basis. If they do not make the class a priority in attending and submitting assignments, then they will not be successful in an online environment or for that matter, in a Face to Face class either. As an instructor, I would rather see more informed students, rather than simply a boost in online enrollment.
I think there are several myths that they need to break down first. I was very fortunate that my first experience to online was at a large university in Boston and the admissions department offered it to me as a way to solve a problem (I could not work, teach, and attend scheduled campuses 1.5 hours from my house 3 days a week). These myths are:
1) Online is easier.
2) You can spend less time.
3) You can take open book tests and thus always pass.
4) You do not have to maintain a schedule, you get it done as you want.
They need to understand that online is not a way to "avoid" going to class and doing work, it is not an easy way out. Online opens possibilities for additional students to receive a good education, those who do not have time, travel, ability to leave young children, or for whatever reason access to sit in a scheduled classroom course. Regardless it is still a class, a part of a program, and a part of a school.
An admissions department needs to realize that online breaks down a lot of barriers, but can also raise a few. If a student can't write, read, and communicate well they may not succeed online. I believe that an admissions counselor needs to understand and evaluate that. It is frustrating for students and instructors alike when the student can't keep up with online work through no fault of their own.
Motivation is a big part. Does the student want to learn or just "do my time"? The answer to this will affect the whole online class, I think more so than in the traditional classroom. I have sat in online classes and noticed students who do not participate and who just post one and two word answers to discussion boards. These students are trying to just skate through the classes - what will they actually learn?
Sorry for the long post, but it boils down to reputation and value of the diploma/certification/degree that your institution is offering. What happens if the student gets one (of the above) and keeps impressing employers with the lack of knowledge? Will the marketing department even have a job after a while? They need to screen students a little bit and avoid the four myths of online.
I would point to this:
http://www.onveon.com/articles/7-myths-about-online-learning.htm
as a resource.
-Chris
Peter, I think the major difference is articulating that online does not mean "easy." Sometimes in an effort to put a positive spin on online, the spin can be misleading.
Perhaps including some statements like, "Taking courses online will be especially helpful to those students who are good at managing their time," or "students who enjoy working independently." Or, "Our most successful online students report that..." and then list their characteristics or ways they have been able to be successful.
