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What correlates with successful on-line instruction? It generally takes a couple of
trials to work the bugs out of an on-line course.
For "newbies" or people trying on line instruction for the first time, just getting familiar with the new learning space is a major hurdle. When there are other problems, it can be very frustrating to the student. Optional orientation sessions should be made available to those who may have difficulty with the technology. The orientation options should include something more than on-line tutorials. It should include the opportunity to work in a hands on lab with a guide on the side. For the instructor, probably the best prepartion for building an on-line course is taking an on-line course. The next best exercise is to observe or have very close contact with the least prepared students trying to work through your on-line course materials. If you can achieve an open line of communication, the students will tell you where they are having difficulties. This is not quite the same as identifying what is wrong with the course but it is a start. Student feedback should be on-going or at least module by module. The should be a formative evaluation plan. Information gathered at the end of the course is usually too vague to be of much help. An on line experience is more
than working through the syllabus. It includes the marketing, recruitment,
counseling, and registration process. About 20% of the students who
are potentially interested in the on-line course never quite get through
the registration maze.
Email access to student services
should be as easy as email access to the instructor.
The curriculum should be enhanced to include a more comprehensive plan with the following four variables: 1. Easy Access to Internet and Easy Navigational Courseware. Courseware that makes logon/logout functions and transition from lesson to lesson as smooth as possible was cited as a benefit to successful students. 2. Technical Support. Repeatedly, students and faculty asserted technical support as the factor most important to program success. 3. Alignment of Online Courseware and Course Objectives. Programs that correlated course objectives with On-Line lessons in a meaningful way and connected assignments and class activities had more successful outcomes. 4. Individualized Instruction. Students and faculty noted the self-paced, individualized, anytime/anyplace functions of distance learning as the best features of the project. 5. Student Recruitment and Counseling. Proactive selection, preparation, and counseling with students entering distance learning programs were noted as key variables for successful course completion. 6. Orientation. Students who attended mandatory group orientations cited fewer technical problems and greater ease of navigation. These students also had more successful program outcomes. Cultivation of learners' motivation through the use of technology in developmental studies programs using distance education 7. Student Connections. Interactive and frequent contact was concluded as an important condition for success. The more successful POI programs in this study had structured assignment schedules and student contact requirements (via Web page, e-mail, or phone calls) as part of the calendar of course activities. Effective combinations of campus-based support service and distance learning delivery systems as models of success for developmental learners 8. Faculty Development. As noted, faculty participants had varying levels of experience with technology and computer-based applications. Those colleges that offered more than five professional development opportunities correlated with faculty who were active in attending workshops and conferences created the more successful programs in this project. 9. High Standards of Quality and Content Development. As might be expected, faculty who had experience with distance learning had successful program outcomes; however, faculty who were using distance learning as a developmental math option for the first time also experienced success. From the research gathered, it is concluded that those faculty members who were first-time users of distance learning showed great interest in computer-based applications, self-initiated the learning curve associated with teaching with technology, and took advantage of the interactive and mastery-based format of POI courseware. They closely reviewed POI content and were actively involved in new curriculum development and content upgrade for their courses. They were also very active in seeking technical support and assistance from the PLATO helpdesk and their assigned PLATO educational consultant. 10. College Leadership and Program Support. Participating colleges that designated priority, support, and commitment of resources for technical investments to this project clearly saw successful responses from both faculty and students. Although transparent in some instances, administrative support was recognized in this analysis as clearing the way for successful implementation, program development, and student access leading to high quality services and learning opportunities for students.
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