In my opinion, this question is, first and foremost, remarkably loaded. The first question sets itself up as one of opposition but the two selections are not mutually exclusive - a student can find a course extremely difficult and still be successful. In short though, this question is asking if all students can successfully complete online courses, and my honest opinion is yes. I do believe that all students can succeed online; however, I think the path to success is quite different depending upon certain characteristics/personality traits.
Most of the research is unclear as to indicators for student performance in online classrooms, especially when looking at genetic indicators such as gender, age, race, etc. Xu and Jaggers’ research review found that women outperform men in online environments, but the findings aren’t remarkably significant as women outperform men in most educational environments for a variety of reasons. For the most part, a person’s genetic makeup does not seem to have a great influence on online success.
Women. Kicking educational ass for centuries.
One article, “Predictors of Performance in the Online Classroom” identifies characteristics of students who succeed in online courses, but most of them are based on intangibles such as “increased familiarity with technological demands” and “confidence in…ability” due to prior online course experience. They also claim that students with an “internal locus of control” are more likely to succeed.
The claims this article makes correspond well to my own experiences. Students who rely on outside factors for motivation and direction tend to struggle in an online environment which requires much more self-direction and accountability than most face-to-face courses.
Technological deficiencies are, of course, also a factor in ease of use for online students. If a student has to learn the tech while learning the course content, they are hit with a double whammy which can be remarkably frustrating. Students who have taken an online course before are comfortable with the technology and as such can focus on course content.
While the ease with which students succeed in online courses may differ greatly based on the above qualities, I still think that everyone is capable of learning in an online environment. Instructors should attempt to account for varying learning styles, types of motivations, and technological proficiency; however, ultimately it is the student’s responsibility to identify and adjust for their own struggles.
What do you think? Are some students just doomed to failure in online courses?
In my own personal experience, Jim is more likely to stick it out with his online courses because he doesn't have to tend to laundry or making dinner or shopping, etc. But even if I didn't have all that, I still have attention span problems, which is a physical defect, I think, and nothing to do with online learning. So it is really hard to say even in our personal cases, because there are outside factors affecting both of us (i.e., his of having the time and leisure and attention span ability, and mine of having none of those!) and those factors would *also* affect our success with in-person courses. I guess I'm unconvinced there are many drawbacks to online learning. The benefits are many: not having to commute, learning in your p.j.s, learning at all hours (in some cases), learning at your own pace, etc. I think motivation problems apply to staying in OR going out! And by the way, re gender, I wonder if the studies took content into account. Jim takes math and physics online, and can sit there all day. If I tried to get him to take a course on Dickens, he might like it for ten minutes or so, but then he would not so much lose interest as not see any gains to using his time on it. However, when he was in college and taking "Great Books" courses, he loved those courses, but he also needed them to graduate.
ReplyDeleteYou remind me so much of me. Every time I read statistics I immediately go into questioning mode. And I have big issues with the difference between correlation and causation; I'm convinced correlation is responsible for half of what we think of as causation.
DeleteTotally! Like all those studies saying eating berries or almonds for snacks helps people live longer, attributing the increased longevity to some quality of the berries or almonds, rather than the fact that (a) those people are not eating dingdongs for snacks, and (b) people who eat berries or almonds for snacks are likely engaging in *other* healthy behaviors as well. Have you ever read Tufte's books on statistics and correlations and causation from a visual standpoint? I love them, in part because they are just such beautiful books. You probably know them, but he shows, for example, how choice of visual scale can affect perception of data. He has some of the pages (i.e., arguments) from his book posted on his website, if you scroll down to "posters" at http://www.edwardtufte.com/tufte/ - he's very into selling his stuff, but he's very good in spite of that! :--)
DeleteYEEESSS! This happens all the time with parenting and child rearing in general. Tufte's awesome.
DeleteI've found that the students who don't do well are the ones who don't manage their time properly--especially the ones who wait until the last minute to get everything done.
ReplyDeleteProcrastination can definitely be a death knell in an online course.
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