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Online Student Success Findings and Recommendations April 29, 2009

Online Student Success Findings and Recommendations April 29, 2009. Research. Areas of Emphasis Student Learning Faculty Instruction Technology Student Services Variety of Research (almost 2 year span) Students Input Faculty Input College Data Online Research

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Online Student Success Findings and Recommendations April 29, 2009

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  1. Online Student Success Findings and Recommendations April 29, 2009

  2. Research • Areas of Emphasis • Student Learning • Faculty Instruction • Technology • Student Services • Variety of Research (almost 2 year span) • Students Input • Faculty Input • College Data • Online Research • Virtual Online Site Visits

  3. Research Responses Students: Faculty:

  4. Research – Addt’l Comments • WebCT/ANGEL • Migration to ANGEL • Prior Spring 2008 – WebCT • Spring 2008 – Piloted 10 Courses in ANGEL • Summer/Fall ‘08 - All Courses Migrated • May have affected some of results but numbers still significant to make final recommendations • Team members: Input from areas involved in online learning • Each Academic Division • Deans • Online Learning • Student Services • Center for Learning and Teaching • Administrators and Staff from Institutional Effectiveness (as needed)

  5. Findings • Myth: Online is Easier Many students enroll in online classes based on the myth that they are easier and less time-consuming than on-campus classes. • Time Management: Many students lack effective time management skills needed for success in online courses.

  6. Findings • Procrastination: Student procrastination contributes to poor achievement in online courses. • Computer Proficiency: Faculty identified lack of student computer knowledge/proficiency as a barrier for many online students. 58% of students surveyed reported they would utilize training in basic computer skills.

  7. Findings • Student Prep/Orientation: Many online students are unprepared and/or uninformed with regard to learning, computer, and life skills needed for success in online courses. Students and faculty identified an orientation for online students as a need. • Achievement Rates: Success rate of online students for the 2004 to Spring 2007 period was 58.8%. It was 59.2% in Fall 2007 and 59.5% in Fall 2008. While this is an increase, traditional classes have increased at a slightly faster pace. Therefore, the percent of non-achievers during the base period had a 5.4% difference. This increased to 6% for the Fall ’07 and Fall ’08 Semesters.

  8. Findings • OCCC Withdrawals: In Fall 2008, 857 (25.3%) online students withdrew. For the same period 26.5% of traditional campus students withdrew. It was a total of 24.4% for all non-online students (Traditional Campus, Off Campus, Cooperative Alliance, Web Enhanced, Telecourse, Computer Assisted). • Dropout Rates: In a survey conducted by Education Dynamics in November 2008, 40% of the students who dropped out failed to seek assistance before abandoning programs. In addition, the top five reasons for dropping out were In addition, 47% dropped out before completing one online course. 53% wanted more online student support services and web-based academic advising.

  9. Findings • Course Success: In Fall 2008, in terms students retained, online students were comparable to traditional students. However, in terms of course achievement, online students were significantly less successful in a greater percentage of their courses. • Communication: Many students desire more interaction, feedback, and communication with the instructor and/or with other students in online courses. Many faculty believe that more proactivity from students would improve their success. Faculty and students have differing views about reciprocal communication issues (timelines, etiquette, channels)

  10. Findings • Timely Faculty Response: Some faculty do not provide response time expectations (including communication and grading) and/or adhere to established response time expectations. • Tutoring: Students in online classes are not receiving adequate tutoring and lab assistance.

  11. Findings • Tech Support: Tech support for both students and faculty lacks (1)timely and effective response, and (2) availability for extended hours including nights and weekends. • Student Computer Issues: Students reported hardware, software, and Internet problems. Software installation and updates are a common problem, as is slow internet service.

  12. Findings • OCCC Technology: Faculty raised issues with the reliability of the ANGEL server and inadequate Datatel integration; issues included delayed login for late-enrolling students, system overload at peak times (Sunday evening), need for an interface between ANGEL and Datatel to allow direct importation of final grades • Course Development: Some existing ANGEL software limitations and administrative practices hinder faculty course development .

  13. Findings • Course Standards: Some Angel courses do not adhere to the OCCC established standards for online courses. • Instructor Training: Faculty and students identified the need for continuous instructor training in the use of technology, ANGEL, and online instruction.

  14. Summary of Findings

  15. Recommendations 1. Orientation: Implement a required orientation for students considering enrolling in an online course including Angel training, computer literacy fundamentals, technology requirements, time management skills, online learning skills, and course expectations. Preparatory Training: Provide additional training as deemed necessary by the Orientation experience. (This could include CS 1103, online tutorials, or workshops.)

  16. Recommendations 3. Tutoring and Lab Assistance: Improve tutoring and lab assistance services in existing labs and other areas of campus for online students to include, but not limited to, adding tutors, lab staff, and supplemental instructors to Angel and other sections and giving them Angel or other appropriate training. Broaden accessibility of these services for online students by including communication channels such as phone, email, chat, and other emerging technologies. 4. Withdrawals: Monitor and analyze the reasons for online student withdrawals. Implementation could be an online survey triggered by student withdrawal from a class.

  17. Recommendations 5. Faculty/Staff Training: Provide required initial and continuous training in the use of technology, Angel, and online instruction that is scheduled on a regular basis for faculty, lab staff, tutors, supplemental instructors, and others who help students. Topics for online instruction portion would include, but not be limited to, course expectations, communication techniques, learning styles, OCCC online course standards, and response time for assignments and grading.

  18. Recommendations 6. Online Portal: Create a web portal (web page) for online learning, including but not limited to, links to Angel, the online bookstore, Mine Online, Tech Support, Financial Aid, Advisement, Online Orientation, ECHO, Smarthinking, student testimonials, lab centers, Library, and Bursar. (Consider providing the portal link as online.occc.edu and the Angel link as angel.occc.edu.) 7. Tech Support: Provide seamless, timely and effective tech support for online students and faculty. (Eventually tech support should be 24/7.) This support should resolve issues involving Angel, log-in, Datatel, and other areas. Tech Support should be a one-stop shop where user makes a contact, receiver works with OCCC staff to resolve problems, and users are not passed from office to office.

  19. Recommendations 8. OCCC Hardware: Improve Angel server performance to reduce downtime and problems at peak usage.  Provide adequate Angel server capacity to support online components in all classes. 9. Datatel Integration: Integrate Datatel with Angel to handle issues including but not limited to the following: grade book integration between Angel and Mine Online (Datatel), registration, deregistration of students not completing pre-requisites, and delayed Angel log-in for late enrolling students.

  20. Recommendations 10. Online Learning-Standing Committee: Online Faculty Task Force should be an official standing committee that meets monthly. Members would include representatives from each division, an academic dean, and from the Online Learning Office. Issues that currently need to be addressed include official OCCC online course standards, orientation, online portal, faculty/staff training, Angel administrative practices (Examples: Master courses, Learning Object Repositories, Angel components, and use of Angel in campus sections), and course development/redesign compensation. 11. Periodic Review: Periodic review and updating of these recommendations should be in consultation with the Online Learning Committee.

  21. Summary of Recommendations

  22. Summary Recommendation: Enhance the overall online learning experience and increase student success in online classes Measurement: Student success in online learning

  23. Resources for Implementation Teams

  24. Online Student Success Team ChairAnitaPhilipp Arts and HumanitiesJon InglettBusiness AnitaWilliams Deans SusanVan Schuyver InformationTechnology MaryWilliams Math KenHarrelson SocialSciences PeggyJordan Science SonyaWilliamsStudentServices E. J. Warren InstitutionalEffectivenessAssistanceJoyceMorgan-Dees, Dr. Janet Perry, Stephen Crynes AdministrativeAssistantJane Hinojosa

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