Student Success in Online Courses

by: Hidelisa C. Manibusan

With the continued development of online classes and curriculum in higher education today, questions have arisen as to what makes a student successful in an online format versus a “traditional classroom”. Even at the University of South Florida, students are required to take at least one online course when they enter as freshmen. Although our institution continues to grow with its traditional students, we also still have an increasing number of non-traditional students. The question then is whether both of these different types of students will be successful, or does one culture of digital natives have an advantage over our digital immigrants.

Through personal experience and discussion in courses I have taken in the College of Education, many of these non-traditional students have a different motivation than those who are considered traditional. In fact, I do not know of any traditional students in my courses. Many of these students currently work in a higher education system full time. Also, many of these students are married or have a family as well. If we can take a look at what characteristics or motivational factors have improved the rate of success, how do we develop these same characteristics across the board to increase the success rate?

Various new studies have arisen to determine what characteristics or learning styles may be most advantageous versus a face-to-face format. While benefits of online courses include flexibility, convenience, and cost-effective educational education opportunities anywhere and any time (Wojciechowski & Palmer, 2005), success may not necessarily be tied to convenience. Difficulties for students may then arise dependent on their computer literacy, navigations skills, electronic connection capabilities, and concerns of isolation. (Howell et al, 2003). At the same route, a higher rate of students taking online courses tend to drop out of class compared to those in conventional courses (Frankola, 2001; Oblender, 2002).

Although it may be easy to jump to conclusions and assume that our digital immigrants may not be as successful in an online course, or that age may play a factor, it seems that this may not be factual. In a study by Wojciechowski and Palmer, characteristics of students, which had the greatest significance in success, included attendance at an orientation session, the student’s grade point average, previous course withdrawals, ASSET reading scores, previous online courses, and age. However despite these findings, the average online student in this study was 25 years old, suggesting an increase in age for the students in general (Wojciechowski & Palmer, 2005). This shift in age may also suggest a shift in the culture of our “traditional student”.

Learning styles, despite the categorization between the traditional and non-traditional student doesn’t seem to have as much of an impact either. According to Aragon, Johnson, & Shaik, in comparisons between online students and students in face-to-face environments, although learning styles were deemed to have significant differences, they were not significant when the success factors were controlled. This included comparison in environmental factors of maintaining student motivation, promoting task engagement strategies, and instilling cognitive controls (Aragon, Johnson, & Shaik, 2003).

The importance of understanding the student population and demographics may be essential to faculty developing “good” courses online as well as increasing student success in these courses. However, these characteristics or demographics should not be the sole determinant as to whom should take an online course, nor is it up to the school to limit one’s choice of education. What should be considered is the faculty member’s ability to take the knowledge obtain from the demographics, student interests and motivation, and learning styles to develop a course in which these variables are considered and integrated to increase collaboration, a “sense of community”, and high level of motivation. Instead then of focusing on whether or not students will be successful in an online format, more work may need to be redirected towards faculty development for increased recruitment and retention in these courses. This should be collaborative between the students, faculty, administration, and community, despite geographical distance.

Works Cited

Aragon, S. J. (2002). The influence of learning style preferences on student success in online versus face-to-face environments. American Journal of Distance Education , 16 (4), 227-243.

Frankola, K. (2001). Why online learners drop out. Workforce , 80 (10), 53-59.

Holcomb, L. K. (2004). Student traits and attributes contributing to success in online courses: Evaluation of university online courses. The Journal of Interactive Online Learning , 2 (3).

Howell, S. W. (2003). Thirty-two trends affecting distance education: An informed foundation for strategic planning. Online Journal of Distance Learning Administration , 6 (3).

Oblender, T. (2002). A hybrid course model: One solution to the high onine drop-out rate. Learning and Leading with Technology , 29 (6).

Wojciechowski, A. P. (2005). Individual student characteristics: Can any be predictors of success in online classes? Online Journal of Distance Learning Administration , 8 (2).