Supporting academic success in online learning is a crucial part of this growing and ever-evolving mode of education. Online education has been on the rise in recent years and has seen a significant boost due to the COVID-19 pandemic. With the widespread availability of high-speed internet and the proliferation of online learning platforms, online education has become more accessible and convenient for learners of all ages and backgrounds.
According to a report by ResearchAndMarkets.com, the global online education market is expected to grow at a compound annual growth rate of 18.35% from 2020 to 2025, driven by the increasing demand for distance learning due to the pandemic and the growing use of artificial intelligence and machine learning technologies in online education platforms.
However, online education courses can present unique challenges for students, including feelings of isolation and difficulty remaining motivated (Parker, 2014). To encourage academic success in online courses, instructors should establish clear expectations, cultivate a sense of community, offer regular feedback, employ a variety of instructional strategies to maintain students' interest and motivation, and encourage the use of institutional services, such as the Academic Success Center.
According to the Online Learning Consortium, explicit communication and expectations are necessary for increasing student engagement and success in online courses (Online Learning Consortium, 2016). This includes supplying students with a course syllabus that outlines all pertinent information, such as due dates, grading criteria, and the required level of participation. In addition, instructors can use various strategies to improve communication in their online courses, including:
- Use multiple communication channels: Instructors can use a variety of communication channels, such as discussion boards, email, video conferencing, and chat tools, to ensure that students have multiple ways to reach them and receive feedback.
- Provide clear instructions and expectations: Instructors should provide clear and concise instructions and expectations for assignments, assessments, and course materials to avoid confusion and misunderstandings.
- Encourage student participation: Instructors can encourage student participation through discussion boards, online group activities, and collaborative projects. This not only fosters a sense of community but also helps students develop their communication skills.
- Use visual aids: Instructors can use visual aids such as images, videos, and infographics to make their course materials more engaging and easier to understand.
- Instructor presence: Instructors can maintain instructor presence, such as through video lectures or virtual office hours, to build rapport and support students throughout the course.
By implementing these strategies, instructors can improve communication in their online courses, which can lead to increased engagement, better learning outcomes, and higher student satisfaction.
Another way to promote academic achievement in online courses is by developing a sense of community. This is no easy feat! It can be a difficult endeavor, but it is essential for academic success. Creating a sense of community is one of the most vital factors in student satisfaction and success in online courses, according to a study by Rovai (2002). By encouraging students to participate in online discussions and group projects, instructors can cultivate a sense of community. Instructors can use various strategies to create a sense of community in their online courses, including:
- Opener Or Attention Getter activities: Instructors can start the course with opener activities, such as virtual introductions, that encourage students to share something about themselves and get to know each other.
- Discussion boards: Discussion boards are the old dogs of online learning… but they still provide a great way to promote interaction and communication among students. Instructors can create discussion forums where students can share their thoughts, ask questions, and engage in conversations related to the course content.
- Group projects: Group projects are an excellent way to promote collaboration and teamwork. Instructors can assign group projects that require students to work together and share ideas to complete a task.
- Virtual office hours: Instructors can host virtual office hours, where students can ask questions and receive feedback in real-time. This is an excellent opportunity for students to connect with the instructor and other students.
- Virtual study groups: Instructors can encourage students to form virtual study groups, where they can work together to review course material, share ideas, and provide feedback to one another.
- Virtual social events: Instructors can organize virtual social events, such as online game nights or virtual study breaks, to promote social interaction and build a sense of community among students.
- Peer review assignments: Peer review assignments are a great way to promote collaboration and encourage students to learn from each other. Instructors can assign peer review activities where students review each other's work and provide feedback.
Thirdly, providing students with regular feedback is also crucial for promoting academic success in online courses. According to the Online Learning Consortium, providing regular feedback on assignments and assessments assists students in understanding their progress and identifying areas in which they can develop (Online Learning Consortium, 2016).
- Provide timely feedback: Instructors should provide timely feedback on assignments, assessments, and course activities to help students stay on track and understand their progress in the course.
- Be available and responsive: Instructors should be available and responsive to student inquiries and concerns, preferably within 24-48 hours, to build trust and foster a positive learning environment.
- Personal connections: Instructors can make personal connections with students, such as through personalized emails or virtual check-ins, to build relationships and support student success.
Moreover, instructors should also employ a variety of instructional strategies to maintain students' interest and motivation. Maintaining students' interest and motivation in online courses is essential for promoting student success and improving learning outcomes. Some activities to consider include…
- Interactive multimedia: Instructors can use interactive multimedia, such as videos, animations, and simulations, to make the course content more engaging and interactive.
- Game-based learning: Instructors can use game-based learning, such as gamified quizzes or challenges, to make learning fun and interactive.
- Personalized learning: Instructors can use personalized learning, such as adaptive quizzes or tailored feedback, to help students learn at their own pace and level.
- Peer collaboration: Instructors can encourage peer collaboration, such as group projects or discussion forums, to promote teamwork and social learning.
- Real-world examples: Instructors can use real-world examples, such as case studies or current events, to make the course content more relevant and applicable to students' lives.
- Microlearning: Instructors can use microlearning, such as short videos or mini-quizzes, to break down the course content into smaller, more manageable chunks.
Means et al. (2010) found that offering academic support resources such as tutoring, study guides, and writing centers can help students succeed in online courses. Jaggars (2014) found that academic support can substantially improve student performance in online courses.
That’s where departments, such as the SHSU Academic Success Center (ASC) and the NGL Library come in. The ASC at SHSU offers tutoring, mentoring, study guides, and assistance through academic recovery to help students stay or get back on track. What’s more, online students who cannot visit campus can participate in these services remotely by booking an online appointment. The NGL offers a wide range of services and access to materials, even when students are fully remote. This can include electronic resources, one-to-one research consultations, and a variety of ways to connect with the NGL.
Promoting academic success in online courses requires careful planning and implementation of strategies such as clear communication channels, explicit expectations, fostering a sense of community, regular feedback, employing a variety of teaching methods, and providing academic support. Instructors can create a supportive and compelling online learning environment that promotes student success by implementing these strategies.
Remember to work with our illustrious instructional designers, video producers, research associates, and graphic artists in the development of your online courses!
References:
Fast Facts: Distance learning (80). (n.d.). Fast Facts: Distance Learning (80). https://nces.ed.gov/fastfacts/display.asp?id=80
Glenn, Marie & Ed, D ‘Agostino,. (2008). The Future of Higher Education: How Technology Will Shape Learning. New Media Consortium.
Global Digital Education Market Size, Share, Trends and Industry Analysis 2022 - 2030. (7649, January 1). MarketsandMarkets. https://www.marketsandmarkets.com/Market-Reports/digital-education-market-7751828.html
Jaggars, S. S. (2014). Choosing between online and face-to-face courses: Community college student voices. American Journal of Distance Education, 28(1), 27-38.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education.
Online Learning Consortium. (2016). Quality scorecard for the administration of online programs. Retrieved from https://olj.onlinelearningconsortium.org/index.php/olj/article/viewFile/163/776
Parker, R. (2014). Online learning: Implications for higher education. Academic Leader, 30(2), 5-6.
Rovai, A. P. (2002). Building sense of community at a distance. International Review of Research in Open and Distance Learning, 3(1), 1-16.