online-teaching230 February 24

Motivating Adult Online Learners


When Sheri Litt became dean of arts and sciences at Florida State College’s Open Campus, one of her priorities was to address the issue of online learner satisfaction and success. “We started looking at the data,” Litt says. “We looked at students’ comments on surveys to find out what they were disappointed with in their online courses. And a lot of comments [said, in essence,] ‘I felt my instructor didn’t care’ or ‘I felt my instructor would just log in once every six weeks’ or ‘It would take an entire semester for the instructor to grade an assignment, and [he or she] didn’t really give me any feedback so I could develop my skills.’” Based on this qualitative approach, Litt and her colleagues developed a set of best practices that have improved student motivation, satisfaction, and success.

male student on laptop May 30, 2014

Five Things Online Students Want from Faculty


Through regular student feedback, Jennifer Luzar, associate professor of language arts at Northwood University, has compiled the following things students want in their online courses and ways that she has adapted her instruction accordingly.

1. Quick responses – From the time she started teaching online, Luzar has made it a point to respond as soon as possible to her students. The typical reply from students is, “Wow! Thanks for the quick response,” as if this is not usually the case. “I used to be surprised by that because I feel that as online instructors it is our responsibility to try to get back to these people as quickly as possible,” Luzar says.

30349690_web April 22, 2014

One is the Loneliest Number: Helping Doctoral Students Build Connections Online


The online learning environment, no matter how robust the platform, does not fully address the isolation many students feel. This environment can be especially isolating for doctoral students. In traditional programs, particularly those with cohort models, students engage with one another through their courses, and many form groups and lasting friendships. Groups might meet or communicate on a regular basis to share their progress; edit/proofread dissertation drafts; solicit ideas, strategies, and advice; and even to vent about their challenges, frustrations, and lack of sufficient progress. Students with shared research interests, albeit rare in small cohorts and interdisciplinary programs, are even more fortunate to form this bond.

student on laptop October 1, 2013

Instructor Strategies to Improve Online Student Retention


Student retention is an ongoing challenge to online educators. While there is great variation in retention rates across programs and institutions, online retention rates tend to be significantly lower than those in the face-to-face environment. However, not all online educators struggle with student retention. Kari Frisch, a communications professor at Central Lakes College, has consistent retention rates of around 95 percent in her online courses, which include interpersonal communication, intercultural communication, mass communication, and online social networking. In an interview with Online Classroom, Frisch talked about the factors that she believes help her achieve such high retention rates.

ff-icon-default-200x200 June 14, 2013

AspirEDU Attains Certified Partner Status with Canvas by Instructure


AspirEDU, a company specializing in data driven educational analytics, announced that it has attained Certified Partner status with Canvas, joining the ranks of other Canvas partners such as Pearson, McGraw Hill, Wiley and Adobe. Canvas by Instructure is a cloud native learning management system (LMS) used every day by more than 400 colleges, universities and school districts. In addition, the Cisco Networking Academy selected Canvas to power “The World’s Largest Classroom.”

hands at computer.230 March 4, 2013

Who Are You? Putting Faces on Virtual Learners


One of the first and most difficult tasks an online instructor faces is how to establish the presence of a learning community. Learning in isolation may be possible, but it’s neither enjoyable nor complete, and many online students end up quitting or failing the course simply because they miss the classmate support that is readily available in face-to-face classes. To ignore the importance of peer learning and personal connection in any classroom, including those in which participants might not physically meet, is to deny the significance of social interaction in learning.

online learning.121102 November 2, 2012

Instructor Characteristics That Affect Online Student Success


Which online instructor characteristics help students succeed? It’s a rather basic question that has not been adequately answered. We did a literature search to find if anybody had done any research from the students’ perspective on what constitutes a quality online instructor. There were perhaps 10 articles by professors speculating about what they thought defined quality online instruction, but nobody had asked students.