#IOLchat Report: Myth vs. Reality in Online Learning

Each week we meet via Twitter for #IOLchat to discuss current issues related to online learning. Participants include students, instructors, advisors, counselors, eLearning companies, schools, publishers, and instructional designers.

Many students enter their first online course with a preconceived idea of what the experience will be like, but it’s hard to anticipate all of the requirements of online delivery before getting started. First-hand experience is often the best teacher.

This week we explored common myths and realities of online learning in higher education with a goal to help prepare tomorrow’s students for success. Here’s a summary of the chat:

Forming Expectations of Online Learning

• Some students have taken online courses in high school, which may or may not lead to realistic expectations of online courses at the college level.
• Students may have preconceptions based on their previous experience with or preferences for the course topic.
• Students learn a lot about courses, face-to-face and online, from their peers, which can influence expectations.
• Many students underestimate how much time they’ll need to devote to an online course.
• Some first-time online students expect a self-paced experience, “send it all in when done with no due dates.” Anytime, anyplace can be misinterpreted.

Advice for New Online Students

• “Good time management is essential.” For online students, as well as anyone transitioning from high school to college level courses, no matter the delivery method.
• You’ll need solid learning and organizational skills to do well in an online class.
• Expect to make “adjustments to university demands,” as well as to online course requirements.
• Be proactive: “be in charge of your own success, contact the instructor for help, print out that syllabus, get/stay ahead.”
• “Don’t fear it, but if you are new to online education, look for support early on from peers, instructor, tech support, etc.”

Strategies for Supporting Students

• Be aware of “first timers” in an online course and provide them with extra support and resources.
• Coordination and communication needed between K-12 and higher education administrators and instructors.
• Provide “weekly reminders – what we’ve done, what’s coming up that is due” – to help students stay on track.
• Foster a sense of community in which new students feel like they are part of the course, working alongside peers.
• Communication is essential – let students know what will be expected of them, before they enroll.
• Provide avenues for preparation before taking an online course – self-assessments for readiness, orientations, tutorials and introductory modules.
• Develop activity and assignment options for different learner preferences.
• Ensure students have responsive technical support beyond their instructors.
• Get feedback from all involved: students, instructors, administrators.

Ideas for Research and Practice

• Are there differences in levels of success in online courses between first-year and second-year college students?
• Should there be pre-requisite skills courses? Students would cover technical requirements of online learning before enrolling in first course. Or would this be a hassle that would deter potential students?
• “Social media could be used to raise awareness of the actual course demands … have a hashtag for an ongoing course and encourage students who want to enroll to check it out.”

Thanks to @ODU_DL, @rantoniomg, and @jshamsy for participating in the live event.

For more from the most recent live session, review the chat feed via Storify. Our past chats can be found on the archives page.

Follow us (@OC_org) and plan to attend our next chat. We meet on Wednesdays at 12pm ET and look forward to hearing your perspective.

This week’s read-aheads:

• 10 Myths About Online Learning (and Truths About Each Myth) from The Michigan Community College Association‘s Virtual Learning Collaborative
• Mapping Success: Essential Elements of an Effective Online Learning Experience from Danielle Hathcock, Faculty Focus
• Jumping into Online Learning: A Reality Check from Steven Starks, DistanceAdvising.com
• The Myths of Online Learning from John Ebersole, Forbes.com

Image credit: tjscenes, Flickr, CC-BY