Preparing and Supporting

Assisting Students in Online Learning Environments

By Kim Cummins

Preparedness and Support IssuesAs our district considers the use of online learning in our schools, various student preparedness and support issues must be addressed for maximum instructional impact.

Preparedness and Support Issues to Consider…

Pre-assessments Self and formal

Tutoring Learning styles Student Self-Direction Social interaction Technical Requirements Technical support

Self and Formal Pre-Assessments Used by multiple educational

institutions at the start of any online learning experience “These trends suggest several

implications among which are a greater need for helping students determine their readiness for learning in an online environment” (Martinez et al, 2006).

Self and Formal Pre-Assessments (cont.) Items assessed (include but are not

limited to) Technology experience/computer skills Study habits Learning preferences Written communication skills Web-based library skills(Martinez et al, 2006)

Self and Formal Pre-Assessments (cont.) Any assessments should include

questions regarding technology skills, learner characteristics/qualities as well as interaction with communication technology (ICT)

(Dray et al, 2011, p. 43)

Tutoring Needs determined by pre-

assessments… Once deficiencies are determined, some

schools tutor in those areas San Antonio College offers modules in the

following Basic Computer Skills Web-Based Library Skills Online Course Readiness(Martinez et al, 2006)

Tutoring (cont.) Course content tutoring

As in a face-to-face course, students will need access to tutoring support for the content.

Effective tutoring requires that the role of the tutor be “clear and distinct” (Coomey et al, 2001).

Student Self-Direction The Wisconsin Virtual School identifies

six attributes as critical to student success in online learning including Self-motivation Independent learning Time management skills Personal commitment(Martinez et al)

Social Interaction Dialogue considered one of 4 common

features of online course good practice (Coomey et al, 2001) Includes emails, bulletin boards, chats—

both synchronous and asynchronous (p. 38)

Social interaction listed as the most important of 4 barriers to online learning (Muilenburg & Berg, 2005, p. 35)

Social Interaction (cont.) Netiquette

It is essential to ensure students understand the importance of online communication etiquette in virtual courses.

Internet safety is also important Crucial that online students are aware of

predators who may want to use information gained from online communication to potentially harm them.

Technical Requirements Students must be aware of basic

technical requirements for online course enrollment Internet access Minimal computer hardware

May vary depending on the course Microphone, camera, headphones, etc.

Minimal computer software Will vary depending on the course

Technical Requirements (cont.) District must determine how these will

be provided Student self-sufficiency at home School site Satellite office partnership School provision of equipment to check

out

Technical Support “The need for support is the most

frequently mentioned feature of online learning” (Coomey et al, p. 39). Includes support services and software

tools Will need staff available to assist in

schools and/or virtually for home access with hardware, access, software issues that arise

Final Recommendations Our district must develop a plan for

addressing the challenges surrounding student preparedness and support throughout the online course experience

These include Pre-assessments Tutoring Student Self-Direction

Final Recommendations (cont.)

These include (cont.) Social interaction Technical Requirements Technical support

ReferencesCoomey, M. & Stephenson, J. (2001). Online learning: It is all about

dialogue, involement, support and control – according to the research. Teaching and Learning Online, pp. 27-52. Retrieved from: http://projects.kmi.open.ac.uk/role/moodle/pluginfile.php/949/mod_page/content/1/activity_2_extract.pdf

Dray, B.; Lowenthal, P.; Miszkiewicz, M.; Ruiz-Primo, M. & Marczynski, K. (May, 2011). Developing an instrument to assess student readiness for online learning: A validation study. Distance Education, 32(1), pp. 29-47. Retrieved from: http://sehd.ucdenver.edu/update/files/2011/05/DrayLowenthalMisketal2011.pdf

Martinez, S.; Torres, H. & Giesel, V. (2006). Determining student readiness for online instruction. Online Student Support Services: A Best Practices Monograph. Retrieved from: http://www.onlinestudentsupport.org/Monograph/readiness.php

References

Muilenburg, L. & Berge, Z. (May, 2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), pp. 29-48. Retrieved from: http://www.tandfonline.com/doi/abs/10.1080/01587910500081269