What Parents Need to Know About Distance Ed
Ensuring Traditional Aged Students are Ready for Online Learning
Sep 2, 2009
High school seniors are faced with many choices when it comes to college. With the spread of online learning, many traditional-aged students are wondering if distance learning is a viable option as well. However, before writing that tuition check, parents should think about just what online learning consists of, and what is has to offer (or not offer) a traditional-aged student.
This means that both parents and students should take the time to consider the basics of online learning, as well as the skills it requires. Making the right decision means honestly looking at whether the online format is a good fit for an incoming freshman.
The Anatomy of an Online Course
Online courses consist of an Internet based learning environment where students sign in regularly to retrieve assignment directions and interact with other students and their instructor. In many cases, the online course may be a shorter time span than a traditional semester-long class and thus may be accelerated. (It is important to note that a shorter time period for completing the course does not mean fewer assignments than a traditional semester-long class.)
At no point will students in an online course physically meet their instructor or classmates and there are no set times for entering the course each week. Participation requirements may include signing in a set number of days each week and posting, or simply posting a set number of times during the week (thus allowing the student to determine how many days).
Understanding the navigation of the online course facilitates mastery of the class materials, so students should plan to spend at least an hour the first day of class simply exploring how the course is laid out and where vital components are located. Having a basic knowledge of computers is also important.
Instructor assistance may vary. Some instructors may be extremely active while others may take up to 24 hours (or longer) to respond to questions by students. Students have reported not hearing from instructors for up to a week at a time (although this is below all program standards).
In addition, there is no guarantee that a student comment or question posted in class may not be overlooked completely or may be addressed incorrectly by a well-meaning classmate who catches a post unseen by an instructor.
Distance Education Requires Maturity
Parents who are advising soon-to-be freshmen should be aware that distance education requires a higher level of maturity than face-to-face courses. Online courses rely heavily upon motivation and self-discipline, something that a freshman may not yet have developed.
In an article by Andrea Foster titled "A Congressman Questions the Quality and Rigor of Online Education," Congressman Vernon Ehlers, who has researched online learning, argues that the opportunity to simply “slide through” a course is greater in distance courses due to all tests essentially being open book. In addition, the learning process can be subverted in many ways according Ehlers, because there is a lack of face-to-face interaction and accountability in problem solving.
College is a place for taking significant steps into adulthood, which means that motivation and discipline are still developing; however, in the traditional classroom students have the physical presence of peers and instructors to provide a stable environment. The online classroom is often potentially isolating and since there is no set time for “attending” class, students may put off signing into a course until far too late to complete the assignments in any meaningful way.
Social Development Occurs Differently in Distance Education
Many research studies have demonstrated that social development is a large factor in the adjustment and success of traditional freshman entering college. For example, researchers Laura Pittman and Adeya Richmond, in their article on freshman adjustment to university life, argue that initial satisfaction (and thus transition into college) is often affected by the social connections made by students.
While the online world does indeed offer interaction, students still physically remain alone, and it is possible for them to complete and entire course online without forming any lasting or significant connections with fellow students. In fact, at some institutions online instructors consistently teach the same course over and over again leaving little chance that the student will encounter the professor again, thus eliminating any opportunity for a bond.
Questions Parents Should Ask if Their Child is Considering Online Learning
- Is the student an ineffective time manager?
- Does the student have a history of procrastination in the past especially in regards to school work?
- Does the student have a low-level of motivation for learning that particular subject matter?
- Are there any indications that self-discipline may be less than ideal?
- Are there traditional options available to the student?
Answering yes to even one of these questions should cause parents and students to pause before including online classes in freshmen year of college.
Making the Right Choice
When making program choices, both parents and students should keep in mind that social interaction at the freshmen level is more than just a nice benefit of college. It is, in fact, a major factor in a young person’s successful transition into adulthood.
Online courses do offer a tremendous learning opportunity for students who are motivated, disciplined and already socially well-adjusted. However, because of the maturity required and the missed opportunities for social interaction freshmen would do well to avoid distance education unless their particular circumstances make it a necessity.
References:
Foster, Andrea. "A Congressman Questions the Quality and Rigor of Online Education." The Chronicle of Higher Education 52, 2006.
Pittman, Laura. and Richmond, Adeya. "University belonging, friendship quality, and psychological adjustment during the transition to college." The Journal of Experimental Education: 76.4 (Summer 2008).
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