**2.5.2 Successful online course**

In an online course evaluation conducted by Coombs-Richardson (2007), students were asked to rank twelve course components in order of importance. The three most important components of online courses to students were individual observations, discussion board activities, and the instructor's personal contacts through announcements, email, etc (Coombs-Richardson, 2007). Other components, listed in the order of importance, are schedule flexibility, instructor feedback, assignment turnaround, content, technical assistance, course calendar, essays/reports, reading assignments, and online exams (Coombs-Richardson, 2007). O'Lawrence (2006) concludes that extensive preparation is required to create a successful online course and recommends that future research activities include in-depth evaluation and assessment of online courses in the following areas: ease of access, media attentions or exaggerations, the role and interest of the private sector, the increased demand for online courses by education and business, and the effectiveness of online learning activities.

#### **2.5.3 Successful online support organization**

Willging and Johnson (2004) found that student rationale for leaving online programs is similar to those given for leaving traditional face-to-face programs. Although there was no evidence that suggested online environment-specific online issues were primarily responsible for dropout, students included technology, lack of human interaction, and communication problems are reasons for leaving online programs (Willging and Johnson, 2004). Yukselturk & Inan (2006) reported that lack of feedback and support for the online learning process and lack of response to student difficulties were negative items reported by students in a study that examined the factors affecting the dropout rate for online learning programs. MacDonald & Thompson (2005) found that high quality support is crucial to successful online learning experiences. Critical support includes introduction of learning technologies and software applications progressively, building technology and learning skills and 24/7 access to online and other university support services i.e. technical assistance. Online learner support services not only connect students to the university and improve the quality of the academic experience, but also scaffold student success through the development of self-directed learning skills (Ludwid-Hardman and Dunlap, 2003).

#### **2.6 Summary**

The reviewed literature framed this research project around six components: the prevalence of distance and online education (A), factors related to student pursuit of online study (B),

The participants in the research study were staff and students of an on-campus educational support organization, Southwestern ESO, specifically dedicated to serving adult low-income students enrolled in postsecondary study. The organization provided computer training,

Southwestern ESO is housed at Southwestern Flagship University, a Carnegie-designated Doctoral/Research University-Intensive institution with an enrollment of more than 27,000 students. Southwestern Flagship University is the premier university in a southwestern state with three universities and four community colleges. The vision of Southwestern ESO is to provide "An environment where every adult can successfully pursue a program of postsecondary education." Its' services include entry and re-entry counseling, academic advising, tutoring, and career planning. The ESO serves approximately 2000 clients (students and potential students) in a county with 1.7 million residents representing 70% of the state's population. The county includes a major metropolitan city, where Southwestern Flagship University and Southwestern County Community College are located, and a far-

Southwestern ESO has a staff of ten: a program director, an assistant director, two counselors, two advisers, an office manager, two student workers and a clerical support person. With the exception of the office manager and clerical support person, all members of the staff are directly involved in new client orientation, or "intake," as it is referred to by ESO staffers. Some of the intake sessions occur in the Southwestern ESO office on the Southwestern Flagship University campus, but many of them occur off-site at locations more easily accessible by clients. For example, one counselor conducts intake at a reservation about fifty miles from the ESO office while another visits a military installation about twenty miles from the campus. Because of the number of clients that the ESO serves, the intake sessions are typically group sessions with 12-15 clients. During these sessions, clients are provided an intake folder containing information about the program and its services, including a client application for ESO services form, an ESO program flyer, a financial aide booklet, an academic survival handout with tips for being a successful student, enrollment procedures for Southwestern Community College, and a survey assessing client readiness for online study. Because of the large Hispanic population served by the ESO, the ESO provides two versions of its intake folder: a general intake folder and

ESO clients ready for postsecondary education are typically directed to Southwestern County Community College or Southwestern Flagship University for study. Southwestern County Community College is a good option for most ESO clients because of its open admissions policy, low tuition (\$40/credit-hour) and robust offerings of online programs and courses. Enrollment directly at Southwestern Flagship University (\$96/credit-hour) is typically reserved for students with some postsecondary experience, recent high school graduates, and those without work demands. Of course, the ESO helps to facilitate student transfer from Southwestern County Community College to Southwestern Flagship

**5. Description of program and participants** 

reaching rural community that both schools serve.

an English-as-a-Second-Language (ESL) intake folder.

University.

**5.1 Program: Southwestern ESO** 

tutoring and online study awareness.

student preparation for online study (C), student online course experiences (D), factors related to student success in online courses (E), and personal impact of online study (F). Based on this review, project explored the student online course experience in four segments: preenrollment experiences (B, C) in-course experiences (D), and personal impact (F).
