**2.2 Pursuit of online study**

In order for students to pursue online study, they must know that the option exists. Once they become aware that online study is an option, they must choose to enroll. This section presents an overview of the literature related to student awareness of online study options and factors that influence their decision to enroll.

#### **2.2.1 Program awareness**

In a national study of adult learners enrolled in two-year community and technical colleges, four-year public institutions and four-year private institutions, Noel-Levitz (2005) found that general program awareness is gained by adult learners from the following sources (listed in descending order of importance): institution web site; online catalog; printed catalog and brochures; student/graduate contact; family/friend recommendations; employer recommendations; information session; workplace information; national college search web site; recruiting phone calls from college representatives; newspaper; and television. Interestingly, although adult learners value the convenience and flexibility of

introductory computer course prior to their enrolling in any online course. Southwestern believes that this training contributes significantly to the success of their students in online learning and accounts for the growth in their online distance education program (Benson, 2007). Lynch (2001) recommends an orientation course that simulates Web-based delivery and incorporates adult learning theory, readiness self-assessment, reflection on the online experience, and community building as its basic components. Although Carriuolo (2002) reported daily use of the computer in her workplace, she still struggled with the electronic requirements of her online course. She suggests that online nontraditional students need

Most financial aid programs are designed for the traditional undergraduate student who is a recent high school graduate and attends school full time (Ashburn, 2007). Because many adult students took only one or two classes at a time, little financial aid is available to them. Only one third of adult students received student loans, less than one third receive grants or scholarships, and nearly a third revealed that they were unaware that financial aid was available to them (Pusser et al., 2007). Other options available to learners included personal

Online courses can be described by the interaction types. This section presents an overview of the student online course experience by addressing four interactions: teacher, peer

Kleiman (2004) asserts that the process of online teaching is different from the process of traditional teaching. The online teacher essentially empowers learners through what, how, when, and where to learn decisions (Tu, 2004), and options usually not available to traditional students. Richardson and Swan (2003) found that student satisfaction with an instructor is related to the students' perceptions of social presence. Furthermore, Carriuolo (2002) suggests that a learner's relationship with a professor can be a "life-altering" experience, because the mentorship could result in advice based on an individual's strengths and weaknesses. Coombs-Richardson (2007) believes that it takes the instructor, course content, and student working together to ensure learning for online classes. She has developed strategies that ensure her students have a positive and successful online learning experience. These strategies include providing a timely response to students; quick turnaround of assignments; individual attention to needy students; timeline flexibility with personal contact if necessary; warm and friendly online atmosphere; and personal responses to assignments (Coombs-Richardson, 2007). Proactive instructor interactions applied by Lim (2004) include frequent questioning to access learning level and timely progress reports.

The learning community of a classroom is based on the student-to-student exchange of information. The need for peer interaction for effective learning is a reason cited by ESO

hands-on hardware and software training (Carriuolo, 2002).

savings or employer support (Ashburn, 2007; Tu, 2004).

**2.3.2 Financial preparation** 

**2.4 Online course experiences** 

**2.4.1 Teacher interactions** 

**2.4.2 Peer interactions** 

students, course content, and institutional.

distance learning, the availability of online classes is not a strong factor in program selection (Noel-Levitz, 2005). In a national survey of educational support organizations (ESOs) serving low-income students, Benson (2007) found that advisers often do not recommend online classes to clients, citing the lack of support and structure in online environments.

### **2.2.2 Program decision**

Adult learner postsecondary enrollment decisions are influenced by the following factors (listed in descending order of importance): convenient time and place for classes; flexible pacing for completing a program; ability to transfer credits; cost; reputation of institution; requirement for current or future job; ability to design personalized program; credit for learning gained from life and work experience; availability of financial assistance; distance from campus; availability of online courses; tuition reimbursement from employer; program accreditation by professional organization or trade group; encouragement/incentive from supervisor; courses held at employment site; availability of child care; and labor union support (Noel-Levitz, 2005). In a study of engineering students, Dutton et al. (2001) found that when comparing preferred mode of instruction survey results, online learners found school/work timing conflicts, commuting difficulties, and learning pace/time flexibility to be more important than traditional face-to-face learners. However, O'Lawrence (2006, p. 48) reports that students:

see online technologies as providing new opportunities and preventing a drive to attend a class, so that they can remain in their homes or workplaces, and yet participate in learning activities, interact with most of the people in class, exchange information more frequently, and establish friendships with other students.

Other influences on an adult student's decision to pursue online study include a variety of prior learning and work experiences; integration of new concepts with prior knowledge while interacting with students with similar work experiences; practical applications of knowledge; control over their learning environment and the opportunity to showcase their talents to a group; and ability to participate voluntarily in the learning experience (O'Lawrence, 2006).

#### **2.3 Preparation for online study**

Student preparation for online study has two components: readiness to participate in the online course and access to funds to pay for online study. This section presents an overview of the literature related to online study training and financial preparation.

#### **2.3.1 Training and orientation**

Universities and instructors should not assume that students are computer literate. One reason that directors of ESOs do not recommend online learning for their clients is the students' lack of appropriate computer skills (Benson, 2007). Carriuolo (2002) found that in 2001, 300 to 400 students at the Community College of Rhode Island enrolled in a computer basics course (i.e., how to use a mouse), suggesting a widespread need for computer training among potential online students. Benson (2007) found that Southwestern ESO, an educational support organization for low-income and under-represented students, administers a distance learning readiness assessment to their students and then an

distance learning, the availability of online classes is not a strong factor in program selection (Noel-Levitz, 2005). In a national survey of educational support organizations (ESOs) serving low-income students, Benson (2007) found that advisers often do not recommend online classes to clients, citing the lack of support and structure in online environments.

Adult learner postsecondary enrollment decisions are influenced by the following factors (listed in descending order of importance): convenient time and place for classes; flexible pacing for completing a program; ability to transfer credits; cost; reputation of institution; requirement for current or future job; ability to design personalized program; credit for learning gained from life and work experience; availability of financial assistance; distance from campus; availability of online courses; tuition reimbursement from employer; program accreditation by professional organization or trade group; encouragement/incentive from supervisor; courses held at employment site; availability of child care; and labor union support (Noel-Levitz, 2005). In a study of engineering students, Dutton et al. (2001) found that when comparing preferred mode of instruction survey results, online learners found school/work timing conflicts, commuting difficulties, and learning pace/time flexibility to be more important than traditional face-to-face learners. However, O'Lawrence (2006, p. 48)

see online technologies as providing new opportunities and preventing a drive to attend a class, so that they can remain in their homes or workplaces, and yet participate in learning activities, interact with most of the people in class, exchange information

Other influences on an adult student's decision to pursue online study include a variety of prior learning and work experiences; integration of new concepts with prior knowledge while interacting with students with similar work experiences; practical applications of knowledge; control over their learning environment and the opportunity to showcase their talents to a group; and ability to participate voluntarily in the learning experience (O'Lawrence, 2006).

Student preparation for online study has two components: readiness to participate in the online course and access to funds to pay for online study. This section presents an overview

Universities and instructors should not assume that students are computer literate. One reason that directors of ESOs do not recommend online learning for their clients is the students' lack of appropriate computer skills (Benson, 2007). Carriuolo (2002) found that in 2001, 300 to 400 students at the Community College of Rhode Island enrolled in a computer basics course (i.e., how to use a mouse), suggesting a widespread need for computer training among potential online students. Benson (2007) found that Southwestern ESO, an educational support organization for low-income and under-represented students, administers a distance learning readiness assessment to their students and then an

more frequently, and establish friendships with other students.

of the literature related to online study training and financial preparation.

**2.2.2 Program decision** 

reports that students:

**2.3 Preparation for online study** 

**2.3.1 Training and orientation** 

introductory computer course prior to their enrolling in any online course. Southwestern believes that this training contributes significantly to the success of their students in online learning and accounts for the growth in their online distance education program (Benson, 2007). Lynch (2001) recommends an orientation course that simulates Web-based delivery and incorporates adult learning theory, readiness self-assessment, reflection on the online experience, and community building as its basic components. Although Carriuolo (2002) reported daily use of the computer in her workplace, she still struggled with the electronic requirements of her online course. She suggests that online nontraditional students need hands-on hardware and software training (Carriuolo, 2002).

#### **2.3.2 Financial preparation**

Most financial aid programs are designed for the traditional undergraduate student who is a recent high school graduate and attends school full time (Ashburn, 2007). Because many adult students took only one or two classes at a time, little financial aid is available to them. Only one third of adult students received student loans, less than one third receive grants or scholarships, and nearly a third revealed that they were unaware that financial aid was available to them (Pusser et al., 2007). Other options available to learners included personal savings or employer support (Ashburn, 2007; Tu, 2004).

#### **2.4 Online course experiences**

Online courses can be described by the interaction types. This section presents an overview of the student online course experience by addressing four interactions: teacher, peer students, course content, and institutional.

#### **2.4.1 Teacher interactions**

Kleiman (2004) asserts that the process of online teaching is different from the process of traditional teaching. The online teacher essentially empowers learners through what, how, when, and where to learn decisions (Tu, 2004), and options usually not available to traditional students. Richardson and Swan (2003) found that student satisfaction with an instructor is related to the students' perceptions of social presence. Furthermore, Carriuolo (2002) suggests that a learner's relationship with a professor can be a "life-altering" experience, because the mentorship could result in advice based on an individual's strengths and weaknesses. Coombs-Richardson (2007) believes that it takes the instructor, course content, and student working together to ensure learning for online classes. She has developed strategies that ensure her students have a positive and successful online learning experience. These strategies include providing a timely response to students; quick turnaround of assignments; individual attention to needy students; timeline flexibility with personal contact if necessary; warm and friendly online atmosphere; and personal responses to assignments (Coombs-Richardson, 2007). Proactive instructor interactions applied by Lim (2004) include frequent questioning to access learning level and timely progress reports.

#### **2.4.2 Peer interactions**

The learning community of a classroom is based on the student-to-student exchange of information. The need for peer interaction for effective learning is a reason cited by ESO

Dutton et al. (2001) found that undergraduates who completed an online course did significantly better than their counterparts in an equivalent lecture course. Although the online students were less likely to finish a course, they were able to gain knowledge through meaningful activities. O'Lawrence (2006) concluded that the most significant factor hindering adult learner success is the lack of self-discipline and time-management skills of some students. He also cites lack of peer contact and low literacy levels as contributing factors to a lower success rate (O'Lawrence, 2006). Yukselturk & Inan (2006) identified sufficient study time, personal problems and program affordability as the three most

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.

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).

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),

important factors affecting student retention in an online course.

**2.5.1 Student success** 

**2.5.2 Successful online course** 

**2.5.3 Successful online support organization** 

**2.6 Summary** 

directors for why online study is not a good option for their students (Benson, 2007). Yet, O'Lawrence (2006) reports that adult learners see online technologies as providing opportunities for student-to-student interaction, frequent exchange of information, and the likelihood of new friendships with other students. Coombs-Richardson (2007) also noted student appreciation of peer discussion board interactions. Brown (2001) found that the necessary elements to create friendship, community, or camaraderie were present but generally required a greater length of time to establish. An initial face-to-face orientation session for the class would provide an opportunity for social interaction that could then be maintained electronically (Carriuolo, 2002).
