**2.4.3 Course content interactions**

The most influential factor affecting study success positively in an online course is clarity of content resulting in instructional effectiveness (Lim, 2004; Lim, Morris & Kupritz, 2007). Instructional effectiveness is defined as "clear and concise learning content," "usefulness of class assignment and projects," and "review and repetition of learning (Lim, 2004, p. 1063)." Sixty percent of students participating in the study defined instructional ineffectiveness as "lack of instructional clarity to explain the learning content" and "difficult learning content" (Lim, 2004, p. 1062). Students determined that the four most significant factors in instructional effectiveness were (1) content level and clarity; (2) usefulness of activities; (3) feedback and interaction; and (4) amount of content workload. Coombs-Richardson (2007), Lim (2004), and O'Lawrence (2006) found that students want useful and practical applications of the theory learned in online study, both in class and in the outside world. In addition, Lim (2004) suggests using reflective activities that will allow learners to apply their learning to personal situations. Additionally, online study depends to some degree on print to convey course content, and nontraditional undergraduates often have low levels of literacy (Carriuolo, 2002). Among the least favorite activities of online students are the required reading assignments (Coombs-Richardson, 2007). Lim (2004) speculates that the instructional effectiveness of online courses is influenced by each individual student's instructional readiness.

#### **2.4.4 Institutional interactions**

Pusser et al (2007) stipulate that high-risk adult learners have four primary needs in their postsecondary institutions: (1) guides and mentors; (2) financial aid; (3) a peer community; and (4) a guided and specific academic plan. Varying circumstances of adult learners require institutions to provide convenient and affordable access to postsecondary education (Pusser et al, 2007). LaPadula (2003) concluded that successful online programs offered students the same opportunities and services as found in traditional face-to-face programs and suggested that these services should be offered at a distance and in an asynchronous format. Benson (2007) suggests that public university systems need to be more responsive to flexible learning options or risk losing students to for-profit institutions that are market-driven.

#### **2.5 Success perspectives**

Three perspectives must be addressed when considering success in online study: individual student characteristics, online course characteristics and online support organization characteristics. This section presents an overview of the literature related to these three perspectives.

#### **2.5.1 Student success**

280 International Perspectives of Distance Learning in Higher Education

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

The most influential factor affecting study success positively in an online course is clarity of content resulting in instructional effectiveness (Lim, 2004; Lim, Morris & Kupritz, 2007). Instructional effectiveness is defined as "clear and concise learning content," "usefulness of class assignment and projects," and "review and repetition of learning (Lim, 2004, p. 1063)." Sixty percent of students participating in the study defined instructional ineffectiveness as "lack of instructional clarity to explain the learning content" and "difficult learning content" (Lim, 2004, p. 1062). Students determined that the four most significant factors in instructional effectiveness were (1) content level and clarity; (2) usefulness of activities; (3) feedback and interaction; and (4) amount of content workload. Coombs-Richardson (2007), Lim (2004), and O'Lawrence (2006) found that students want useful and practical applications of the theory learned in online study, both in class and in the outside world. In addition, Lim (2004) suggests using reflective activities that will allow learners to apply their learning to personal situations. Additionally, online study depends to some degree on print to convey course content, and nontraditional undergraduates often have low levels of literacy (Carriuolo, 2002). Among the least favorite activities of online students are the required reading assignments (Coombs-Richardson, 2007). Lim (2004) speculates that the instructional effectiveness of online

Pusser et al (2007) stipulate that high-risk adult learners have four primary needs in their postsecondary institutions: (1) guides and mentors; (2) financial aid; (3) a peer community; and (4) a guided and specific academic plan. Varying circumstances of adult learners require institutions to provide convenient and affordable access to postsecondary education (Pusser et al, 2007). LaPadula (2003) concluded that successful online programs offered students the same opportunities and services as found in traditional face-to-face programs and suggested that these services should be offered at a distance and in an asynchronous format. Benson (2007) suggests that public university systems need to be more responsive to flexible learning options or risk losing students to for-profit institutions that are market-driven.

Three perspectives must be addressed when considering success in online study: individual student characteristics, online course characteristics and online support organization characteristics. This section presents an overview of the literature related to these three

courses is influenced by each individual student's instructional readiness.

maintained electronically (Carriuolo, 2002).

**2.4.3 Course content interactions** 

**2.4.4 Institutional interactions** 

**2.5 Success perspectives** 

perspectives.

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 important factors affecting student retention in an online course.
