Virtual Courses and Tangible Expectations: How to Align Student and Instructor Opinions of Online Courses

• In Event: Unpacking Online Outcomes: Applying Research to Improve the Online Community College Learning Experience

Abstract

As distance learning enrollment grows in community colleges, it is important to ensure that online students and instructors are aware of each other’s expectations. Empirical research suggests that this is not typically the case, arguing that a mismatch in stakeholder expectations contributes to poor online outcomes in community colleges (Cox, 2009). For instance, students report that knowledge is only “useful” when it is tied to graded assessments, whereas instructors place equal weight on content knowledge and skill-building. Furthermore, Cox (2009) finds that students’ value lecture over other forms of pedagogy. Online courses, however, provide further challenges in terms of aligning student and instructor expectations since they involve different instructional delivery platforms, which may exacerbate the differing coursework expectations noted by Cox. As such, an examination of stakeholder expectations provides vital feedback allowing instructors to improve pedagogy, students to prepare for the distinctive aspects of distance learning, and institutions to refine the structures and policies that govern online learning.

This paper uses qualitative data from the “Enhancing Online Course Outcomes: An Exploration of Teaching & Learning in Virginia” project to investigate stakeholder expectations regarding the role and responsibilities of instructors and students in the online environment. Specifically, it explores the commonalities and differences in professor and student opinions regarding time-management, pedagogy, feedback, and technological competency for online coursework. It also discusses how institutional policy and support can reduce the likelihood of mismatched expectations and subsequent poor online course outcomes.

Preliminary analyses reveal that instructors and students identify time-management and motivation as central to student success in online courses. Specifically, many instructors suggest that students are responsible for their own learning through reading course materials. While students agree, they also believe that their learning can be enhanced through more diverse pedagogical approaches (i.e.: multi-media). The timing and nature of feedback was another area of mismatched expectations. Students expected immediate feedback, especially around deadlines; whereas instructors often expressed frustration with this expectation.

One way colleges try to establish expectations for online courses is through optional orientations and assessments, but students rarely report participating in these readiness activities. Conversely, instructors often assume that students engage in these activities and have the prerequisite time-management and technological skills; although given the high dropout rate from online courses some instructors acknowledge that their expectations are unrealistic. Our data suggests that students receive informal advisement through conversations with peers or relatives who have taken an online course, rather than seeking out guidance from an academic advisor, distance learning orientation, or readiness assessment.

Researchers and practitioners should consider the implications that unmet expectations have on student engagement and performance in online courses. We posit that attention to instructor and student expectations can contribute to more thoughtful and robust student readiness activities and instructor professional development. For instance, institutions may improve online outcomes through mandatory readiness assessment similarly to the required developmental education assessments and institutions can support instructors in improving their pedagogy and use of technology. These recommendations and further analysis will be discussed in the presentation.

Author

• Rachel Julia Bork, The Wallace Foundation