Student Preparation for Distance Education

The focus of this article is to identify characteristics of successful online students to support an informed enrollment decision when entering a distance education program. According to Boyd (2004), “there may be only certain kinds of students under certain conditions who can successfully learn via the online format” (p. 31).

The growth of online educational opportunities has provided access to many students that otherwise might not have had the opportunity for study. Morris and Finnegan (2008) stated “nearly 35% of all higher education institutions in the United States are considered fully-engaged in offering online courses and programs” (p. 56). There are many colleges and universities offering distance education programs, often with very robust marketing initiatives to reach prospective students. For students new to distance education, a likely question for them is if distance education is a suitable learning path. More pointedly, how can potential students identify the traits, characteristics, and competencies needed for success in distance education programs?

A learning institution needs to partner with students when advising them about a specific program of study. Perhaps equally important is to counsel students on characteristics of successful online learners. Schrum and Hong (2002) suggested that potential students might not be aware of the challenges they could face in an online learning environment. Student awareness of the characteristics, traits, and skills for online learning is an important area of dialogue between the student and learning institution. According to Boettcher (2007) “The period of data gathering and decision making is an important advising juncture for many online learners; a time during which institutions have an opportunity to capture the learner and forge connections that last over time” (p. 2). Identifying desirable characteristics of online learners can serve both students and institutions to help create a strong relationship between the student and institution, leading to student persistence and successful program completion. Both institutions and students share a common interest in successful program completion.

A detailed and accurate understanding of online learning can help students make the right decision toward pursuing online study versus classroom based education. Howland and Moore (2002) found that “accurate expectations of learner responsibilities” was an important element for student success (p. 187). Schrum and Hong (2008) suggested that a common misperception might be that people believe that distance education is quick and/or easy. Such a misperception might lead to student dissatisfaction and attrition. Morris and Finnegan (2008) expressed a concern about higher drop-out rates in online courses than in comparable face-to-face courses, and the need to understand the linkages between behavioral factors, including those factors related to student persistence and success online. Boyd (2004) also expressed a concern about student attrition rates in online programs. Because student drop-out rates can be higher in online environments than in classroom environments, students can benefit from understanding some of the characteristics that can serve as a catalyst for successful learning. There are important characteristics of successful online students that should be shared with students throughout the recruiting and advising process.

Self-assessment to help determine suitability for online learning is not a new idea, and there are many easy to use student self-assessment tools. Examples of some sites include:

• OnlineLearning (www.onlinelearning.net);

• Penn State University (http://ets.tlt.psu.edu/learningdesign/assessment/onlinecontent/online_readiness);

• Maryland Online (http://marylandonline.org/assessments/online_learning_for_me); and

• Oregon Network for Education (http://oregonone.org/DEquiz.htm).

Many colleges and universities offering distance education programs have online self-assessment tools for prospective students. However, it is unlikely that these survey tools are scientific predictors, and should not be used as a predictor of success but rather as a guidepost to indicate learner suitability. In a study to evaluate the predictive value of two popular web-based surveys, “Is Online Learning Right for Me?” and “What Technical Skills Do I Need?” Hall (2008) found the instruments had “little ability to predict student performance in distance education courses” (p. 17). Hall advised that the primary value of the instruments was to raise awareness to students planning to enroll in distance education courses. Student advising with an education professional connected to the institution would likely be a preferred route to help guide new students. Because many institutions offer online programs, there are often enrollment counselors skilled in guiding students into appropriate programs of study. Nova Southeastern University employs student enrollment counselors, such as Daisy Pino. Pino earned a doctorate in instructional technology and distance education, is well versed in the characteristics of successful online learners, and the necessary prior preparation for new online students. Guiding students to online programs requires dialogue across a variety of issues, but perhaps none more important than the ability to harness self-discipline with respect to time management. According to Pino “time management is key.” Students need to plan their time accordingly to have sufficient opportunity to complete assignments and work iteratively based on feedback. Without time management, there is no time for students to consider feedback to increase their learning (Taormino, 2009).

There is a substantial body of literature focusing on the characteristics of successful online learners. Boyd (2004) created a category framework in four different areas; technical factors, environmental factors, personal characteristics, and learning characteristics. Although the characteristics within each category were not unique to the research of Boyd, the categorization offers a good method of organizing characteristics and traits of successful online learners.

Because online learning requires the use of technology and computers, student capability with software and hardware is a central issue. Technical factors relates to the ability to use current computer and Internet technology, particularly with respect to navigating Internet and intranet sites. Whereas navigation is a broad idea, the use of Internet functionality such as hyperlinks, search engines, retrieval, and saving are some basic computer skills that are essential. Further, the ability to send and reply to e-mail using a specific e-mail system used by an institution or course, downloading and installing software, managing text/audio/video files, course management systems, and online threaded discussions are also essential technical skills for student success. Howland and Moore (2002) noted that students who found online learning difficult were significantly challenged with technical elements such as word processor compatibility, sending and receiving files, and creating file attachments.

Technical skills are sometimes viewed as prerequisite to taking an online course. Blocher, Sujo de Montes, Willis, and Tucker (2002) noted that many institutions have created instruments to provide feedback to students about technical skills used in online learning because “accessing online education opportunities often requires specific, and sometimes, arcane technology skills” (p. 3). Possessing appropriate technical skills is highly desirable upon initial entry to a program, however Boyd (2004) stated that “in fact many students develop them while taking the course because it requires them to use the computer extensively” (p. 33). Oh and Lim (2005) suggested that pre-instructional activities should be offered prior to class to bring novice users to a minimum level of technological competency. Schrum and Hong (2002) reported that it was a significant challenge for students to learn technology along with content. Drawing attention to technical skills as a recommended condition of entry to an online program is likely a sufficient measure. A specific level of technical proficiency measured as a precondition for acceptance into an online program does not offer an assurance of program success. DeTure (2004) found that online technology self-efficacy scores were poor predictors of student success in distance education courses delivered online, and that a higher level of confidence using online technologies was not correlated with a higher grade point average.

It is worth noting that an often overlooked technical skill is typing (Boyd, 2004). Almost all communication in online environments involves typing, and it is an obvious time disadvantage for students that cannot touch type. Because online classes rely on the use of text communications, the ability to type is an important skill to help student use time more efficiently.

Even in the event of student technical proficiency, support issues related to software reliability, navigation, and access will emerge. Mupinga, Nora, and Yaw (2006) found that the most primary need of online students is technical help. Having students enter a program with a general understanding of the importance of technical skills is a logically good idea. Also important is the student expectation that technical skills are a work in progress, and can be acquired and improved concurrently with course content.

Environmental factors include geography, time, and other commitments that might compete with learning time such as the support of one’s family. Most students participate in online learning because of scheduling issues, and the flexibility inherent to distance education (Bocchi, Eastman, & Swift, 2004; Boyd, 2002; Richards & Ridley, 1997; Schrum & Hong, 2002). However, online learning does not mean that less time will be expended in the learning process. Time requirements for online courses vary, but estimates range from 4 hours per week to 20 hours per week (Illinois Online Network, 2007; Schrum & Hong, 2002). Students need to consider that online courses might require more time than traditional classroom based courses (Boyd, 2004; Howland & Moore, 2002). The issue of time management is closely tied to the idea of self-regulation where students must be willing and able to dedicate study time (Blocher et al., 2002; Schrum & Hong, 2002). Boyd (2004) suggested that students could benefit from setting specific study times, just like any other appointment on a calendar.

Misperceptions about time commitments, particularly when trying to balance work, family, and school, can impact online learning success. Howland and Moore (2008) stated that “students need reasonable expectations regarding the requirements of an online course” (p. 190). Further stated was that online students spend more time on courses because of the need to read what might otherwise be explained verbally in a face-to-face setting. A threaded discussion might take 4 or 5 days, which otherwise might only take 10 minutes when face-to-face.

Successful online students are highly motivated (Howland & Moore, 2002; Schrum, 2002). Online students often work individually, but also interact with other students and the instructor. Students are often surprised by the frequency of interaction in online courses (Howland & Moore, 2002). Boyd (2004) stated that “in short, successful online students are highly motivated by their goals and their ability to shape their learning experience” (p. 35).

Students might have misconceptions about distance education, including the degree of effort that is required. As stated by Schrum and Hong (2002), “people may believe distance education is quick or easy, however, they quickly learn that many programs challenge the learner with reading and writing assignments” (p. 62). One of the misconceptions about distance education as quick and easy could be because online information is ubiquitous, easily available, and can be freely used despite the importance of copyright statutes. Boyd (2004) included integrity as one of the important student characteristics. In any learning environment, including online, plagiarism, copyright violations, and cheating cannot be tolerated. Student integrity is a characteristic that should not be assumed, but clearly enumerated in any list of online student characteristics.

Learning characteristics include areas such as learning styles, written communication skills, and self-reliance/self-direction. Distance learners need to either possess or develop independent learning styles as part of their overall learning characteristics. Howland and Moore (2002) suggested that self-reliance meant that students were often responsible for finding answers to their own questions, and that successful students recognized the need to be more proactive and independent in an online learning environment. The individual learning styles of students is an area of much interest by researchers, particularly in the area of internal locus of control. Empirical research has shown that students with a high internal locus of control are more likely to succeed in online learning environments (Dille & Mezack, 1991; Liu, Lavell, & Andris, 2002; Morris & Finnegan, 2008). However, some studies have found that different learning styles are common among student populations, with no particular learning style more predominant or preferable (Mupinga et al., 2006; Oh, & Lim, 2005).

Because of the reliance on written text for communications and academic assignments, students should possess effective writing skills. Students must be comfortable with the fact that many or most learning activities will be written assignments. Students that might have a preference for a more traditional exam-based evaluation of learning might not be satisfied with written assignments as a primary method of evaluation.

Although certain learner characteristics are beneficial to support learning persistence and program completion in online environments, classroom based learners can adapt to online learning environments with some initial preparation. Solimeno, Mebane, Tomai, and Francescato (2008) did not find any significant variance in learning despite different personality traits and learning strategies of students in face-to-face and online learning environments. The desire and motivation to learn, combined with an awareness of some of the important skills, can lead learners to succeed in a distance education environment.

Considering the review of literature, highly valuable skills, traits, and characteristics of online learners include:

1. time management;

2. motivation;

3. active participation;

4. willingness to independently seek information and research (self-reli-ance);

5. comfort with technology;

6. ability to communicate effectively, particularly in writing; and

7. student integrity.

Matching student learning preferences with appropriate learning opportunities is of high importance. Some students might not enjoy a high level of reliance on technology mediated instruction and communication, which could lead to a decision to pursue a more traditional education delivery path. Surely some students will recognize that a high level of self-discipline and rigorous adherence to time management might not suit their preferences. It comes down to a personal choice, and institutions can help students prepare for the online experience through effective communication and dialogue to increase student awareness.

The opportunity for students to understand and recognize the tenets of online learning, and how student roles might be substantially different to what they have become accustomed to in the classroom, can serve as a valuable decision-making opportunity. Learning institutions play a role in surfacing important information to prospective students to assure an accurate understanding of successful learner characteristics.

The most important point of all might be that with the desire and motivation to learn, anyone can become a successful online learner. There are no real barriers to prospective students given a willingness to modify learning characteristics where needed. When said that online education might not be for all, it is reasonable to conclude that the genesis of the statement speaks mostly to student preferences and desire. Recognizing the importance of technical skills, such skills can be acquired incrementally and concurrently with course content. Certainly it would be preferable to enter an online program possessing a minimal level of technical skill, but the lack thereof is not a rigid barrier to eventual online learning success. The characteristics of successful online learners can be developed, acquired, and/or refined. There is no formula for online success, but essential ingredients surely seem to be an awareness of important characteristics, particularly student motivation and desire. Once students are aware of desirable characteristics, the process of becoming a successful online learner is something that is attainable for most all potential learners.