Introduction
The online education forum is attempting to become a viable option for non-traditional students focused on completing their degree program. I, personally, am a non-traditional student in her 30s that has attempted to attend brick and mortar universities only to have my job path, finances, and ambition interrupt this form of classroom learning. Throughout my time online I have found that the dedication of the students, the diversity of the voices, and the flexibility of the environment to not only be what I needed logistically, but provide a deeper and richer education that I was receiving at state universities. In all ways but one have I been satisfied with my online education. That one factor, I believe, has the potential to validate a higher education learning environment and increase the acceptance of online higher education as a valuable and worthwhile educational option to today’s employers and future students.
In order for online universities to compete in today’s educational, for-profit marketplace and prove they are just as valuable of a learning tool as traditional schools, the online environment must require personalized teacher feedback and individualized attention to students, especially in the upper division courses that already contain limited numbers of students and a feasible student to teacher ratio. The risk that Ashford University takes in not requiring a high level of personalized interaction is slowly fading out of public acceptance as a valid higher education option for thousands of students. This fade would take away perspective students as they perceive less value for their dollar and eventually dwindle class sizes to unprofitable levels. Along with it would come critique that online courses are not worthwhile for higher education and a dropping off of potential long-term success.
The Problem
Recent Gallup polls concerning higher education already point to a cynical mood concerning online options. Surveys show that “Employers view classroom-based education as more rigorous and legitimate” and, “Only 34 percent of [survey] respondents rate internet-based college programs as excellent or good.” (Slade, 2014, p. 12) This already cynical mood has to be met with intentional policies and programs that prove the opposite – that online education is not only rigorous, but produces exceptional students. There is no reason for survey respondents to view online education as anything but excellent unless the teachers that are positioned to teach the courses are not fulfilling their role as instructors who are tasked with challenging students to reach their potential and fully grasp course content.
In my time at Ashford University I have been lucky to study under one of the best teachers I have ever had, and I have been disappointed to be in five week courses with teachers who never engaged with me as a student and allowed the maximum potential of learning to be lost. The best teachers prove that online education can still be worthwhile education and they do this by intentionally and personally engaging with students, calling out potential, and providing feedback to increase understanding. It is clear in their methods, expectations and the volume of interaction that the best teachers believe that the system can work for students. But, they are not the majority.
Unfortunately, the teachers who do not engage, provide pat answers and never individualize feedback or instruction are perpetuating the belief that online education, Ashford University’s Online Education programs included, are just diploma mills with little true value. I have literally attended Ashford University classrooms where I could not be sure a real human being was instructing the course because there was no professor presence established. All responses to discussion and all feedback could have been automated. I have also attended classes at Ashford where the professor copied and pasted instructional feedback into submitted assignments that was not applicable to the assignment or my particular approach to the assignment. These instructional techniques (or lack thereof) are fueling the argument that there is limited educational value in online learning.
It doesn’t have to be this way. Ensuring even a minimal personalization to course studies will drastically increase the perceived value of online education. The benefit will be perceived first by the students, then by their employers, and eventually by any who look upon the options available as they seek higher education choices for themselves, their family, or their staff. This personalization is easily achieved with a professor that knows how to be present in an online community.
The Role of the Instructor
The role of the instructor is vital to this shift in perceived value and the sustainability of online higher education institutions and programs.
“When direct contact with students in a traditional face-to-face classroom is not feasible, instructors must be innovative in content delivery and provide for students a sense of instructor presence. It has been suggested that the online instructor is the critical factor for a successful learning experience. Indicators of instructor presence include behaviors such as communicating, sharing information, and maintaining a sense of community within the course. These indicators have been directly related to student perception of success in meeting learning outcomes.” (Tunks, 2012, p. 1)
Contrary to some assumptions, students that enroll in online higher education do not want an “eduvacation.” (Tabarrok, 2013) Like myself, we are students that are serious about education and are looking for innovative ways that we can get the education we desire when traditional settings do not suit us. Appealing to these serious students with aspirations by providing a high quality learning environment that includes personalized instruction and feedback especially at the upper division course level will ensure Ashford University’s success in the competitive for-profit educational marketplace.
The Key to Long-term Success (and Profits!)
Online higher education can be a viable and valuable competitor in the for-profit educational marketplace. It adapts to student’s needs, currently boasts some of the highest enrollment numbers of all universities, and inspires technological innovation. (Kingkade, 2013) These factors alone do not make it sustainable, but they do indicate that a small change in classroom maintenance procedures would help the success be more fully realized.
- Imagine if the rhetoric of online higher education changed to talk about the positive aspects of geographical, cultural and age diversity that is available because students were graduating with an openness and clear cross-cultural communication skills as well as a great education.
- Imagine if the stories about online education were not focused on if they were a hoax, but were talking about the innovative answers to today’s most pressing questions because professors properly facilitated online discussion that lead to these answers.
- Imagine if the battle in online higher education was no longer fighting for validation, but was figure out how to deal with increasing prestige and enrollment numbers.
These things all come with the satisfaction of current students, the proof to employers of their valuable education and the inspired change in rhetoric. The first step, the satisfaction of students, comes from within the classroom and is inspired by the professor and their ability to create an individualized online presence that spurs conversation, interest, application and learning.
My most recent course, Communications 340, is a great example of what online education could be like and the increased value that an active, attuned teacher has in making online education worthwhile. In my course I received feedback that encouraged me to think critically instead of provide minimal answers to discussion questions. I was asked to justify my responses in order to prove to myself that I made intentional and educated decisions. I was given feedback on submitted assignments that applied directly to my writing skills, style and presentation and could be integrated into future assignments to increase my success as a student and beyond. I was able to learn the content in this class and almost immediately apply it to my life, workplace and see improvement in my communications and the responses I received.
With individualized feedback and encouragement I not only excelled in the course by I learned the concepts more deeply and understand their application more fully. In short, I was able to realize the class objectives because of active, intentional and personalized instructor involvement.
Conclusion
Actively involved teachers may be harder to find, cost a little more, and deserve more benefits then mediocre teachers that rely on pre-written answers and feedback, but they are the only way to ensure sustainable growth and the acceptance of online education as a valid higher education option. Simply requiring that teachers spend the time in the classroom to respond to their students, give proper feedback, and challenge the minds of learners makes this possible.
Ashford University could lead the way in establishing a viable presence for online courses in the higher education marketplace with just this one, simple change to teacher policy and expectation. Implement the change now in order to reap the benefits in the future.
References
Kingkade, T. (2013, January 8). Colleges with the Highest Enrollment in the Country in 2012. Huffington Post, pp. http://www.huffingtonpost.com/2013/01/08/highest-enrollment-colleges-2012_n_2427504.html.
Slade, A. (2014, March). Online Education Falls Short. American Society for Training and Development, p. 12.
Tabarrok, A. (2013, April). The Competition Goes Online. Reason, pp. 31-32.
Tunks, K. W. (2012). An Introduction and Guide to Enhancing Online Instruction with Web 2.0 Tools. Journal of Educators Online.
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