Abstract

Abstract:
Online education has become an outlet for many students who seek higher education but cannot or will not attend classes in the classroom. Unfortunately, the drop out and failure rates of online classes is substantially higher than traditional education. Exploring the reasons why students enroll in these classes and finding ways to motivate them to do well lies in the hands of education restructuring and finding ways to promote better performance. The use of Constructivism will ultimately cut down the failure rate, making online education a profitable resource for universities.

My Story

Well, my opinion of this topic has moved all over the place. At first, I was anti-online classes. I felt like if I had to go to school, why didn't everyone else? Then I opened up my mind to the other part of education that includes students who aren't as fortunate as me and need cheaper classes that can be accessed from more convenient places. So I looked into online classes and found out that the failure and drop out rates are sky-high compared to traditional education. I wanted to make the opportunity more equal for those who can't go to class physically. Plus, online education holds so many opportunities for additional revenue. Then Tisha told me about all the positives behind Hybrids, and I think this could be a great tool for Rutgers to expand on. I, like many other students, feel more comfortable behind a keyboard. I think I would voluntarily take a Hybrid if it was offered at Rutgers because the benefits are so vast. It would be nice to be able to log on and attend a class whenever I feel motivated and creative. I still have to figure out a solid answer to the problem, but overall, I feel like my view on this situation has made a 180, for the better.

Visual Aids

http://www.sciencedirect.com/cache/MiamiImageURL/B6W4X-4CB0VY4-1-2/0?wchp=dGLbVzW-zSkWb

This image explains the comparison between traditional education and constructivism, which is a theoretical way to teach that allows students to become more motivated about a class or coursework.


http://www.sciencedirect.com/cache/MiamiImageURL/B6W4X-4CB0VY4-1-3/0?wchp=dGLbVzW-zSkWb

This image shows a way to grade online students on their participation and quality of motivation .

Outline

Research Paper Outline:

Explain the foundation of what online education is and how it works. Who it benefits; students and universities.
- explain statistically who takes online classes and why do they take them? Dobbs
-- busy adults and lazy undergrauates
- explain financial benefits that could result from online classes (use Targum to compare to Rutgers)
Set up the problem: failure and drop out rate statistics and why online classes are not utilized as much as they should be.
-Use Park and Hee's article as to why online students do not pass and copmpare to Bell's article that explains how online classes are limiters because they only help certain types of students.
Establish the fact that motivation of the online student is what's restictling success.
- the online student has "handicaps" that are usually the reason why they enroll in these classes. Is it their responsbility to be motivated?
- Teachers instructing online classes may not feel responsible for motivating, but could it be their job to restructure classes so more students can succeed? Kirtman/Hunt
How can teachers motivate students to do well in online classes?
-Ransdell. Rovai
Discuss why putting the blame for failure on either the student or the teacher is unimportant. High failure is a problem that needs to be fixed, regardless of the reason. Leaving the motivation up tp the student will not solve the problem, but improving how teachers lead these classes will create a solution. constructivism! Rovai

The Case

As I continue to research and figure out what others have said on my topic, I keep gaining ideas that lead me in a definite direction, but I'm definitely not done determining the best solution for online education motivation. I know that establishing a class that engages in material and analyzes information successfully are the leading factors that distinguish a successful online class. I have read a few articles that explain how teaching instructors to use new methods to teach a class will result in more success. This includes a style that utilizes student-led classes; rather than have the teacher control the class and allow some students to fall behind, the instructor would simply supply the backbone of the class. I believe this method could be an answer to the problem, but only on a certain level. Math classes and other classes that rely on the teachers to do the talking wouldn't thrive on this technique of teaching. This style could definitely motivate students to take the moose my the horns in a literature class. I'm not exactly sure what to do for classes with less-exciting material... One source mentioned that student motivation is strictly a combination of student-faculty interactions, students' critical thinking skills, student-to-student relations and student motivation. I think these elements could be universal for any type of online class. These elements actually make a lot of sense because the classes I have enjoyed and done the best in incorporate all these elements. I let myself fall behind in the classes than don't "do anything for me". I want my classes to HELP me do well. I want to know why the information is important and I want to understand what it takes to do well.

The Debate

Throughout my paper,there are a few debates, but my focus isn't on the debates. My focus is on a solution to the problem at hand. To better understand a solution, I supposed I should look closely at the debates in detail. First, the debate between university and professors. The university wants to expand the online course selection and create revenue through enrolling students online. In opposition, many teachers are hesitant to teach these classes because a.) they are scared of the unknown and b.) failure rates are high. This leads to creating a better system for teaching professors how to teach online classes so that every teacher for an online class is educated on how to lead an online class in the best way possible. Also, requirements will be stricter to take online classes so these teachers are working with students who strive to do well instead of slackers who think online classes are an easy solution to traditional classes.
Another debate is between students and teachers. Is it the teacher's responsibility to motivate students to try harder in classes or is it solely the student's responsibility to strive to do well in classes? Although it is obvious that the student must try to do well in classes, online classes are a relatively new approach to higher education and the kinks in the system need to be worked out before placing all the blame on the students. Yes, it is important to limit the student body of online classes to students who will understand the work load of an online class, but more work has to be done before any true blame is placed on anyone. Teachers need to figure out a way to positively motivate students through certain methods that need to be transcribed to an online course. Once all possible measures have been taken to strengthen the system, then we can assume the failure is the fault of the student and not the class or the teacher. Again, it is very important to strictly limit which students take online classes. If it is true that many students that fail online classes also fail other classes consistently, then making the students meet certain requirements will eliminate this pool of students.

Blog #9

Well, I guess I'm supposed to ask you what you could do for me in regards to my research paper. I think you've already done a lot for me, but I supposed if you want to help me even more I can find something for you to do :). First, are there any specific questions you think I should include in my interview of Tisha? I'm almost done composing the email, but it would be nice to have your input, as well. Second, do you think I have a good enough argument to work with? I'm worried that simply researching how to motivate online students, seeing who statistically takes online classes, and the argument regarding whether the success of online classes is the concern of teachers or not doesn't have enough impact to interest a reader and prove a strong point. If you think I have a good argument though, I will take your word for it. Other than that, I think I'm on a good path. :)

Blog #8

Put Your Research Question in Conversation with Your Sources. Revise your research question to reflect your conversation with items on your bibliography. Be sure to use terms from some of the readings you have chosen to help you frame the discussion and to situate your question within ongoing debates.

Originally, my research question revolved around who was enrolling in online classes and how to cater to their needs. I decided (with your help) that I should try and think more in terms of motivation ( which has more to do with psychology) for taking online classes, doing well in online classes, and reducing failure and drop-outs. So generally, what motivates an online college student to enroll in online classes, and how can universities motivate these students to succeed independently and reduce failure and drops of classes?
I found a few sources that address the reasons behind why people take online classes. The reasons range from time flexibility, distance from schools, full time jobs, and being a parent. The average age of this student is around 42 years old, typically female. This suggests that online classes are becoming an alternative to traditional education. Unfortunately, this description is leading younger students to believe that online classes are easier an require less work .
The truth behind online classes actually contradicts this assumption. Some research I found suggests that self-regulated, online learning is more work from the get-go because it requires more determination, focus, and motivation to stay on top of the coursework. This point is important because much of my research shows that adult learners succeed more than younger students because younger students tend to fall behind and fail whereas older students are more on top of their game.
Though the importance and popularity of online classes is continuously rising, the system is obviously flawed because failure and drop-outs are substantially higher than traditional classes. It's important to strengthen this area of education because it not only help reach out to the students who rely on online education as their main means of education, but online classes can potential spark a flow of revenue to colleges once successful. This could potentially become one of the most successful ways of cutting college costs, especially in a time when education costs are rising and students are less willing to pay a higher tuition. One popular approach is Hybrid classes. This topic is something I want to interview Tisha about because I'm interested in a first-hand experience regarding the success of the classes and the reasons for failure. Once I can understand why students are failing, it will be easier to figure out a way to motivate them to do well in this type of class. My main answer to the failure and drop problem lies within the topic of motivation, and I am curious to see what it will take to fill the void of this cost-effect system of learning.

2 annotated sources

HUNT, J. (2009). Attitude is everything. Diverse: Issues in Higher Education, 26(3), 19-20. Surveys and interviews were conducted by the Sloan-C company, which is an “association that promotes online learning” (Hunt, 1) to better understand the issues that lie within the topic of online education. They found that teachers’ attitudes were hindering the progress of online classes because many teachers are not in favor of teaching classes online. The growth of online learning is in no way slowing down or stopping in the near future; teachers are being taught how to understand online programs. Some teachers with a better attitude towards online learning are finding that teaching classes online is more convenient and it helps them reach out to particular students, but many are finding it tough to understand the programs and interact with the class. The future of online classes will continue to grow once necessary changes are made.
Park, J., & Hee, J. C. (2009). Factors influencing adult learners' decision to drop out or persist in online learning. Journal of Educational Technology & Society, 12(4), 207-217. A high percentage of students enrolled in online classes are between the ages of 25 and 50. Although the high numbers of students enrolled in online classes may seem to say that online classes are an important area in education, research shows that nearly 70% of students enrolled in online classes drop out. Although the type of student enrolled in these classes usually has other priorities (which leads them to taking more convenient online classes), it’s hard to say whether or not the dropouts are from poor classes or the external environment. Online students are put into their own classification, nontraditional students. Then factors such are external and internal factors, the learner’s characteristics, age, educational background, gender, family support, and satisfaction with the course are taken into consideration to figure out who is dropping out and why.

Blog #6

After looking more closely at my topic, I found there were more questions I had about it that I initially thought. In regards to age, who actually benefits from online classes, and what percentage of online students make up this age-group?
Also, I want to explore the actual issues with online classes and pin-point ways to fix these issues.
Ultimately, I want to figure out the downsides of online classes, but I realized that with the technological advances our society is experiencing, online classes are going to end up gaining more popularity once more revisions are made to the system.
So in order to tie in all these aspects, my question could be: To whom are online classes benefiting, and how can we improve the online course system?

Blog #5

HUNT, JAZELLE. "Attitude Is Everything." Diverse: Issues in Higher Education 26.3 (2009): 19-20. Academic Search Premier. EBSCO. Web. 17 Feb. 2010.
This resource show the Pros of online classes... I'm beginning to think that I'm going to find more sources that are pro-online classes. I'll have to narrow my search

Bell, Paul D. "PREDICTORS OF COLLEGE STUDENT ACHIEVEMENT IN UNDERGRADUATE ASYNCHRONOUS WEB-BASED COURSES." Education 127.4 (2007): 523-533. Academic Search Premier. EBSCO. Web. 17 Feb. 2010.
This source shows the predictions of what the future of online courses could be. This is closer to what I'm looking for!

El Mansour, Bassou, and Davison M. Mupinga. "STUDENTS' POSITIVE AND NEGATIVE EXPERIENCES IN HYBRID AND ONLINE CLASSES." College Student Journal 41.1 (2007): 242-248. Academic Search Premier. EBSCO. Web. 17 Feb. 2010.

Park, Ji-Hye, and Choi Hee Jun. "Factors Influencing Adult Learners' Decision to Drop Out or Persist in Online Learning." Journal of Educational Technology & Society 12.4 (2009): 207-217. Academic Search Premier. EBSCO. Web. 17 Feb. 2010.

Blackmore, Chris, Digby Tantam, and Emmy van Deurzen. "Evaluation of e-learning outcomes: experience from an online psychotherapy education programme." Open Learning 23.3 (2008): 185-201. Academic Search Premier. EBSCO. Web. 17 Feb. 2010.

Changing my topic! Online Classes and their disandvantages...

So when I'm in the middle of relaxing after a long day of classes, my television keeps advising me to enroll in online classes at online universities. These commercials tell me, "I'm not going to bed, I'm going to class! I can stay in my pajamas and learn at the same time! Yippee!!!" I can definitely see the reasons why someone would prefer to take classes online than go to class physically; its convenient, less expensive, and gives the student the power to work at his or her own pace. Truthfully, these factors are many of the reasons why college students HATE going to class! In this sense, online classes could definitely seem like the "grass is greener on the other side"...
To me, these benefits of online classes lead up to the exact reason why they're inferior to real colleges. Since these classes are so lax, it gives the student every opportunity to fall behind, give up, and drop out. Without the social interaction of student to teacher, students aren't as on top of their game. Classes take the backseat to other events, and because online classes are cheaper than standard college classes, dropping out is a more comfortable action to take.
Aside from the laziness that comes from taking online courses, I want to explore how online classes are inferior to standard classes based on the education that student is getting, test scores, and curriculum. I believe this could make a counter argument because although I don't know what the actual information states, there is every possibility that online classes and standard classes yield the same result. I haven't thought of a thesis yet, but I feel that after I look up some research, it will be easier to understand my topic enough to formulate an idea for a paper.

Tutorial

I really enjoyed the Rutgers RIOT tutorial... It was very helpful, but most of the information was a repeat of what I learned in the library last week. The part that helped me the most was learning how to limit a topic and thus limiting the qualities of the research accordingly. I never really thought about limiting resources because of how long ago the source was published, but it does make sense to do so. If I had any suggestions on how to update it, I suppose it could be more interactive regarding specific research topics for whomever is taking the tutorial. If I could have actually made progress on my paper while doing that tutorial, I would probably feel less stressed about diving in to all the research regarding my research topic. Other than that, I really liked the tutorial and it helped me out a lot.

Questions for the Librarian

How long of a period to we have to keep out books?
Are online books the same as hard copy books?
Can we access information through other universities?

state funding for community college

Well, I guess I did leave my last post in a state of confusion.I didn't really state which direction I was going to go in a direction of whether or not parents should pay for their children's education, but I decided that that topic was sort of lame and purposeless. I'm really interested in economics and ethics, so I think my paper is going to go in a similar direction of the analytical essay. Rather than arguing whether or not the state should pay for state universities, I think the state should pay for community colleges. Community colleges have gotten a negative reputation because not only do they rarely offer 4-year degrees, but many people think it's like an extension of high school. I think, though, that rather than having confused students with little knowledge of what they want to do attend state universities and waste money, they can attend community college for two years and figure it all out with a general associates in liberal arts. On top of saving money, this will hopefully keep those students that come to state schools and party all the time from going away to school and going crazy. Since community colleges don't have dorms, there's also a small chance of massive amounts of underage drinking and partying. This topic means a lot to me because in high school, I just missed the cutoff for the NJ Starz program. This would have promised me a virtually free education, but I would have had to attend Mercer County Community College for my first two years. I think this program would have not only given me time to figure out which direction I wanted to go in, but it would have saved me thousands of dollars. I think this program should be open to all state students because in order to stay in the program, you have to maintain a GPA of 3.0 or above. This is a small price to pay for a paid education for the first two years. This program just seems like a perfect answer to many problems that have come about regarding state funding for education and decreasing the amount of partying in college, atleast in he first two years.

When I googled this topic, a book called State Funding for Community Colleges: a 50-State Survey.
I can access a little of the book on the internet and it seems like the entire country is trying to figure out how the state should pay for community college. This really works with my topic, but I'd have to research how this would affect partying and the general work ethic of college students with a contingency.

http://www.legis.state.ia.us/lsadocs/Fiscal_Topics/2009/FTRKM005.PDF
this website shows how the tuition of community colleges has become more and more responsible for funding the schools as the years pass.

This topic seems like a lot to take on, but I feel strongly about it so I have a lot more research to do. I am happy that I found a topic though!

Where should my paper go?

After reading all the readings for the first analytic essay, I see that there's a lot more to college than what meets my eyes. To me, college is just the thing that comes after high school; you're a bum or a loser if you don't go to a university after high school graduation... Now that the first semester of college is under my belt, I can see that this is more than just another level of education. College is a lifestyle, it is a phase that comes with freedom, sexuality, partying, and (on occasion) responsibility. The readings really made me think; is it fair to make our parents pay for this? I mean, I am paying for MY own education, but many students in America have the privilege of a "free"$100,000 education. If our priorities in college revolve around social events and underage drinking, should our parents have to indirectly enable us? On the flip side, physiologically, it is inevitable for this age group to NOT engage in this risque lifestyle. We all must experience the college party, the shot of vodka, thursday nights out; even our parents admit to taking part in these college stereotypes. For example, as I mentioned before, I am paying for my own education, simply because my parents had to pay for theirs. I wanted to commute all four years in order to save about $50,000 over the course of my education. My father, who also attended Rutgers in the late '70s, refused my offer. He said I would miss out on the "college experience". On one end of the stick, I see why he insisted I live here; he commuted his first two years and claims he missed out on the best part of college. On the other hand, I am literally paying for distractions of partying and drinking. I see how this lifestyle is useful in growing up, but maybe its just an overpriced facade for kids who don't wanna grow up yet. Rutgers is definitely a mixed bag, as all colleges may be. I just hope I get more out of these four years than just learning how to bullshit papers till the weekend comes and then the party begins...