Similar to a marketing plan, a proposal defines a problem or opportunity and lays out a specific plan of action to solve the problem or seize the occasion.
INTRODUCTION
Statement of Problem
The dramatic increase in technology has provided many educational institutions the ability to offer educational courses and program degrees through distance learning. Students who may not otherwise have the opportunity to access higher education are taking advantage of distance learning programs, but online education can be especially difficult for some students. Ashford Student Services should consider taking several steps through its Academic Advisors to aid in its retention of online students.
Objective
This proposal considers the challenges of online learning from the student’s perspective and the importance of student retention from the educational institution’s perspective. It then offers a plan to meet the educational goals of both the online student and Ashford University.
Sources
The information provided in the proposal comes from scholarly sources who have researched students participating in distance learning and the challenges associated with the successful completion of online courses, as well as my own personal experience as an Ashford University student.
Details of the Problem
Many students associate taking online courses as the quick and easy way to gain an education as compared to the traditional education obtained in the classroom setting. This misconception leads to unmet expectations and many students quickly realize they do not possess the characteristics and skills that facilitate successful online learning.
Frustrations. Taormino (2010) reveals that “student drop-out rates can be higher in online environments that in classroom environments.” For this reason, it is critical that the characteristics and skills needed to become a successful online student are explained to a student considering distance learning and encouraged throughout the advising process. As Taormino (2010) further explains, “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.”
Students without a clear understanding of the personal and technical skills required to be a successful online student will quickly become frustrated and likely disengaged with the distance learning process. Online educational is not the ideal scenario for everyone, and therefore it is important to establish the student’s clear expectations from the onset.
My Ashford University Academic Advisor has changed more than once since becoming an online student in August 2009. For the educational institution to effectively partner with students to ensure the best outcomes, it is important for each student to establish confidence in his or her relationship with the Advisor, and for the Advisor to understand each student’s educational goals and needs.
Causes. Specific frustrations that may lead to an increase in student drop-out rates:
- Student did not understand the time commitment required to successfully complete online course.
- Student lacks time management skills needed.
- Student did not understand need to be self-disciplined and self-motivated.
- Student did not understand emphasis on communication through writing.
- Student’s educational goals and needs not being met continuously through Ashford Student Services.
Needs
Student retention meets the educational goals of both the online student and the educational institution offering distance learning. By setting the student’s expectations and meeting the student’s needs through Academic Advising offered by Ashford Student Services, retention rates can be improved and educational goals can be met.
Scope
The proposed plan includes an assessment of methods, personnel requirements, feasibility and expected results.
BODY - PROPOSED PLAN
This plan takes into account the student’s needs as well as identifying causes of student non-participation once enrolled in an online course.
Phases of the Plan
Student retention can be improved through Ashford Student Services in three phases: (1) setting students’ expectations, (2) meeting the students’ educational goals and needs, and (3) identifying causes of student non-participation.
Setting Students’ Expectations. Many students enroll in distance learning with the misconception that online courses are the quickest, easiest way to obtain an education. In fact, online learning can be much more difficult for some students that the traditional classroom setting. For a student to be a successful online learner, he or she must be self-motivated and self-disciplined. Although there is some interaction with classmates through thread postings and discussions, the majority of the work is done independently. Anderson (2008) describes the time commitment to successfully participate in an online course to be between four and twenty hours per week. Many students who choose distance learning are working adults trying to balance their professional life with a personal life. Time management skills are a necessity. In addition, most grading stems from the evaluation of written communication that relates coursework that is being learned. Students who will be most successful in online learning enjoy communication through writing.
Meeting Students’ Educational Goals and Needs. Most students who choose distance learning find the availability of online courses provide the flexibility needed to fit their educational goals with their existing work and personal lives. While some students choose distance learning because it provides access to higher education that otherwise would not exist geographically for them, others choose distance learning to further promote their career through additional education. Each student has different motivating factors which lead him or her to pursue higher education. An Academic Advisor who understands the profile of each student, his or her goals and needs, will be more effective in providing the guidance necessary to assist the student in their academic decisions and completion of a degree program. This can be most easily accomplished by assigning one Academic Advisor to guide and follow the student’s application and progress during his or her entire enrollment at Ashford University.
Identifying Causes of Student Non-Participation. There are times when a student may seem disinterested or disengaged in the coursework. A study by Fischer and Baird (2005) provide many extenuating factors that may contribute to the student’s lack of participation including work or family-related concerns, as well as feeling isolated from other students in the online environment. When a course instructor is unable to determine the cause of the student’s non-participation, an Academic Advisor who has already established a partnership with the student to help them achieve his or her academic goals, may be able to determine of the issue is short-term or to work with the student and see if arrangements can be made to complete the course requirements.
Personnel Requirements
- Utilize existing Ashford University personnel already established as Academic Advisors with experience in guiding students in their coursework to the successful completion of a degree program.
- Restructure the current Ashford Student Services program to assign each student an Academic Advisor who partners with the student to understand his or her individual goals and needs, and then follows the student throughout his or her enrollment at Ashford University toward the completion of program coursework.
Feasibility
Ashford University already employs Academic Advisors through Ashford Student Services. As a student who attempted to contact the person originally assigned as my Academic Advisor, and then discovering that someone else had been assigned to me, I can speak from experience and suggest that every student will appreciate the comfort of developing a relationship with an Advisor and the confidence of knowing that one person understands their needs and will partner closely with them to ensure their successful completion of their program requirements.
Benefits
Setting students’ expectations will ensure they have a thorough understanding of what is required to be a successful online student. Understanding the students’ goals and needs will ensure the students’ confidence that Ashford University can help them meet their educational and career goals by providing access and flexibility of taking online courses. By identifying potential causes of student non-participation in class, an Academic Advisor can quickly assess if the problem is only temporary or if needs to work more closely with the student to determine what can be done to complete the coursework.
CONCLUSION
With advances in technology, enrollment in distance learning courses continues to rise. Student retention meets the educational goals of both the online student and the educational institution offering distance learning. By establishing expectations up front, paying special attention to the goals and needs of each student, and determining the causes of possible student non-participation, Ashford Student Services can improve student retention. A focus on the individual student and factors motivating his or her educational pursuit can lead to greater course satisfaction, a decrease in student drop-out rates, and successful completion of the online degree programs.
References:
Anderson, T.. (2008). Conquering the Fear of Online: Advising Students to Successful Online Course Taking. Distance Learning, 5(4), 73-77. Retrieved May 23, 2011 from ProQuest Database.
Lannon, J. M. (2008). Technical communication (11th ed.) Ashford Custom. New York:
Pearson Longman.
Fisher, M. & Baird, D.. (2005). Online learning design that fosters student support, self-regulation, and retention. Campus - Wide Information Systems, 22(2), 88-107. Retrieved May 23, 2011 from ProQuest Database.
Taormino, M.. (2010). Student Preparation for Distance Education. Distance Learning, 7(3),
55-60. Retrieved May 23, 2011 from ProQuest Database.
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