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[melba_frilkins]

Every semester it seems to get worse. We get more and more students who can't make their way around a computer signing up for online classes. It's especially a shame when there are oodles of students on the waitlist to get into a class. I wish we could weed out the students who are completely not prepared to go online and give those spots to students who can actually benefit from the class. And of course, as the instructor I am getting fed up with playing help desk technician and would like to spend more time actually teaching the subject matter.

So, do any of you teach online through institutions that require some kind of Internet/computer skills of students before they can sign up for an online class? What are the requirements and how do you track them?

We're kind of hitting a wall at my cc because we are only allowed to have a pre-requisite for an entire course (like ENGL 101) and not for the online sections only. But I say it's time to take a stand.

[zuzu_]

We use this: http://www.readi.info/

[magistra]

That looks great.  Thanks!

This is frustrating me too -- it's not just with online courses, but hybrid and anything that uses the CMS a lot.  The students need to know the basics of the system before they're suddenly made to use it.  So many of them are unwilling to deal with it that they need the extra push.

Besides, half of it is learning to read carefully and time management.  Actually, that's all of it.  And those skills are good for any class -- I really think a day-long session in orientation would benefit everyone.  The students could also see the resources and classes available online, something I think some would like but miss.

[littlefred]

I too have terms teaching online when I feel this way. I am teaching all online now, but was in a classroom for years. I certainly had my share of students who were not prepared for the coursework in a traditional setting as well.  I don't have any immediate advice to help you with the current student set.... but,

In my experience, I have seen several ways to deal with the student preparedness issue... from making them take a course specifically to 'get them ready'. A student success type of class, that I have seen mimicked  on-ground without the course tools portion, but with the study skills, basic comp, make-sure-they-can-write-a-word-document type of assignments etc.

If I had my choice, I would have an online resource room, or a central place where a student can access documents that walk them step-by-step through course tools. (here's how to use the dropbox; how to access and read the calendar) They can open and read about one tool at the time they need it, and don't feel overwhelmed all at one time. (you can even start this yourself, by creating document that you can email to a student when they are having issues with a particular tool... although that takes for granted they can use email.)

Another option is a digital "tour" they are required to take prior to being allowed to sign up for an online course. A short, interactive thing that walks them through some of the things they need to know how to do. If they can't complete it, they have to have an override by a real person who can discuss the concerns and direct them to where to learn the needed tools prior to sign-up.

All of these are time-consuming, and need to be in place for future students... but if your CC is looking to continue online courses, I would suggest looking into some way to get this info to them.

[larryc]

My syllabus for 100 level online courses pretty much advises students to drop the class. I ask them to ask themselves is they are technically comptetent, if they are prone to making excuses such as "computers don't like me," if they are strongly self-motivated, if they like to read, and if they are good at budgeting their time. Then I tell them that if they answered no or maybe to any of these questions they should drop the class.

I am really good at pointing students where to get technical help, but never provide it myself. Any technical question meets the response "What did the Blackboard Helpdesk say when you asked them?" I also have a discussion boards where students can exchange technical tips.

[melba_frilkins]

Thanks for all your ideas.  

I think the big problem that we run into on my campus is that we do have screening/orientation tools in place for potential online students, but are not required.

Once students are in my online class, the first thing they have to do is an orientation assignment. The assignment requires students to do all the things necessary for participation in the course (e.g., take a quiz, read the syllabus, access the calendar, submit an assignment, etc.). However, two issues remain: a) I've yet to start dropping students who do not fully complete the assignment; b) among students who do successfully complete the assignment, they somehow still end up having problems later in the semester.

As I ramble along, I realize it's not so much pure computer/internet skills deficiencies that are a problem. The technical skills are not that difficult. If a student is willing to read, re-read and follow instructions, think things through, use available resources, and simply put in some time and effort, that would be enough to fill in for any minor to moderate gaps in computer literacy. It's frustrating, but perhaps as the instructor it's part of my role to push students along in terms of their ability to take on responsibility. It would be asking for too much to have irresponsible students screened out of my classes, as that wouldn't leave many enrolled!

But major gaps in computer skills, those students should not be allowed to even enroll in an online class. Do any of you know of colleges or universities that have an enforced pre-req for online classes? Hmm...maybe it's time for me to hit google.


(On preview: ""What did the Blackboard Helpdesk say when you asked them?" "  LarryC, that is a complete gem. I think you will have lessened my burnout by 42%).

[littlefred]

Hi Melba, the only places I know that require a prep class are the big for-profits that are online-only type schools.

the smaller CC-type places don't....but it doesn't mean you can't start now! even if its a not-for-credit type of course, or prep class.

It also depends on the platform you are using. Some are much easier to navigate, as well as add information to. I LOVE, love eCollege.... its like the Cadillac of them all.  It does a lot of cool things, and I find it lacking in only a few areas. It would be easy to integrate a unit for prep, or insert course info into the course home.

Hope this gives you some ideas.

I also wanted to point out that students in a traditional setting are also unprepared for college-level courses and independence. I think it is way more obvious in an on-line class, because they get overwhelmed, and I think they sort of check-out...generally, there are also more, smaller assignments...and many seem to just stop coming to the course. Whereas,  in a traditional setting, you only really see how poorly one may be doing on an exam or a big assignment.

[mathprofdk]

I've actually done some of the things littlefred mentioned.  I email my students before the semester with a link to a YouTube video.  In the video, I introduce myself and talk about the expectations of the course.  This has been really helpful.

I also have three different screen capture videos I've made introducing the CMS, the homework system, and one other that I can't remember.  Actually, there are probably like 5 of them.  Our student email is actually via Gmail (we're a CC as well), and I have one video showing how students can copy the course calendar to their student account and set it up to email or text them reminders when things are due.

I also have a huge FAQ section that was built by previous students.  I had an assignment where they had to submit 10 questions they thought should be in the FAQ.  I have lots of links to the helpdesk for our CMS, the publisher's system, and some other stuff I can't remember.

I'm not sure what's helping the most, but I haven't had too many tech support issues this semester.  Maybe some of them will work for you (if you're not already doing these).

[spyzowin]

I hate to say this... a GPA of 3.0 or higher. In my experience, it's the only real predictor of success in an asynchronous course.  Self assessments, worksheets, workshops... all unnecessary.

I wish I could limit enrollment in fully online courses to students with 3.0 or better.

[medieval_spectacle]

I realize that this is an old thread, but had to pop in because it just made me feel so much better with my own frustration. I'm teaching fully online courses for a mostly online for-profit, and I have just been utterly irritated with students who, I swear, can't even navigate Microsoft Word, let alone the CMS. Since I teach an intro-level required class, I'm okay with giving them a little help on the CMS, but when I have to actually teach them how to double-space in Word (no, you don't just hit enter twice at the end of each line)? It just drives me nuts. Why on earth do they think it's a good idea to take an online class??? I  usually have at least one per section, and I have 1-2 sections starting every month . . .

/vent

[gourmand601]

My institution has a course for undergraduate and graduate students that addresses this. The course covers online etiquette, navigation through the online library portal, submitting assignments, and making weekly discussion posts...etc. If a student is going to take an online course, he/she must first take and pass an online course training seminar...... which may only be worth 1 or two credit hours... 

At this point, students figure out whether or not they're suited for online learning and a lot of time won't bother to proceed taking other online courses.

[lz000]

Students in my online course don't have as much difficulty with the technology as with time management and/or commitment.  Despite their being fully apprised of the time expectations, students don't seem to believe that they will actually be asked to devote significant time and energy to the course.  Whereas laggards in face-to-face courses can often hide in the back of the room and on the coattails of their classmates, they cannot in an online environment.  So, I have found that by a course's end, 1/4 to 1/3 of the students drop.

[mathspice]

Students in my online course don't have as much difficulty with the technology as with time management and/or commitment.  

Ditto. My class has a Midterm Exam in less two weeks and several haven't finished the first chapter yet (the Midterm Exam covers two chapters). I nearly dropped a couple students for lack of participation, but then came the sob stories: "I can do it... please believe in me..." One student said in an email that I should "encourage" hu, not "discourage" hu. I can't encourage them enough! I'm the frickin' Queen Teacher Cheerleader. I just want to say, "I'm not your mother, I'm not your spouse, I'm your frickin' math instructor!"


That felt good. Thanks for letting me vent.

[mathspice]

As the end of the semester approaches, I have some interesting data. I surveyed my class via an online survey at the beginning of the semester. For my online math course I asked a few basic grammar questions (I have a theory that's for another post.). Here are the facts:

Out of class of 25:

8 answered the grammar questions 100% correctly -- call this group A;

7 dropped the course (at least 3 more should have) -- call this group B;

n(A intersect B) = 1

For those who are not set fans, only 1 of the students from set A dropped the class. The other 7 from set A have not dropped the class and I predict 1-2 from set A may not pass.

There are more stats, but I'll wait to see how the semester turns out. I just thought this was interesting. I asked VERY BASIC grammar questions.

[medieval_spectacle]

There are more stats, but I'll wait to see how the semester turns out. I just thought this was interesting. I asked VERY BASIC grammar questions.

Heh. Yeah, grammar is often not their forte. In fact, basic written communications is not the forte of quite a few students I get. I usually refer 2-3 per class to the lower-level composition courses that concentrate on things like sentence structure and writing paragraphs. I really hope they actually take the courses I recommend, but who knows.