A recent study by Di Xu and Shanna Smith Jaggars of Columbia University showed that the completion rate for online students at community colleges is 8-12% lower than those in face-to-face classes. In fact, the failure rate of online students has repeatedly been found to be more like 25% more than those in F2F classes across all types of postsecondary institutions. As higher education, especially the private “for-profit” sector, is increasingly investigated for potential causes of student failure, the most common reason goes largely ignored. The Xu and Jaggers study found that the primary cause of online students being unsuccessful is personal issues: family, employment, and health concerns. In this study, about one-third said they couldn’t keep up with their schoolwork and another third said that once they fell behind, they couldn’t catch up; therefore, they stopped.
One of the most obvious needs is technology. Kaplan University, a leader in online higher education, offers a helpful list of technology and software that online students need. As a family member, friend, or employer, consider how you can help the online student you know obtain or gain access to the items on this list. For example, could family and friends chip in to buy a PC for the student’s use? If you are an employer, would you consider allowing your employee to use a computer in the office after hours? Keep in mind that this can be done cost effectively. There are many websites that offer discounted technology to students; these may include software versions that can’t be updated or refurbished computers rather than new ones, but really, these should get a student through two-four years of higher education. As an employer, the minimal addition to utility costs becomes even more miniscule when the benefits to having a more educated, capable employee are considered.
In relation to the technology, consider providing a dedicated workspace for the student in your family or employment. Is there a room in the house that could at least partially be converted into an office area that is only for course work? Consult some of the online resources for tips on how to set up a home office, but the main person to consult with is the student. While the space should be disconnected from the daily commotion in the home, individual preferences vary. Some want the big desk with all the organizers; others may be more productive sitting in an easy chair with a laptop. Consider giving a giant bulletin board and office supplies like three-ring binders to help students organize their work. Again, none of this needs to be too expensive, just functional. Check out garage sales and seek donations from your network of friends and family.
Employers can easily assist by allowing the student to keep some materials for school at their desk or in a lockable file drawer. Allowing the student to use some office supplies is again minimal investment with a more maximum benefit potential. You may even want to consider hosting a F2F class or online access time and space for a cohort of your employees in partnership with the school.
Most online students are working adults with job and family responsibilities to juggle along with school. Therefore, try to offer the gift of time, preferably uninterrupted blocks of time to your online student. As a family member or friend, you may not be able to assist with physics homework, but you can probably handle some childcare, housework, or lawn duty. You may be able to double the size of the meal you’re cooking for your own family and offer half of it to your studious friend and his/her family. Maybe you could invite the student’s children to an afternoon activity so that mom or dad can get some quality study time.
Employers can share in this as well. Although personal days are an earned job benefit, many employees—especially in this tough economic time—feel uneasy about taking any earned time off. Reach out to the student/employees you have to make sure they understand it’s okay to take that time off. If there are options for flexibility in the work schedule, see if an adjustment in hours or duties would help the student. For example, when I was in graduate school, I spoke to my employer, the general manager of a large hotel, and I was able to work third shift. This gave me quiet time to complete the work I needed to do for my job with a little extra time to study. He felt I actually did more than those with the same job title because I didn’t have the interruptions that they did during the day, I could finish up the current day’s business or get a head start on tomorrow, and he again had the benefit of a more educated and dedicated employee. After a couple of semesters, I was promoted to assistant general manager
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