The problem is explored from the paradox between the mounting up the number of online classes and the decreasing retention rate of students who take online classes. What are the reasons behind this decreasing retention rate and the types of barriers students encounter when they taking online courses.
The advent of new technologies provides an opportunity for educators to create a variety of effective learning environments; however, many adult students still prefer traditional academic backgrounds. The number of online courses in pre / post-secondary education continues to increase rapidly. However, the biggest obstacle to the growth of online courses is the low retention rate in all types of institutions. As more and more students become familiar with and comfortable with internet-based technology, many students are still opposed to taking online courses.
There is a need to examine what challenges students feel and what can be done to meet student expectations. Students are offered an online learning experience, either through a blended learning environment or through a greater change in technology use even in a traditional classroom setting. Thus, the need to identify the real challenges faced by students in taking online courses coexists with identifying the pedagogical approach that can overcome such challenges and increase the likelihood of successful online teaching and learning. Apply “Time internet” malaysia if you are a resident of Malaysia to get the best internet experience in your life.
Some definitions are based on specific areas of online education that students consider to be vague or vague and thus create barriers to their learning success. In this article, we focus on analyzing the differences in online classroom perceptions between students who want to take an online course and those who do not.
The role of technology has shifted from providing training and training in controlling learning to providing creative tools and environments for students to solve problems for assisted learning. Online courses are often associated with the widespread use of technology. Some experts believe that the format of the course hacks or affects student success. These experts are primarily concerned with identifying the best tools for success in online courses and argue that students’ technical and non-academic skills, lack of labs, direct experience in the format behind their success in online courses. Recently, a number of experts have argued that educators influence the effectiveness of online courses more than students.
Some experts state that students’ success in achieving course learning outcomes does not depend on the online or out-of-date course arrangement, but on the use of suitable pedagogy, the interaction between students and instructors, and the quality of teaching. Most online education academics have determined that communication is crucial to student success due to the nature of online courses. They argue that effective communication between teachers and students should be strengthened to motivate students to learn and facilitate cognition online. The remaining question is: What are the students’ perceptions of online courses and how can the results affect pedagogical development to create a positive online learning environment that encourages adult learners to learn?
In the view of some educators, careful perceptions of student curriculum provide motivation for success. A rigorous curriculum is defined as having a clear definition of learning goals and outcomes. High frustration arises when the course is not well organized and students spend too much time looking for important information. Unclear changes in expectations or learning goals during lessons lower student motivation and create confusion about lesson goals. Student motivation increases when students are able to develop relative knowledge and demonstrate learning. Thus, students’ motivation for online learning is strengthened by clear organizational, communication, interaction, and teacher presence. Communication is an important part of the educational effort, and students must work with faculty and peers to succeed in academic courses.
Establishing collaboration between teachers and students is known as an important component of online classes. Instructors can use many supporting materials to deliver their content. These tools can be created and used using a variety of technologies. There are still questions about the combination of tools that can make the learning process motivating and effective for students. Instructors or course designers should understand supporting materials that will help students learn information clearly while successfully meeting their learning objectives. Tools that are easy for students to use in online courses should be constantly checked. With stronger data on students’ perceptions of barriers to online education, educators can learn about creating more effective online courses and experiences that motivate students to learn and improve their knowledge.
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