High school online courses: Student motivation and the need for dedicated mentors.
Abstract: Students from several high schools in the Appalachian Ohio region were invited to participate in online Advanced Placement courses during the 2007-08 academic year. Prior to the courses starting, nearly half of the students felt their motivation level toward their online course was lower than for a traditional course. Students’ major concerns were time to complete the course and not having a teacher with them to ask questions. For the fall and spring semesters, 39% and 25% of the students completed their courses, respectively. Given the other potential barriers to student achievement, it is proposed that student motivation was the major reason for low retention and achievement. It is proposed that providing a dedicated mentor for students taking online courses would increase student motivation to complete their course and improve achievement. If this was substantiated with additional research, the “best practice” for student success in online courses would include providing a dedicated mentor for students.
Presider: alexandra juhasz, Media Studies, Pitzer College