Students like online classes because of their flexibility and accommodation. However, not all students do well in these courses; statistics show that online classes have a substantially higher dropout rate compared to customary face-to-face classes. The drop out rates in online courses have a tendency to be 10 to 20 percent higher than in face-to-face classes. While there are some individual factors that could impact a student’s choice to drop out, a significant number of the factors have to do with institutional and course help. Educational factors like technical help, scholastic help, and accessibility of resources can boost student accomplishment in online courses. At the course level, there are many basic methods and systems that instructors can use to help students in their online classes.
Course association and format
Numerous students drop out of online courses since they feel overwhelmed and here and there baffled with the amount of information fed to them and the manner in which it is fed. Students can encounter “cognitive overload” if the information taught to them isn’t consistently sorted out and the course configuration isn’t anything but difficult to take after. In such cases, students will wind up spending a great deal of mental power simply attempting to make sense of how the course is composed and how to find information, and they may wind up feeling overwhelmed and disappointed. The format of the course can help student focus on the subject and save them a headache.
- Give a straightforward and reliable format for the course. Use a similar format for every module (for instance, outline, targets, readings, viewings, assignments and so on.; separate among required and recommended material), as too much variety could overwhelm students.
- For variety, show some information through a visual channel and some information by means of a verbal channel.
- Clarify and show the structure and design of the course by making a “course tour” video.
Obviously convey desires
Numerous students report feeling lost and confused in online learning conditions. Because of the absence of face-to-face contact, some times students are confused as to what the instructor is looking for.
- Instructors need to give point by point and extremely simple guidelines about the course organization, assignments, desires, evaluating criteria, and so on.
- Give a “Frequently Asked Questions” area with a rundown of questions that students may have about the course.
- Give rubrics and test assignments. Making a short video tutorial clarifying the rubric and task would give students an extremely solid idea of your expectations.
- A test tool can be used to guarantee cognizance of course work as laid out in the syllabus.
Normally students select online courses without an understanding of what it takes to be a fruitful student in an online domain. Online learning conditions are more qualified for students who are self-restrained, motivated, and know how to deal with their opportunities. An orientation to online learning and tips on the best way to prevail in online courses can help students plan for online courses.
The student orientation ought to incorporate:
- Technical abilities
- Comprehension of online/hybrid learning situations
- Study abilities
- Workload administration
- Resources, including technical help and different grounds assets
- A library of resources on issues affecting online guidelines
Piece the Subject and Platform Direction
Now and again the workload and prerequisites in online courses may appear to be overwhelming to students, particularly if they don’t have great time management and prioritization skills. Organizing and arranging the material genuinely into modules/units not just makes it simple for students to comprehend and remember the material but additionally makes it more reasonable for them. By doing this, the instructor can teach complex ideas/thoughts as “bite-size information” so students can comprehend, apply, and hold the information. By taking in input with each learning module, instructors have the chance to better organize students’ learning.
- Space enormous assignments or activities into littler milestones to enable students to deal with the workload, and give input at each progression.
- Give survey sessions or instructional recordings where you see fit.
Make the Course Feel Inviting
Students report that one of the primary reasons they drop out of online courses or projects is because they feel disconnected. Learning is a social movement; we learn through cooperation and discourse with others. Without face-to-face contact, online learning can make people feel alone and not really engaged. Refine the online experience through personal communication and stories and add the human touch to it.
- Set a warm, inviting tone right at the start of the course
- Do ice-breaking exercises to make a group of students; ask that students share individual profiles, stories, and different pieces of personal information
- Offer a “live” orientation session through Skype or some other Web conferencing tool so students have the chance to communicate with the instructor continuously
- Give a discourse discussion to non-course-related social connections
- Urge students to get help
- Suggest group work
- Give an individual response to students on their own profile
- Urge students to reach you while grading their assignments; a basic “as usual, get in touch with me with any questions” helps with comfort when looking for extra information
These straightforward procedures will enable students to prevail in your courses.