Communication Issues Emerge as Points of Greatest Student Concern in Online Classes

In Spring 2010, the JSRCC Center for Distance Learning, with the assistance of the College's Office of Institutional Effectiveness, conducted a student satisfaction survey that targeted all students enrolled in distance learning classes that semester. Over 800 students completed to the survey, and their responses and narrative comments offer interesting perspectives on both the successes and the shortcomings of our DL courses, instructional delivery, and instructional practices.

Not surprisingly, various issues of communication between students and instructors emerged as topics of greatest concern among student respondents.  This focus of student concern echoes findings at the national level. Communication issues encompass factors such as an instructor's responsiveness, the clarity of assignments, the comprehensibility of instructional materials, the interactive nature of the course, and the timeliness and quality of instructors' feedback on individual student effort.


Interestingly, the students' focus on communication issues also echoes the focal point of many faculty concerns:  distance learning faculty frequently identify student weakness in communicating, in following written directions, and in comprehending core assignments as the significant source of teaching and learning challenges in online classes.

A content analysis of the Spring 2010 student survey reveals these major areas of student concern.  In response to the question, "Would you recommend this distance learning class to other students," respondents made the following comments;

the major concerns are grouped by similar content area, and the number of comments for each concern is noted in parentheses:

·        Responsiveness. The instructor did not respond to emails, voicemails, and questions, was not available, or was difficult to reach. (22 comments)

·        Grading. The instructor was slow in grading assignments or exams and posting grades in a timely manner. (15 comments)

·        Assignments. Instructor gave vague or incomplete instructions on how to complete assignments; assignments were not clear; the instructor was lax at posting assignments; assignments were never posted; or students could not rely on the instructor to post assignments. (12 comments)

·        Testing/exams. There was a lack of feedback/clarification on graded assignments and exams; instructor provided grades only, with no explanation of why a particular grade was received, no clarification on answers to questions on an exam; the test format not explained at beginning of semester. (8 comments)

·        Organization. Instructor or course was poorly-organized, or the course was ill-taught. (5 comments)

·        Handouts. No study guide was provided; the syllabus was not very clear; the posted syllabus was from another class. (4 comments)

·        Communication. Lack of communication, e.g., no posts to general announcements on BlackBoard for weeks at a time. (4 comments)

·        Posted information was difficult to understand. (2 comment)

·        Announcements were not clear or concise. (1 comment)

·        Other comments. Instructor did not encourage or require any discussion board postings. (1 comment).  Instructor was rude. (1 comment)

Issues of communication between students and instructors are of critical concern. As the QEP Team develops the Student Orientation to Distance Learning and the Faculty Training in Distance Learning Program, the committee is focusing on providing enhanced training materials for topics such as effective instructional feedback, online interaction, and clarity of assignments.

Interestingly, however, a significant number of students made positive and illuminating comments about classes in which communication factors made the experience of learning online both exciting and empowering for the distance learner.  Next week, I will share some of those "best practices" that were not only observed by our students but that were also so significant that the students themselves recognized the impact that effective course structure, delivery, and communication has upon their learning.

--Ghazala Hashmi

Professor of English & QEP Coordinator

(Content analysis of the Student Satisfaction Survey was provided by Ms. Paula Runk, Senior Research Analyst, Office of Institutional Effectiveness, JSRCC.)