April 2002 — Features
Print this article | Email this articleClick here to receive your FREE subscription to T.H.E. Journal
Improving Student Performance in Distance Learning Courses
Course Comparisons
As new courses are converted to the distance learning format, student performance has become a concern. Course evaluations and student grades were used as the impetus for changes in the courses offered in this format as the semesters progressed. Many educators learn to improve their courses as they go along, and the longer a course is taught in a particular format the better it becomes - this fact is especially true for distance learning courses. Using established techniques for student success in traditional classrooms do not always work in distance courses, so educators need to be willing to modify their courses and find different ways to help their students learn. Based on feedback, modifications were made in these two networking courses to improve student performance and student retention of material.
In Introduction to Networks (CIS 240), students learn the basic concepts of networks, including the terminology associated with them and how to diagram the various types of networks. Materials pro-vided on the course's Web site include PowerPoint slides as outlines for each chapter in the textbook, links to the textbook and Web sites, as well as additional information on selected topics in each chapter. Class assignments include homework from the textbook, and laboratory assignments developed by the instructor using Microsoft Visio diagramming software. For distance learning students, Visio is available bundled with the textbook. Tests for both online and on-campus students are given online.
In Data Communications (CIS 340), students are expected to understand the basic knowledge from the Introduction to Networks course. Because this is the final networks- concepts course in our degree program, advanced details of networking concepts are covered. Materials include PowerPoint slides for each chapter in the book and additional reading materials on selected topics. Assignments include a term paper on a networking topic, a network design project and participation in discussions - online for distance learning students and in class for on-campus students. Starting with the fall 1999 semester, these students were also given an online test. Prior to that time, an essay test was given to all students.
Since CIS 340 was the first networking course converted to distance learning, both the students and the instructor struggled with the best way to conduct the class. Simply providing PowerPoint slides and reading assignments is boring, and students had a difficult time with the tests. With this information in hand, CIS 240 was developed with more activities and more instructor interaction. As the students have become more familiar with participating in distance learning courses, and as the instructor has become more familiar with teaching over the Internet, Figure 2 shows that the grades in these courses have improved. Because CIS 340 has not been taught on the Internet since spring 2000, this table ends with that semester.
Student Assessment
In reviewing student evaluations from CIS 240, it became clear that the students were struggling with the material, were unsure about how to study for tests, and were reluctant to contact the instructor for help with assignments. To overcome these problems, certain policies and changes in procedures were introduced that have improved student performance in this course.
