Proposal for Orientation Course
Orientation Program for New Brady StudentsProposal
Presentation OutlineProblem statementResearch findingsProposed
solutionDesign and implementation of orientation program Next
stepsQ & A
ProblemProblem: Low course completion rate
Many students struggle with online learning
Research Suggests Effective online schools suggest orientation
courses to prepare online learners for success.
(Archambault, et al., 2010; Radwan & Leeds, 2009; Roblyer,
2006; Watson & Gemin, 2008)
Aldine Independent SchoolsFlorida Virtual SchoolVolusia County
SchoolsThe Bridge ProgramSuggestOrientations(Watson & Gemin,
2008)
Orientation EffectivenessRadwan and Leeds (2009) study
Face-to-face orientations - strategy for improving online course
retention rates
Face-to-face orientations increased online course retention
rate
Orientation Effectiveness:
Strategies for SuccessRoblyer (2006) study
Meta-analysis
Successful online schools identify strategies for success
Top Strategy for Success strategy suggested
Prepare learners for success
OrientationsMore Suggestions for Success Archambault, et al.
(2010) study Key strategies:Orientation Courses
Student mentorship programs
Early identification of at-risk students
Individualized instruction
Additional Support Howell, Laws, & Lindsay (2004)
Hung, Chow, Chen, & Own (2010)
Roblyer, et al. (2008) More support for orientation programs as
an online course retention strategy:
* For more information on these studies, see my full literature
review (attached on last slide).
Proposed SolutionImplement an orientation program at Brady to
increase our course completion rate.
11Orientation Details
One-week long Online-blended format Blackboard For new students
beginning 2nd semester Strict attendance policy Trial
period/requirement 1st course Dec. 12-16
Topics CoveredComputer/technical skillsUsing
BlackboardCommunicationNetiquette Web searchesSetting up school
e-mailOrganization, planning, and pacing
Design & Implementation
Friday professional development time
Volunteer committee: to design and create online course
Volunteer committee: to organize presentation structure
2-4 instructors: to facilitate course(s)We will need:
Is it worth it?The research says
Can an orientation course really increase Bradys online course
completion rate?
Is it worth the time and effort?
Steps to Take
1. Consider and decide2. Schedule time to collaborate
3. Form committees
Questions?Thoughts?Suggestions?
References Archambault, L., Brown, R., Cavanaugh, C., Coffey,
M., Diamond, D., Foures-Aalbu, D., Richardson, J., &
Zygouris-Coe, V. (2010). Research committee issues brief: An
exploration of at-risk learners and online education. Retrieved
from
http://www.inacol.org/research/docs/iNACOL_AtRiskStudentOnlineResearch.pdfHowell,
S.L., Laws, R.D., & Lindsay, N.K. (2004). Reevaluating course
completion in distance education: Avoiding the comparison between
apples and oranges. Quarterly Review of Distance Education, 5 (4),
243-252. Retrieved from
http://www.infoagepub.com/index.php?id=89&i=18
Hung, M., Chow, C., Chen, C., & Own, Z. (2010). Learner
readiness for online learning: Scale development and student
perceptions. Computers and Education, 55, 1080-1090. doi:
10.1016/j.compedu.2010.05.004
References Radwan, A. & Leeds, E.M. (2009). The impact of
face-to-face orientation on online retention: A pilot study. Online
Journal of Distance Learning Administration, 12 (4). Retrieved from
http://www.westga.edu/~distance/ojdla/winter124/ali124.html
Roblyer, M. D. (2006). Online high schools that work: Five
common strategies for making online high school programs effective
in your school district. Education Digest: Essential Readings
Condensed for Quick Review, 72, (3), 55-63. Retrieved from
http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=8&hid=112&sid=ee4300b0-fa30-4fac-9974-43de5d0736eb%40sessionmgr104Roblyer,
M.D., Davis, L., & Mills, S.C. (2008). Toward practical
procedures for predicting and promoting success in virtual school
students. The American Journal of Distance Education, 22, 90-109.
doi: 10.1080/08923640802039040
Watson, J. & Gemin, B. (2008). Using online learning for
at-risk students and credit recovery. Retrieved from
http://www.eric.ed.gov/PDFS/ED509625.pdf Additional Resources
Problem StatementLiterature ReviewSolution Proposal
Running head: ORIENTATIONS FOR AT-RISK, ONLINE LEARNERS
1ORIENTATIONS FOR AT-RISK, ONLINE LEARNERS 7
Literature Review: Orientation Programs as an Effective
Strategy
for Helping At-Risk, Online Learners SucceedKaylin
SpindenStudent ID: A00252969Walden UniversityEDUC-6125-2
Foundations of ResearchDr. Paula PorterJuly 31, 2011
A Literature Review: Orientation Programs as an Effective
Strategyfor Helping At-Risk, Online Learners Succeed
There is a growing number of schools across the United States
that have turned to online learning as a dropout prevention
strategy for at-risk students. Aldine Independent Schools, Florida
Virtual School, Volusia County Schools, and The Bridge Program are
among the most successful online schools servicing at-risk students
(Watson & Gemin, 2008). Online schools in their early stages of
development can look to these established online schools to
understand what strategies help at-risk, online learners succeed.
In sharing strategies that have been effective with at-risk
learners, many thriving online schools have suggested orientation
courses to prepare online learners for the skills they need to be
successful (Archambault, et al., 2010; Radwan & Leeds, 2009;
Roblyer, 2006; Watson & Gemin, 2008). With this in mind, can
Brady Exploration School, an online-blended, credit recovery high
school targeting at-risk students, increase its course completion
rate by implementing a two-week orientation course for new
students? The data presented in this literature review suggests
that it can. Predicting SuccessRoblyer, et al. (2008) conducted a
study to develop a model aimed at predicting success and failure
rates for online students. The study examined student
characteristics, as well as environmental factors, that played a
role in the success or failure of online learners. There were 2,880
online students, grades 9-12, from a variety of schools in the
Virtual High School Global Consortium (VHS) who participated in
this study. The Educational Success Prediction Instrument (ESPRI)
was revised to use as a data-collection instrument. The ESPRI-V2
(revised form) consisted of 60 Likert scale items on
failure/success factors that include: technology skills,
responsibility, achievement beliefs, organization, and risk-taking.
Data from the prediction instrument, regarding the pass/fail status
of students, revealed that the model predicts online course success
quite accurately (93%), but is limited in predicting failure
(30.4%). Ultimately, success prediction models can be used to gain
a better understanding of which students are more likely to succeed
in an online setting, and which students will need intensive
support throughout their online learning program.
Strategies for Success
At-risk students will most likely need extra support in learning
and utilizing the skills that they need to satisfactorily complete
their online courses (Roblyer, 2006). Watson and Gemin (2008)
demonstrate how programs with a higher percentage of at-risk
learners are more likely to have higher dropout rates. With this in
mind, online programs must be proactive in the strategies they use
to help learners successfully complete courses within an acceptable
timeframe. A meta-analysis, by Roblyer (2006), examined the success
stories of five virtual high schools to identify the main
ingredients that go into successful online programs. Results of
this study highlight five common strategies that make for an
effective online high school program. These strategies include:
1. Prepare learners for success
2. Prepare teachers for success
3. Use interactive flexible course designs
4. Monitor and support teachers
5. Monitor and support students
To stay within the scope of the literature review, the focus
here will remain on the number one strategy of successful online
programs: preparing learners for success. According to Roblyer
(2008), effective online programs anticipate the common
misconception that online courses will be easier than traditional
classes. Results of this study revealed that successful online high
schools proactively prepared students by providing them with
self-tests, checklists, and orientation programs.Orientation
ProgramsA qualitative study carried out by the International
Association for K-12 Online Learning (iNACOL), sought to determine
strategies that help at-risk learners successfully complete online
courses (Archambault, et al., 2010). Survey responses, submitted by
educators at 22 online K-12 programs with at-risk populations
across the United States and Canada, revealed strategies that
proved effective across programs. One of the key strategies
suggested included implementing an orientation course for online
learners. Archambault, et al. (2010) were not the only researchers
to propose orientation courses as a means of increasing online
learning retention rates. Radwan and Leeds (2009) conducted a study
which examined the influence of face-to-face orientations on online
course retention. The pass/fail rate of 64 undergraduate students
who completed the pre-course orientation was compared to the course
completion status of students who did not participant in the
orientation. A statistical analysis of retention rates revealed
that face-to-face orientations had a positive impact on online
learning retention rates. In fact, students who took part in the
orientation had a 91% retention rate, whereas students who did not
participate showed an 18% retention rate. Evaluating ResourcesThe
statistical analysis showing a dramatic increase in course
completion rates associated with orientation programs (Radwan &
Leeds, 2009), supports the qualitative data indicating the
importance of orientations for online learners found in the studies
by Roblyer (2006), Archambault, et al. (2010), and Watson and Gemin
(2008). The support found in the previously mentioned resources for
orientation programs as an online course retention strategy
overlaps similar claims made by Howell, Laws, and Lindsay (2004);
Hung, Chow, Chen, and Own (2010); and Roblyer, et al. (2008). While
only two studies specifically focused on at-risk high school
students (Archambault, et al., 2010; Watson & Gemin, 2008), the
results of each emphasized the significance of preparing at-risk,
online learners for success. Both of these studies recommended
offering, or requiring, orientation programs as one of the best
ways to help at-risk learners succeed in an online environment.
While the similarity of results found in these studies supports
the validity and reliability of these resources, there were two
limitations noted during the research process. The first limitation
is that of the 22 online schools surveyed by Archambault, et al.
(2010), only 25% of schools reported that their at-risk student
population made up 75% or more of the entire student population. To
get a better understanding of strategies that work for at-risk,
online learners, more studies will need to be conducted that focus
on online schools that specifically target at-risk learners. A
second limitation was noticed in the study by Robyler, et al.
(2008). The hesitation here regards the potential of generalizing
the results of the success prediction instrument to online students
who are categorized as at-risk. Since 76% of participants who
completed the survey that shaped the success prediction instrument
were above average students, there is question as to whether this
tool will accurately predict the success of at-risk learners who
are generally below average students (Watson & Gemin, 2008).
Despite some limitations, it seems evident that studies support the
proposal of an orientation program as a strategy to increase course
completion rates for at-risk, online learners. Conclusion
One way to overcome the limitations of existing studies is to
complete an in-house study on the effectiveness of an orientation
program for at-risk, online learners at Brady Exploration School.
The orientation strategy, in combination with other effective
approaches to online learning has the potential to increase online
course completion rates for at-risk learners at Brady Exploration.
Since Brady currently employs the other major strategies suggested
by Radwan and Leeds (2009) (early identification of at-risk
students, individualized learning, and student mentorship
programs), implementing an orientation course for new students
seems like the next approach that the school should initiate to
help its at-risk population flourish.
ReferencesArchambault, L., Brown, R., Cavanaugh, C., Coffey, M.,
Diamond, D., Foures-Aalbu, D., Richardson, J., & Zygouris-Coe,
V. (2010). Research committee issues brief: An exploration of
at-risk learners and online education. Retrieved from
http://www.inacol.org/research/docs/iNACOL_AtRiskStudentOnlineResearch.pdfHowell,
S.L., Laws, R.D., & Lindsay, N.K. (2004). Reevaluating course
completion in distance education: Avoiding the comparison between
apples and oranges. Quarterly Review of Distance Education, 5 (4),
243-252. Retrieved from
http://www.infoagepub.com/index.php?id=89&i=18Hung, M., Chow,
C., Chen, C., & Own, Z. (2010). Learner readiness for online
learning: Scale development and student perceptions. Computers and
Education, 55, 1080-1090. doi: 10.1016/j.compedu.2010.05.004
INCLUDEPICTURE "http://www.sciencedirect.com/scidirimg/clear.gif"
\* MERGEFORMATINET
Radwan, A. & Leeds, E.M. (2009). The impact of face-to-face
orientation on online retention: A pilot study. Online Journal of
Distance Learning Administration, 12 (4). Retrieved from
http://www.westga.edu/~distance/ojdla/winter124/ali124.htmlRoblyer,
M. D. (2006). Online high schools that work: Five common strategies
for making online high school programs effective in your school
district. Education Digest: Essential Readings Condensed for Quick
Review, 72, (3), 55-63 Retrieved from
http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=8&hid=112&sid=ee4300b0-fa30-4fac-9974-43de5d0736eb%40sessionmgr104
Roblyer, M.D., Davis, L., & Mills, S.C. (2008). Toward
practical procedures for predicting and promoting success in
virtual school students. The American Journal of Distance
Education, 22, 90-109. doi: 10.1080/08923640802039040Watson, J.
& Gemin, B. (2008). Using online learning for at-risk students
and credit recovery. Retrieved from
http://www.eric.ed.gov/PDFS/ED509625.pdf Running head: PROBLEM
STATEMENT
1PROBLEM STATEMENT
2
Problem Statement: Low Course Completion RateKaylin
SpindenStudent ID: A00252969
Walden University
EDUC-6125-2 Foundations of Research
Dr. Paula Porter
August 7, 2011
Problem Statement: Low Course Completion RateMy research focus
is going to be on how Brady Exploration School can increase its
online course completion rate. My experience teaching at Brady
Exploration has opened my eyes to the unforeseen negative results
of poorly implemented online learning programs. While online
schools can be very effective for many students, there are also a
lot of students who are unsuccessful in online learning programs
(Willging & Johnson, 2004). I plan to discover a strategy that
Brady Exploration has not yet implemented that can help its at-risk
population find success in an online environment. Through research,
I will examine orientation programs as a strategy that online high
schools can implement to help at-risk students successfully
complete their online courses. Ineffective online programs can be
detrimental to student success rates. My goal is to increase the
effectiveness of Brady Explorations online program, specifically by
improving students course completion rates. I will present my
research findings on orientation programs to Brady staff members
during a solution proposal meeting. I want to make Brady
Exploration School aware of orientations as a new strategy that our
at-risk, online learners may benefit from. As virtual high schools
and 9-12 online learning initiatives grow in number (Radtke &
Steiner, 2005), it is important that schools and educators
understand the ingredients that go into making online schools work.
Conducting research on effective strategies that help at-risk,
online learners succeed will help me to answer the following
questions:
Can a two-week online learning orientation program help Brady
Exploration School increase its online course completion rate?
What are challenges and benefits that are unique to at-risk,
online learners?
What are key strategies for student success that have been
implemented by effective online high schools?I hope that sharing my
research results with Brady Exploration School will help support my
proposal of a two-week orientation program for new Brady students.
This school has implemented many strategies focusing on helping
at-risk, online learners find success. Based on my findings of the
effectiveness of orientations for online learners, this may be a
new strategy that Brady is willing to try. I have seen at-risk,
high school students fail miserably in online courses and anything
that I can do to avert this problem is well worth my
time.ReferencesRatke, C. & Steiner, S. (2005). Is online
learning effective with 9-12 students? Retrieved from,
http://www.uwex.edu/disted/conference/Resource_library/proceedings/05_1761.pdf
Willging, P. & Johnson, S. (2004). Factors that influence
students decision to dropout of online courses. Retrieved from,
http://sloanconsortium.org/system/files/v8n4_willging.pdfRunning
head: SOLUTION PROPOSAL: ORIENTATION PROGRAM 1SOLUTION PROPOSAL:
ORIENTATION PROGRAM 2
Solution Proposal: Orientation Program to Help
Brady Exploration Schools At-Risk, Online Learners Succeed
Kaylin Spinden
Student ID: A00252969
Walden University
EDUC-6125-2 Foundations of Research
Dr. Paula Porter
August 7, 2011
Solution Proposal: Orientation Program to Help
Brady Exploration Schools At-Risk, Online Learners Succeed
ProblemAt Brady Exploration, we are successful with many of our
at-risk, online learners; however, there is an abundance of
students who still fall through the cracks. Many students drop out
of school as a result of their struggles with online learning.
Although we have implemented effective strategies that have helped
students successfully complete their online courses, we need to do
more to help all of our students find success. Implementing a new
strategy has tremendous potential for solving the problem of low
course completion rates for our at-risk, online learners.Solution
and Logistics
I researched the effectiveness of orientation programs as a
strategy for helping at-risk, online learners succeed. Based on
these research results, I am proposing a required, one-week,
online-blended orientation program to prepare new Brady students
for the skills they need to be successful online learners. The
online course will be housed in Blackboard and students will
complete the course in a face-to-face setting with instructor
guidance. Some topics that may be covered in the orientation may
include: technical/computer skills, navigating and submitting
assignments in Blackboard, student-instructor communication, saving
and accessing assignments, setting up a school e-mail address,
netiquette, as well as, organization, planning and pacing
strategies. Offering the course in a blended format will give
students the opportunity to establish a sense of community at
Brady, while learning essential skills.
Between the months of September November, every other Friday our
six hours of professional development can be devoted to designing
the orientation course in Blackboard. This could be the work of a
volunteer committee who will need to be excused from some Friday
duties in order to have adequate time to create the online course.
Another small committee, or person, would have to devote several
hours of Friday time to organizing the presentation structure of
the orientation. Other important logistical considerations include:
who will facilitate the course(s) and when will the orientation
occur?I propose that the first orientation take place during the
last week of the first semester (December 12 16, 2011). This
orientation will be for new students who will begin attending Brady
during the second semester. The orientation program could have a
strict attendance policy and serve as a trial period for new
students. We could make it a requirement that students successfully
complete the online orientation program before they can officially
be accepted as Brady students for the semester beginning January 3,
2012. In regards to who will teach the course(s), since all classes
at Brady are co-taught, it should not be a major inconvenience for
one or two teachers to be excused from their classrooms to
facilitate the orientation course(s).
You might be wondering if this large-scale initiative is worth
the time and effort, or questioning whether an orientation course
can really increase Bradys online course completion rate. The data
presented below suggests that it can. For a more comprehensive
summary of my research findings, you may refer to Appendix B:
Literature Review: Orientation Programs as an Effective Strategy
for Helping At-Risk, Online Learners Succeed.
Research FindingsMany effective online schools have suggested
orientation courses as a strategy to prepare online learners for
success (Archambault, et al., 2010; Radwan & Leeds, 2009;
Roblyer, 2006; Watson & Gemin, 2008). Roblyer (2006) conducted
a meta-analysis that examined five successful online schools to
identify common strategies for online learner success. Results
indicated that the number one strategy consistent across effective
programs was: preparing learners for success. Effective online
schools proactively prepare students for success by offering
orientation programs to teach students the skills they need to be
successful online learners (Roblyer, 2006). Another study, by
Archambault, et al. (2010), was conducted to determine strategies
that help at-risk learners find success in an online learning
environment. Findings from this study also revealed that
orientation courses are a key strategy in helping at-risk, online
learners successfully complete their courses.
A study, by Radwan and Leeds (2009), specifically investigated
the value of face-to-face orientations as a strategy for increasing
online course completion rates. Comparing the course completion
status of students who completed the pre-course orientation to the
pass/fail status of students who did not proved that face-to-face
orientations positively influenced online course retention. Results
showed that students who participated in the orientation had a 91%
retention rate, while students who did not take part in the
orientation showed only an 18% retention rate.
The drastic increase in online course retention rates associated
with orientations (Radwan & Leeds, 2009), supports the findings
of the previously mentioned studies by Roblyer (2006) and
Archambault, et al. (2010). ConclusionSince Brady has already
implemented the other key strategies proposed by Radwan and Leeds
(2009) (student mentorship programs, early identification of
at-risk learners, and individualized instruction), an orientation
program is the next strategy that we should implement at Brady.
This is a step towards helping more of our at-risk students
complete their online courses successfully. This is likely the
solution that we have been searching for to solve our problem of
low online course completion rates. References
Archambault, L., Brown, R., Cavanaugh, C., Coffey, M., Diamond,
D., Foures-Aalbu, D., Richardson, J., & Zygouris-Coe, V.
(2010). Research committee issues brief: An exploration of at-risk
learners and online education. Retrieved from
http://www.inacol.org/research/docs/iNACOL_AtRiskStudentOnlineResearch.pdfRadwan,
A. & Leeds, E.M. (2009). The impact of face-to-face orientation
on online retention: A pilot study. Online Journal of Distance
Learning Administration, 12 (4). Retrieved from
http://www.westga.edu/~distance/ojdla/winter124/ali124.htmlRoblyer,
M. D. (2006). Online high schools that work: Five common strategies
for making online high school programs effective in your school
district. Education Digest: Essential Readings Condensed for Quick
Review, 72, (3), 55-63 Retrieved from
http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=8&hid=112&sid=ee4300b0-fa30-4fac-9974-43de5d0736eb%40sessionmgr104
Watson, J. & Gemin, B. (2008). Using online learning for
at-risk students and credit recovery. Retrieved from
http://www.eric.ed.gov/PDFS/ED509625.pdf
