Running head: ONLINE LEARNING AND STUDENT SUCCESS

Online Learning and Student Success

Jade Pearson

California State University, Northridge

ONLINE LEARNING AND STUDENT SUCCESS

Abstract

Online learning has become increasingly popular amongst classes offered by higher education

institutions. This paper seeks to answer the research question: How do online learning

environments impact students’ learning behaviors and success rates? Research finds that online

learning environments are most suitable for students who are motivated learners. Students who

have relatively low intrinsic motivation are less successful than their highly motivated peers in

online learning environments. Although traditional student development theory helps understand

student success in higher education, more factors must be considered when looking at learning in

an online environment. This paper subsequently aims to apply all the elements explored to online

learning during the Coronavirus (COVID-19) pandemic.

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Web-based learning

For this paper’s purposes, a traditional learning environment can be defined as the

on-campus classroom setting where both student and instructor are physically present.

Web-based or online learning uses the internet to deliver learning resources and to provide a

useful virtual meeting place for learners and instructors to interact. It is a formal way of learning

without the traditional restraints of the classroom and can be defined as technology-enabled

distance learning, where the learners are no longer classroom-bound (Howlett, Ichalkaranje, Jain

& Tonfoni, 2002). The personal computer is the primary tool, and the internet is the main

channel used to deliver interactive learning experiences.

There are asynchronous and synchronous online learning methods (Giesbers, Rienties,

Tempelaar & Gijselaers, 2013a). The asynchronous mode allows the student to participate in the

learning process at their own pace, completing materials at their leisure to meet a specified

deadline. Synchronous learning environments require students and facilitators to meet at a set

time via web-video conference tools such as ZOOM. There are many learning support systems,

but this research focuses on Web-Based Learning and Computer-Supported Collaborative

Learning to improve learners' competency (Howlett, Ichalkaranje, Jain & Tonfoni, 2002). The

term "virtual environments" emphasizes cooperation among the students and instructors (Howlett

et al., 2002).

Benefits

The benefits of online and web-based learning are widely known and accepted by

educators and students alike. Many institutions worldwide implement a web-based model for

popular courses and offer them to their students and community. Research finds that

asynchronous communication allows more time to reflect on a contribution and refine it than
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synchronous communication (Giesbers et al., 2013b). This structure enables the students to

reflect on comments posted on discussion boards before responding, which is especially great for

learners who take more time to process material. As a result, there is greater participation and

high-quality dialogue between students. In addition, students can focus on topics and respond to

those that fit their specific interests.

Since its origins, internet usage is continuously creating new teaching and learning

opportunities (Howlett et al., 2002). The asynchronous virtual classroom is accessible at any

time, allowing students the flexibility to learn the material. Students receive learning materials

through a medium-rich environment, including virtual interactive learning courses, making the

learning process an active one (Howlett et al., 2002). However, students must participate, as

participation appeared to be a stronger predictor of the final exam score than online tool use

(Giesbers et al., 2013a). The virtual learning environment also requires the educator to be

creative in their pedagogy, taking innovative approaches to meet course objectives.

Student Development Theory

Student development theory is fundamental in understanding the learning behaviors of

students. Tinto (1993) believed that the integration level is inversely related to the potential that a

student will drop out. The more a student integrates, the less likely the student is to drop out of

the institution. Tinto's (1993) model initially noted that integrating a student both academically

and socially were indicators of his or her ability to persist in college. Astin (1984) introduced the

theory of student involvement, which found that students were most impacted by involvement

with faculty, academics, and peer groups, which is the most influential of the involvement areas.

The amount of effort that a student exerts and invests, both socially and academically, directly

relates to retention (Astin, 1984).

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The theories listed are excellent at describing student success in a traditional learning

environment, but more factors come to play when looking at student success in an online

learning environment. This paper also utilizes the concept of motivation described by Ryan and

Deci (2002) within the Self Determination Theory (SDT) framework to define student success in

online learning environments. Additionally, the concept of self-efficacy using Bandura's (1982)

Social Cognitive Career Theory (SCT) framework and Maslow's (1943) Hierarchy of Needs are

explored in the context of the COVID-19 pandemic, which has affected student retention rates

worldwide.

Literature Review

It is important to look critically at online learning environments to improve any

shortcomings or limitations. The literature is evident regarding the benefits of online learning

environments, but there are limitations as well. In looking at the literature, online and web-based

learning is not optimal for every type of student. SDT explains extrinsic and intrinsic motivation

to accomplish three goals: autonomy, competence, and belonging (Ryan & Deci 2002). Extrinsic

motivation is the actions which the individual undertakes to respond to external controllers,

while intrinsic motivation is understood as the actions which are undertaken on the student’s

initiative, accepted by the student as a personal choice (Ryan & Deci 2002)

Motivation can be seen as an internal construct that guides, changes or maintains goals,

actions, and preferences and positively affects online learning and success (Beluce & Olivera,

2015). It has been found that higher levels of intrinsic motivation are associated with higher

scores on the final exam (Giesbers et al., 2013a). Motivation and online class participation (both

synchronous and asynchronous) are closely related; the more motivated a student is, the more

they will participate in online learning environments and effectively learn (Giesbers et al.,
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2013a). For example, the number of times students participated in the web-video conferences

predicted scores on the final exam (Giesbers et al., 2013a).

Distance education programs have retention rates that range from 20% to 60%, which is a

10% to 20% higher attrition rate than traditional classroom environments (Herbert, 2006; Park &

Choi, 2009). This retention rate range may paint a picture for educators to understand the ways

motivation influences students' learning outcomes. Uninterested or apathetic students are not

uncommon in these environments (Beluce & Olivera, 2015). Motivation is mostly related to

class attendance in a synchronous environment, while tool usage and discussion participation are

used to measure motivation in asynchronous environments (Giesbers et al., 2013a). If motivation

is not present, success for students will dwindle. Unfortunately, there is not much an instructor

can do when not physically present to make sure that the student is on-task. If the student wants

to drop the class, there are fewer strategies in place to keep the student from quitting. The feeling

of isolation in online learning environments is prevalent due to the physical distance between the

instructor and the students (Giesbers et al., 2013a). Also, students find it challenging to manage

learning independently due to the flexibility of asynchronous environments, particularly; there is

an overload of sources available without the wherewithal and assistance on how to use the

sources. These factors can cause demotivation and impact student success (Giesbers et al.,

2013a).

Equity and Accessibility

To succeed in online learning, students should be able to practically access the online

learning environment. Whether it be for economic or logistic reasons, lack of access will exclude

otherwise eligible students from the course—a significant issue in lower socioeconomic

neighborhoods. Internet accessibility is not universal and can pose a high cost to the user.
ONLINE LEARNING AND STUDENT SUCCESS

Suppose the participants’ time online is limited by the amount of internet access they can afford.

In that case, instruction and participation in the online program will not be equitable for all

students in the course. Additionally, if there is faulty or unreliable internet access, the student

will not be able to succeed in the class practically. Students’ real and perceived barriers,

particularly in marginalized and disenfranchised communities, will affect their college attrition

rate and may be exacerbated by online learning environments.

Students must possess a minimum level of computer-based knowledge to be successful in

an online learning environment. Familiarity with applications such as Excel, Microsoft Word,

email communication, navigating multimedia tools, and the internet is essential for student

success. Also, students should have adequate reading comprehension skills as this is a large

predictor of student success in college, whether online or not. Because the student must read and

ingest the course material on their own, there is a reading comprehension level required to

succeed in an online class. Historically, low-income students possess lower reading

comprehension scores and have lower retention rates than their continuing-generation peers

(Gasman, Samayoa, & Ginsberg, 2017). In particular, this student will feel more isolated in an

online environment due to the lack of support that comes from being physically present in class.

Students from Latinx communities and Black males may have a challenging time in

online learning. These communities have a culture of independence and often feel bashful or

shameful in asking for help (Whitlow, 2020). Adequate instruction is needed to complete

assignments given to the student. The gap in information on moving forward with some tasks

will undoubtedly demotivate the student who lacks the cultural capital in asking for help.

Furthermore, because students in asynchronous environments are not connected by

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communication in the same way as students in the classroom, there is an added barrier in asking

for help from their peers.

Online learning environments may not be as appropriate, depending on the home

situation. Distractions from learning come in many forms in one’s environment and are not

conducive to effective learning. Many students in marginalized communities come from a

single-parent household income and collectivistic cultures. Students who are parents, especially

single parents, may have difficulty succeeding in online learning due to distractions associated

with the need to care for their dependents. Students from typically collectivistic cultures live

with their families, which may not be conducive to learning due to family members’

requirements and distractions. Students in these situations may opt-out of online education due to

the factors that keep them from learning.

Special Consideration

In light of the most recent pandemic caused by Coronavirus-19 (COVID-19),

distance-based learning has become the most popular form of education throughout the world.

As discussed previously, motivation plays a factor in the success of the students. Although online

learning during a pandemic is a new research topic, statistics show that college drop rates in this

year alone are at high rates. Among traditional-age students, 36% said they were less likely than

pre-pandemic to pursue higher education (Inside Higher Ed, 2020). Freshman enrollment is

down 13 percent, while community college freshman enrollment shows a 19 percent decline

(Inside Higher Ed, 2020). These statistics are not surprising, as many students deal with the

backlash that the pandemic has presented. Loss of jobs and income, food insecurity, and housing

crises, as the loss of loved ones, are challenges that students face.
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When looking at this topic from the framework of Maslow’s (1943) Hierarchy, one can

postulate students’ attrition rate based on their level of needs. From the bottom of the hierarchy

upwards, the needs are: physiological (food and clothing), safety (job security), love and

belonging needs (friendship), esteem, and self-actualization. Needs lower down in the hierarchy

must be satisfied before individuals can attend to higher needs (Maslow, 1943).

Self-actualization is described as achieving one’s full potential, including college and creative

activities. In the students’ case during the COVID-19 Pandemic, self-actualization motivation

may be low due to students attending to their more basic needs (Maslow, 1943).

Many students are also experiencing trauma due to the ailments that the pandemic has

presented. As noted before, there is a feeling of isolation present in online environments. Reports

show that there is increased depression amongst students due to COVID-19 (Romero Perra,

2020). The physiological feedback that depression induces undoubtedly influences self-efficacy

(Bandura, 1982). Bandura (1982) explained how a person’s emotional, physical, and

psychological well-being could control how they feel about their abilities in a particular

situation. For example, if a student struggles with depression or anxiety, they might find it harder

to have a healthy level of well-being. Is it impossible to build self-efficacy while suffering from

some of these struggles? Of course not, but boosting self-efficacy is a much easier task when one

feels healthy and well (Bandura, 1982).

Emotional intelligence is also a large factor of student success and can be described as

being able to handle frustration, control emotions, and get along with other people (Goleman,

1995). Life success factors seem to be more influenced by emotional intelligence than cognitive

abilities. Synchronous communication does not afford as much time for reflection, a key

component of emotional intelligence (Giesbers et al., 2013b; Sparkman, Maulding & Roberts,
ONLINE LEARNING AND STUDENT SUCCESS

2012). Classes traditionally in the classroom and allow time for self-reflection were suddenly

moved to a synchronous learning platform. It is necessary to recognize that pedagogical work

mediated through virtual learning environments is not a matter of transposing teaching strategies

adopted in on-site conditions to the virtual environment. Educational situations that fail to

consider online education’s specific characteristics create a space for undesirable results, such as

procrastination, dropping out, and demotivation on the student’s part (Chen & Jang, 2010).

With the COVID-19 pandemic, motivation is at an all-time low for learning. As

technology expands, so do learning options for students. In adjusting to the time, there have been

increasing offers of online classes and courses (Onrunia, Colombia & Engel, 2010)..

Unfortunately, the move to online environments has failed to consider the motivation that each

student possesses in these troublesome times. In addition to motivation, access, and equity, there

are additional factors, including basic needs and self-efficacy, influencing student success in

online environments. These factors allow educators to conceptualize why college attrition rates

are higher during the COVID-19 pandemic.

Recommendations

Some strategies can help students succeed in an online environment. It is necessary to

construct an individual and a collaborative learning environment, which supports students'

self-learning (Howlett et al., 2002). Online learning has its most promising potential in the high

collaboration represented by active dialog among the participants, one of the most crucial

learning sources in a virtual classroom environment. However, in larger classes of about 20 or

more students, collaborative learning begins to shift to students engaging in independent study.

With a larger classroom, the dialog is limited as well as interaction among participants and the

facilitator.
ONLINE LEARNING AND STUDENT SUCCESS

Certain subjects are best not taught online. Some examples include hands-on subjects

such as public speaking, dental hygiene, and sports medicine, where physical movement and

practice contribute to the achievement of the learning objectives. These subjects are probably

best taught in a traditional or hybrid learning environment. It is worth noting that instructors and

facilitators must be savvy in using the many forms of technology utilized in online-based

learning. Instructors who have difficulty utilizing technology are not as effective in their teaching

techniques as those familiar with the technology. Instructor incompetence can impact student

success in the online learning environment (Beluce & Olivera, 2015). The instructor must

possess strong communication skills and be appropriately trained in online delivery

methodologies. Instructors must also possess emotional intelligence, creating a supportive

environment that invites the students to participate. The instructor must compensate for the fact

that they are not physically present.

For online learning during a pandemic, strengthening self-regulation skills can help

students manage their difficult emotions (Sparkman, Maulding & Roberts, 2012). Allowing time

in class to go over these skills can have a positive impact on student success. Providing structure

and routine can help students feel normalcy and help them manage expectations, and keep the

motivation going. Providing this structure can also promote a sense of control by allowing

students to know what to expect. Students should also be given a chance to voice their feelings

and opinions via discussion mediums or anonymous polls. Lastly, providing emotional check-ins

can allow the student to get in touch with their feelings surrounding their circumstances,

grounding them before class begins. Providing this space is a way to promote emotional

intelligence and is linked to student success (Sparkman, Maulding & Roberts, 2012). Lastly,
ONLINE LEARNING AND STUDENT SUCCESS

Combination learning is a great way to break up screen time; synchronous and asynchronous

learning combined are the most beneficial online learning form (Giesbers et al., 2013a).

Conclusion

Online learning is a great way to ensure that students can obtain the education that they

need. However, online learning formats are only appropriate for motivated students. Access to

reliable internet, proficient reading comprehension skills, and a dedicated work environment

with minimal distractions are also factors that contribute to student success. Students who have

barriers to accessibility, such as those from low income and disenfranchised communities, have a

lower probability of success in an online class due to environmental factors that can create lower

motivation.

During a crisis in light of a pandemic, online learning has proven to be a challenging

dynamic between students and their institutions, with many students saying they are less likely to

pursue higher education (Jaschik, 2020). After deciphering research regarding online learning

and motivation, it is clear that the college attrition rates can be attributed to low motivation,

amongst other impeding factors. It is up to educators to be flexible, creating a safe and

supportive space for students to learn in unprecedented times. Adaptation and adjustment have

been present throughout human history, and online learning will be no exclusion to this law of

nature.
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