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An exploration of student experiences in a preparation program for online classes in the California community college system

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An exploration of student experiences in a preparation program for online classes in the California community college system

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Content Running head: STUDENT PREPARATION FOR ONLINE CLASSES
AN EXPLORATION OF STUDENT EXPERIENCES IN A PREPARATION PROGRAM FOR
ONLINE CLASSES IN THE CALIFORNIA COMMUNITY COLLEGE SYSTEM

by

Julie Frumkin

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

December 2017

Copyright 2017 Julie Frumkin
STUDENT PREPARATION FOR ONLINE CLASSES 2
Dedication
This dissertation is dedicated to my parents, Bob and Donna, for providing a lifetime of
unconditional love, patience, and never-ending support that allowed me to believe I could
accomplish anything I set my mind to. Without them, this amazing accomplishment would not
have been possible.

STUDENT PREPARATION FOR ONLINE CLASSES 3
Acknowledgements
I would like to thank the chairs of my dissertation committee, Dr. Patricia Tobey and Dr.
Patrick Crispen. Your expertise and recommendations throughout this process have been greatly
appreciated. I would also like to thank Dr. April Juarez, who was not only my third committee
member, but has also been a mentor and friend to me throughout our many years of working
together.
I am deeply grateful for the unwavering love and support from my family – my parents;
my sister, Susie; my children, Cailyn, Chris, Traci and Faralyn; my niece and nephew, Natalie
and Ryan; Uncle Bob; Cousins, and Brothers and Sisters-in-law. A special heartfelt thank you to
my husband, Ron, whose quiet love and belief in me kept me going through the emotional
turmoil of long hours of study, research and writing. I share this accomplishment with all of you,
and hope that I inspire you to follow your dreams, no matter how difficult the road may be – with
hard work comes great satisfaction.
I am honored to have been a part of the Cohort of 2014, and to have shared the journey
with those who have become my lifelong friends. More than you’ll ever know, I appreciate the
kind of encouragement and support that only those in the same situations can provide. To my
writing partners, who helped me keep my sanity and sense of humor – “Write on, Fight on”!
Lastly, thank you to all my friends and colleagues for your encouragement and
understanding. Your patience and belief in my abilities have carried me through many difficult
situations and have been a great source of inspiration to me.

STUDENT PREPARATION FOR ONLINE CLASSES 4
Table of Contents
Dedication 2
Acknowledgements 3
List of Tables 6
Chapter One: Overview of the Study 8
Background of the Problem 9
Statement of the Problem 11
Purpose of the Study 12
Methodology 12
Research Questions 13
Significance of the Study 13
Definition of Terms 14
Organization of the Study 15
Chapter Two: Literature Review 16
History of Distance Education 16
Distance Education 18
Research in Distance Education 19
Distance Education in Community Colleges 21
Studies at Community Colleges 23
Supporting Student Success in Online Courses 27
Online Orientation and Preparation Programs 32
Online Education Initiative Online Student Readiness Tutorials 33
Theoretical Framework 37
Self-Regulated Learning Theory 37
Summary 42
Chapter Three: Methodology 43
Research questions 45
Sample and Population 45
Sample 45
Research Site 46
Instrumentation 47
Data Collection 50
Data Analysis 52
Limitations and Delimitations 53
Summary 53
Chapter Four: Results 55
Description of the Sample 56
Findings for Research Sub Question 1 57
Importance of Strategic Planning 58
The Importance of Self- Motivation 65
The Importance of Self-Control 67
Communication Strategies Unique to Online Environments 73
STUDENT PREPARATION FOR ONLINE CLASSES 5
Findings for Research Sub Question 2 76
First-Time Online Students 77
Experienced Online Students 79
Summary 81
Chapter Five: Discussion 82
Discussion of Findings 83
Research Sub-Question 1 – Self Regulation 83
Research Sub Question 2 – Satisfaction 89
Implications for Practice 91
Online Instructors 91
Distance Learning Administration 93
Future Research 93
Conclusions 94
References 96
Appendix A: Interview Question Protocol 105
Appendix B: IRB Approval Letter 107
Appendix C: Email Invitation to Students 108
Appendix D: Consent Form – Interview 109

STUDENT PREPARATION FOR ONLINE CLASSES 6
List of Tables
Table 1: California Community College Demographics for 2015-16 9
Table 2: California Community College and CCRS Demographics for 2015-16 47
Table 3: Research Question Grid 48
Table 4: Participant Demographics 57

STUDENT PREPARATION FOR ONLINE CLASSES 7
Abstract

Research shows that students enrolled in community college online courses have lower
retention and success rates than their peers do in face-to-face courses. Preparation programs
have been suggested as a way to improve students’ sense of confidence with the online
environment, their self-regulation skills, and their ability to create connections to their peers and
instructor. Although the Online Education Initiative (OEI) online student readiness tutorials
focus on specific skills known to increase persistence, there is a lack of published empirical data
on how community college students in California perceive the OEI tutorials. Based on these
trends, the present study sought to examine community college student experiences with, and
perceptions of, preparation for online courses as provided by the OEI online student readiness
tutorials. The study employed a qualitative design, and data were collected via interviews with
online students who completed the tutorials. Data were explored and analyzed through the
framework of self-regulation theory. Findings revealed that participants felt the OEI online
student readiness tutorials prepared them for learning in online environments and contributed to
their overall success.

STUDENT PREPARATION FOR ONLINE CLASSES 8
CHAPTER ONE: OVERVIEW OF THE STUDY
In institutions of higher education, online education has increased rapidly as colleges
seek to improve access and convenience for students. The number of higher education students
taking at least one online course is at a high of 7.1 million students (Allen, Seaman, Poulin, &
Straut, 2016). However, despite this growth, most community colleges have significantly lower
student retention and success rates in online courses as compared to on-campus courses
(Johnson, Mejia, & Cook, 2015; Xu & Jaggars, 2013). Differences in retention and success are
disconcerting, as online and on-campus courses should both provide equal opportunities for
students to achieve learning outcomes.
In California, the OEI, funded by the California Community College Chancellor’s Office
(CCCCO, 2016a), produced several online student readiness tutorials, available publicly online,
that can serve as preparation tools. This study explored how students perceive these tutorials and
how the tutorials affect their motivation and perception of success in their online course.
The more students engage in online learning, the more they need the requisite skills to
successfully learn course content in an effective and efficient manner. Orientation or preparation
programs have been suggested as ways to improve students’ sense of confidence with the online
environment, their self-regulation skills, and their ability to create connections with their peers
and instructor (Bailey & Brown, 2016; Henry et al., 2014; Kelly, 2013). A preparation program
can help students determine if online courses are a good fit for their expectations, learning style,
and other personal characteristics and could also prevent later frustrations and decreased success
(Harrell, 2008).
STUDENT PREPARATION FOR ONLINE CLASSES 9
Background of the Problem
With more than 2.1 million students on 113 campuses, the California community colleges
(CCC) system is the largest of its kind in higher education in the United States. Twenty-nine
percent of University of California and 51% of California State University graduates started at a
California community college (California Community Colleges Chancellor’s Office [CCCCO],
2016b). Over 67% of California community college students come from diverse ethnic
backgrounds and roughly 53% are female. One in every five community college students in the
nation attends a California community college where distance education enrollments almost
doubled from 2005-06 to 2011-12. Of the 2.4 million students enrolled in 2011-2012 academic
year, 621,501 took at least one distance education course.
Table 1
California Community College Demographics for 2015-16
Ethnicity Age Gender
African-American 6.41%
Native American 0.44%
Asian 11.56%
Filipino 2.8%
Hispanic 42.48%
Pacific Islander 0.43%
White 27.42%
Multi-Ethnicity 3.73%
Unknown 4.72%
≤19 25.87%
20-24 31.67%
25-29 13.92%
30-34 7.82%
35 and over 20.7%
Female 53.31%
Male 45.54%
Unknown 1.15%

California Community Colleges Chancellor ’s Office
Community colleges are open systems where any adult can enroll. This kind of structure
produces a diverse range of students, many of whom are underprepared for college-level work.
For example, according to the California Community Colleges Student Success Scorecard, over
39% of community college students are underprepared for college, as defined by having their
STUDENT PREPARATION FOR ONLINE CLASSES 10
placement test scores in math or English indicate a need for remediation (CCCCO, 2016c). The
students hold full-time jobs, provide financial support to their families, have limited English
language proficiency, come from disadvantaged families, and/or lack clear educational goals
(Shulock, Moore, Offenstein, & Kirlin, 2008).
There is debate at the national level regarding whether significant differences in college
success rates exist in online or face-to-face courses (Clark, 1994; Means, Toyama, Murphy,
Bakia & Jones, 2009; Xu & Jaggars, 2011, 2013, 2014). However, according to the Yearly
Study at the community college research site (CCRS), student retention in online classes is lower
than in face-to-face classes (55% versus 66%), and student success in online classes is lower than
in face-to-face classes (77% versus 84%). These lower rates of success affect the colleges’
strategic plan goals of student preparedness, access, and success. Efforts need to be made to
address the concerns.
As students engage in online learning, they must understand and possess the background
skills to learn in an effective and efficient manner. Online courses require more time and
personal commitment by the student. However, students often lack an understanding of what
online courses demand, and they often overestimate their capabilities. This misunderstanding
makes them more likely to withdraw from an online course due to technical difficulties or lack of
motivation (Bawa, 2016; Henry et al., 2014).
Online students face many challenges, but research pinpointed several aspects that
influence student success. Student success in online classes is “oftentimes unrelated to
knowledge; persistence is the sum of those factors that enhance a student’s ability to complete an
online course successfully” (Hart, 2012, p. 38). Persistence factors include a clear understanding
about the course requirements and about the commitment required, the student’s ability to
STUDENT PREPARATION FOR ONLINE CLASSES 11
develop a workable time management and study system, and having meaningful interactions that
build a sense of belonging (Kuo, Walker, Schroder, & Belland, 2014).
The state of California’s OEI, funded by the CCCCO, developed an innovative set of
interactive tutorials and tools, which may increase chances of success in an online course. These
tutorials address many of the issues outlined by the research, including the provision of an online
learning overview, a plan for success and for time management, and, finally, interaction skills
(Croxton 2014; Henry et al., 2014; Kuo et al., 2014). At the CCRS, the OEI online student
readiness tutorials are easily accessible to faculty and students on the college distance learning
program webpage. However, as of now, the tutorials are not widely well-known or used at the
CCRS.
Statement of the Problem
Research shows that students enrolled in community college online courses have lower
retention and success rates than their peers do in face-to-face courses (Johnson et al., 2015; Xu &
Jaggars, 2013). It must be acknowledged that academic student success in online classes is a
complex issue with many stakeholders, including students, faculty, and administrators. There
may be many barriers to students inside the realm of academics, but these are outside the scope
of the present study. This study focused attention on students and their experiences with
preparation for online courses.
Preparation programs for students in online courses have been shown to be effective, but
most of the studies are large-scale, quantitative studies. Preparation courses should have
elements of familiarizing students with technical skills they will need, study and time
management skills, student supports available, and guidelines for interactions (Bailey & Brown,
2016; Henry et al., 2014; Kelly 2013). There appears to be an absence in the literature of studies
STUDENT PREPARATION FOR ONLINE CLASSES 12
using qualitative methods to dig deeper into how these differences in the elements occur and how
they may affect student motivation and satisfaction. Although the OEI online student readiness
tutorials focus on specific aspects suggested by the literature that point to increased persistence,
there is a lack of published empirical data on how community college students in California
perceive the OEI tutorials. Due to this lack of research and understanding, the faculty at the
research site who teach online classes are hesitant to utilize the modules. In addition, there is no
requirement for students at the site to complete any kind of preparation for online learning.
Based on these trends, the present study sought to address the gaps in the literature by
examining community college student experiences with, and perceptions of, preparation for
online courses as provided by the OEI online student readiness tutorials.
Purpose of the Study
The current research sought to understand student experiences and perceptions of the OEI
online student readiness tutorials. It also sought to understand how this specific preparation
program affects student motivation and satisfaction in online courses. Most of the literature
reviewed was quantitative; consequently, this study addressed a gap in the literature and
contributed qualitative research findings to the field.
Methodology
This study was conducted at a large, urban Southern California community college whose
mission is to promote equitable student learning and achievement, academic excellence, and
workforce development by delivering high quality educational programs and support services to
their diverse communities. Distance learning courses are aligned with the college mission’s
focus on delivering high-quality educational programs using online resources. The distance
learning program is dedicated to supporting teaching and learning as well as enhancing student
STUDENT PREPARATION FOR ONLINE CLASSES 13
engagement, achievement, and academic success. In addition, the program strives to meet the
needs of all students while maintaining support for instructors using web-based or web-enhanced
classes.
The design of the current study was qualitative. The researcher conducted interviews
with online students. The concepts of the OEI online student readiness tutorials informed the
interview questions for the study. The data were analyzed through the theoretical lens of
motivation theory, specifically self-regulation theory (Zimmerman, 2002).
Research Questions
The following research question was generated to “explain specifically what the study is
intended to learn or understand,” and to best guide data collection methodology for this study
(Maxwell, 2013, p. 75):
1. How do the students describe the preparation that the OEI online student readiness
tutorials provided? How do they feel the tutorials helped them feel successful in online
classes?
This main question was supported by data gathered on the following sub questions:
a. How do the students understand and discuss their ability to use self-regulation skills
covered in the OEI online student readiness tutorials?
b. How do the students describe their satisfaction with the preparation that the OEI online
student readiness tutorials provided?
Significance of the Study
The U.S. Bureau of Labor Statistics projects occupations that require an associate’s
degree will grow by 18% through 2020, which is faster new job growth than for those with a
bachelor’s degree. Consequently, rates of success and completion must increase to ensure that
STUDENT PREPARATION FOR ONLINE CLASSES 14
there are enough educated adults to maintain the social and economic health of the state
(Shulock, Moore, Ceja, & Lang, 2007). The CCC system is indispensable to any effort to
increase degree production, given that it serves nearly three-quarters of the state’s public
undergraduates.
Answering the research question is of utmost importance. The results of this study of
community college student perceptions of, and experiences with, the OEI online student
readiness tutorials may lead to the benefit of online students’ future experiences in online
classes. This study adds to the small body of research that focuses on evidence that student
preparation programs must be considered along with best practices from either a faculty or a
college perspective. The data analysis provided findings that the OEI online student readiness
tutorials were considered to help participants’ success, and it is hoped that these results will
encourage faculty and the college to incorporate it into its curriculum.
Definition of Terms
Online Education Initiative (OEI). The California Community College Initiative,
funded by the CCCCO, provides support to college online teaching and learning programs and
coordinates resources and services available to the entire CCC system (CCCCO, 2016a).
Online learning. Planned learning that is institution-based, formal education that
normally occurs in a different place from the instructor and where interactive
telecommunications systems are used to connect learners, resources, and instructors (Moore &
Kearsley, 2012; Simonson, Smaldino, & Zvacek, 2015).
Persistence. Internal, external, and contextual factors that combine to influence a student
to remain in a course to completion (Croxton, 2014; Hart, 2012).
STUDENT PREPARATION FOR ONLINE CLASSES 15
Retention rates. Students who complete a course with a grade of A, B, C, CR, D or F.
In other words, students who stay in a course regardless of their final grade (Community College
Research Site, 2016).
Self-regulation. Process of self-directing learning processes, including cognitions,
behaviors, and affects, to achieve a goal (Cho & Shen, 2013; Zimmerman, 2002).
Success rates. Students who complete a course with a grade of A, B, C, CR, or P. In
other words, students who not only stay in a course, but also pass with a grade of C or better
(Community College Research Site, 2016).
Organization of the Study
This study is organized into a five-chapter structure, plus references and appendices.
Chapter One provides the background and statement of the problem. The research questions,
theoretical framework, and methodology are briefly discussed. Chapter Two provides a review
of the literature which frames the issue indicating a need for student preparation for online
learning in community colleges. Chapter Three describes the methodology used in the study.
Chapter Three also describes the research design, the sample selected, the data collection, and
the data analysis process. Chapter Four describes the results of the data analysis. Chapter Five
concludes the study with a discussion of the findings and implications for practice, as well as
recommendations for future research.

STUDENT PREPARATION FOR ONLINE CLASSES 16
CHAPTER TWO: LITERATURE REVIEW
In the study of any topic, it is imperative to comprehensively review what has been
written in the academic literature to establish a framework for the study (Creswell, 2014). This
chapter is a thorough literature review which starts with briefly describing the history of distance
education, followed by more recent general research findings. Although the success rates of
online courses in general are favorable, and have no significant difference from on-campus
courses, community colleges tend to have much lower rates of retention and success, so a focus
on the community college and its students will attempt to tell this story (Johnson et al., 2015; Xu
& Jaggars, 2013). The chapter continues with a description of aspects that influence and support
student success, and, although some research has been conducted on student preparation, there
exists a gap in the research as to how to most effectively prepare and support students.
The OEI online student readiness tutorials address many aspects that support student
preparation and success, but there is a lack of published empirical data on how community
college students in California perceive the OEI tutorials. Consequently, the present study sought
to address the gaps in the literature by examining community college student experiences with,
and perceptions of, preparation for online courses as provided by the OEI online student
readiness tutorials, through a lens of motivation theory.
History of Distance Education
Although many think of distance education as a current trend, in reality, the concept of
study involving the teacher and learner at a distance has a rich historical background. The
evolution of distance learning started in the 1800s and was targeted to a student group of adults
with occupational, social, and family commitments. In the early beginnings, correspondence-
type courses emphasized individuality of learning and flexibility in both the time and place of
STUDENT PREPARATION FOR ONLINE CLASSES 17
study (Simonson et al., 2015). The students had mailed monthly contact with their teachers and
the courses.
William Rainey Harper at the University of Chicago initiated the first formal program of
university distance education in 1892, and the correspondence model evolved into the higher
education system world-wide (Schlosser & Anderson, 1994; Moore & Kearsley, 2012). In the
early 1900s, radio and television added the promises of oral and visual components, and
instructional television was introduced.
Many years later, rapid improvements in technology translated into improvements in
distance education through electronic communication on computer networks (Caruth & Caruth,
2013; Schlosser & Anderson, 1994; Simonson et al., 2015). The increased rise of technology
allowed online education to offer flexibility and greater interactions, something missing from the
early correspondence courses where the teacher delivered highly structured material, but was not
able to provide timely feedback. Teleconferences led to more effective interactions, and, finally,
personal computers led to the opportunities afforded by multimedia applications such as CD-
ROMs, video and audio conferencing. Ultimately, the explosion of the Internet focused distance
learning into the largest central core of remote learning to date and stimulated new philosophies
in distance learning (Moore & Kearsley, 2012; Williams, Nicholas, & Gunter, 2005).
In the current era, distance education is a transformational strategy that allows institutions
of higher education to expand their traditional course offerings by including online education,
which has become an integral part of the U.S. educational system (Simonson, Schlosser &
Orellana, 2011). However, change does not come without challenges regarding the most
effective means of expansion. Moore and Kearsley (2012) offer the philosophy of distance
education as a system that has separate component parts such as design, delivery, interaction,
STUDENT PREPARATION FOR ONLINE CLASSES 18
learning, and management, but is part of a whole, dynamic moving system. Organizations that
have this view are more likely to have significant impact on quality and access (Simonson et al.,
2015).
Distance education, distance learning, and online learning have become all-encompassing
terms, with similar definitions. Simonson et al. (2015) asserted the definition of distance
education is an “institution based, formal education where the learning group is separated, and
where interactive telecommunications systems are used to connect learners, resources, and
instructors” (p. 31). Moore and Kearsley (2012) added the emphasis on the intentional, planned
learning that occurs by saying that “distance education is teaching and planned learning in which
teaching normally occurs in a different place from learning” (p. 2). The authors additionally
placed emphasis on the institutional organizations to support the technological systems inherent
in distance education.
In summary, any attempt to study a phenomenon must include a look at its historical
development. The evolution of distance learning from correspondence, one-way courses to two-
way communication media is an astounding addition to education, which will undoubtedly
continue to evolve as technology and research continue. As a result of this evolution, it is
imperative to understand the experience of the online student.
Distance Education
Distance education in the form of online courses is becoming increasingly popular, with
higher education institutions seeking to improve access and convenience for students. Allen et
al. (2016) reported that online enrollments continue to grow even as some higher education
institutions have had overall declining enrollments. The authors report that an estimated five to
seven million students enroll in online courses each year, an increase seen over several years,
STUDENT PREPARATION FOR ONLINE CLASSES 19
and the number of students who have not taken an online course continues to drop. The majority
of academic leaders in higher education “rate the learning outcomes in online education as the
same or superior to those in face-to-face instruction” (Allen et al., 2016, p. 5).
While this demand and appeal are alluring, as administrators in higher education look to
distance education to close access and cost gaps, they should be cautious. Administrators should
also consider student readiness for online courses as part of their online programs. Experts
question if cost savings will actually be the case, given the costs of start-up, updating courses,
and upgrading technology (Johnson et al., 2015). Xu and Jaggars (2013) suggested, until the
costs associated with high-quality online courses are quantified, such conclusions cannot be
made. In California, Johnson et al. (2015) asserted that the role online learning plays is
paramount to the state’s future. Johnson and colleagues stated,
However, cost savings are not the only reason to build the online learning capability of
California’s community colleges. Online education is essential to increasing access to
higher education. California’s future depends on an educated population, and online
learning has a vital part to play in achieving that goal. (p. 4)
Research in Distance Education
Although distance learning has enjoyed unparalleled growth in higher education, the
research on its success can leave one with confusion about its effectiveness. Clark (1983, 1994)
and Russell (1999) advanced provocative statements about their research beliefs. Clark’s (1983)
landmark claim that “media are mere vehicles that deliver instruction but do not influence
student achievement any more than the truck that delivers our groceries causes changes in our
nutrition” (p. 445) sparked much research about media and online learning. Russell’s (1999)
STUDENT PREPARATION FOR ONLINE CLASSES 20
seminal meta-analysis of over 350 online courses produced a publication, The No Significant
Difference Phenomenon, which also served as a catalyst for research and discussion.
However, upon more detailed reading, these authors asserted that quality pedagogy leads
to better student learning outcomes regardless of medium. Simonson et al. (2011) reminded
readers that “what is known about best practices in education is most often also directly
applicable to distance education” (p. 140). In support of this, Clark (1994) argued for the need to
separate methods from (media) medium. Method refers to student learning that is influenced by
the content and the cognitive processes of the learner, not by the technology or other media
associated with the course (Clark, 1994). Thus, the focus is not on which medium is best, “but
on what attributes of the medium can contribute to a positive, equivalent learning experience”
(Clark, 1994, p.22).
Clark’s findings (1994) imply that using technology as a learning solution in and of itself
will not change learning. However, using technology can change the process and activities for
students, and instructors should carefully use the “media selection process to achieve the most
effective and efficient delivery of these instructional methods” (Clark et al., 2010, p. 291).
Keeping an emphasis on instructor planning will keep the focus on the pedagogy behind the
choice of technology (Oblinger & Hawkins, 2006). Online learning can be equally effective
when designed well and is capable of being interactive (Driscoll, Jicha, Hunt, Tichavsky &
Thompson, 2012).
Following Russell’s (1999) seminal meta-analysis, there is much literature that references
the No Significant Difference Phenomenon, and which is generally consistent with it. For
example, in a university study using data sets from one course that was offered both online and
on-campus, the authors found little to no grade-based difference between instructional modes
STUDENT PREPARATION FOR ONLINE CLASSES 21
(Driscoll, et al., 2012). The no-difference result was replicated in another study in which
Cavanaugh and Jacquemin (2015) used a large-scale, 10 academic term dataset from over 5,000
courses and 100 faculty at a large university. Their data also suggested little to no difference in
grade-based outcomes. Likewise, Means, Toyama, Murphy, Bakia, and Jones (2009), in a meta-
analysis and review of online learning studies, concluded “students in online learning conditions
performed modestly better than those receiving face-to-face instruction” (p. ix). However, the
authors cautioned that the effects should not be attributed to the media itself, but to the method of
instruction found in the courses studied.
Research and theory in online learning points to the need for practice to be based on
empirical research findings, the key to a foundation of credibility and quality. If a change to
learning formats is suggested, caution should be taken to ensure that the learning outcomes are
not changed by the mode of instruction (Cavanaugh & Jacquemin, 2015). However, most of the
research that supports the “no significant difference” phenomenon focuses on university students
who are academically strong (Xu & Jaggars, 2011).
Distance Education in Community Colleges
As online learning is rapidly expanding in higher education, online course enrollments in
community colleges are markedly higher than those of universities: 97% of community colleges
offer online courses, compared with 66% of all post-secondary institutions (Xu & Jaggars, 2011).
Despite this growth in community colleges, specifically in California, most courses have much
lower success rates than face-to-face classes (Johnson et al., 2015; Johnson & Mejia, 2014).
Most research focuses on course outcomes from students who complete courses, but the
withdrawal rates tend be higher in online courses than face-to-face and are particularly high
among underprepared students (Xu & Jaggars, 2011). Johnson et al. (2015) asserted that only
STUDENT PREPARATION FOR ONLINE CLASSES 22
11% of online courses in 2013-14 were highly successful (defined as 70% of students earning a
passing grade, or as good as face-to-face). Specifically, taking online courses decreased
persistence by 7% and lowered final grades more than .3 grade points (Xu & Jaggars, 2013).
High rates of attrition contribute to the issue facing accountability efforts, and the “efficacy and
viability of distance learning” (Hyllegard, Deng, & Hunter, 2008, p. 429).
In California, by accessing student and course-level data about online courses through
the CCCCO, Johnson and Mejia (2014) studied the 113 community colleges, which are the
largest postsecondary education system in the nation. The increase in online courses is
significant: “enrollments increased by almost 850,000, while traditional course enrollments
declined by almost 285,000” (Johnson & Mejia, 2014, p. 4).
The CCC seek to improve the future of Californians by providing access to lifelong
learning for all citizens and creating a skilled, progressive workforce to advance the state’s
interests. Rates of success and completion must increase in the CCC to ensure there are enough
educated adults to maintain the social and economic health of the state (Shulock et al., 2007).
The CCC system is indispensable to any effort to increase degree production, given that the CCC
system serves nearly three-quarters of the state’s public undergraduates.
Community colleges typically serve nontraditional and underprepared students who have
family and work commitments, and online courses help them to complete more courses because
of the flexibility face-to-face courses cannot offer. In addition, students often need coursework
to further their employment options; workforce development is a large part of the mission of
community colleges. Online courses can help working students to complete the needed
coursework to advance their employability.
STUDENT PREPARATION FOR ONLINE CLASSES 23
Thus, distance education “has the potential to be a democratizing force in higher
education,” and must improve not only access, but also academic success (Xu & Jaggars, 2014,
p. 634). From an equity perspective, the gaps in success between students are even more distinct
in online courses, which, if continued, would make expansion of online courses more
problematic. Students must be self-directed and need more discipline to succeed. Often, online
courses are not designed to develop or support skills for success online, and students may need
even more support and scaffolding than in a face-to-face course (Xu & Jaggars, 2011, 2014).
Studies at Community Colleges
Large-scale studies suggest that students in online community college courses have
numerous challenges, and underserved populations are especially vulnerable in online courses.
The challenges that community college students face seem to be amplified in online learning.
Hyllegard et al. (2008) studied the determinants of attrition from online courses at Borough of
Manhattan Community College and asserted that the high attrition rates are not indicative of the
learning environment, but the result of an explosion of course access to populations that may
need the highest amount of support to manage their extracurricular circumstances. The authors
explained that increased course access may be detrimental to at-risk students looking for a new
way to complete courses. In addition, Xu and Jaggars (2011) analyzed multiyear statewide
datasets from community colleges in Virginia, which has a large higher education system
(24,000 students in 23 colleges), focusing on students taking a college-level math or English
class. Results of quantitative analyses exploring mid-semester dropout rates and the likelihood
of successfully completing the course showed that students taking entry-level courses did not do
as well online as in face-to-face environments. The authors concluded that, as community
STUDENT PREPARATION FOR ONLINE CLASSES 24
college students face many challenges, additional instructional support is needed for students to
succeed online (Xu & Jaggars, 2011).
Traditionally underserved populations also tend to struggle in the online forum. For
example, Xu and Jaggars (2013), using a large dataset from Washington’s community and
technical colleges over 4 years, explored course persistence, and final grade of completers. After
extensive quantitative analyses, the authors found significant negative impacts of online learning
on the two outcomes (Xu & Jaggars, 2013). The authors found that “gaps between online and
face-to-face outcomes are stronger among disadvantaged populations, particularly among ethnic
minorities and students with below average GPAs,” and these gaps may be even higher in states
or colleges that serve higher proportions of disadvantaged students than Washington (Xu &
Jaggars, 2013, p. 55). Moreover, using a subset of data from their 2013 study, Xu and Jaggars
(2014) looked deeper at the student characteristics in the courses. Specifically, they found that
men, younger students, and ethnic minorities might need additional support in online courses. In
California, African American and Hispanic students have significantly lower rates of success
than white or Asian students (Johnson et al., 2015; Johnson & Mejia, 2014). Although there is
some variation across academic subject areas, and types of students, the typical student
performed less well in online than in face-to-face courses (Xu & Jaggars, 2014).
Johnson et al. (2015), Johnson and Mejia (2014), and Xu and Jaggars (2013, 2014)
contended that courses need to be designed to promote strong intrapersonal connections -
important to student motivation, engagement and academic performance - especially time
management and independent learning skills. In addition, while the authors agree with the
notion that it is not course modality but course quality that influences student learning, they
asserted that quality online courses require more institutional supports to improve retention rates,
STUDENT PREPARATION FOR ONLINE CLASSES 25
which is a strong argument for student support and expanded preparation efforts (Xu & Jaggars,
2011).
These large-scale investigations add much to the body of literature about student success
in community college online courses (Xu & Jaggars, 2011, 2013, 2014). The findings are a good
starting point when looking at interventions that may be needed. However, most of the studies
use large data sets analyzed by quantitative means. Quantitative methods do not allow rich,
descriptive data from student voices to be heard, and by ignoring these narratives, essential
information may be overlooked.
Why distance education works is an important concept to understand, and its
effectiveness is contingent on several factors. Online learning environments should be designed
with purpose, and integration of effective online learning modalities. To address the concerning
statistics regarding students in online courses, and concerns of faculty and administrators, the
CCC system launched the OEI in 2014:
The trend toward centralization and standardization of online learning in the California
community college system holds the promise of closing the success gap with traditional
classroom instruction. The initiative is developing an infrastructure to train faculty and to
support students throughout the system. To be successful, OEI’s efforts to improve
online learning must be supported with sufficient resources and powers of persuasion
(Johnson et al., 2015, p. 4).
In summary, this research suggests that a more critical examination of the pedagogical
factors, student supports, and institutional structures that reinforce online students’ academic
commitment and motivation is essential. Without such an investigation, simply increasing online
STUDENT PREPARATION FOR ONLINE CLASSES 26
offerings will only result in subpar educational attainment among community college students
(Xu & Jaggars, 2011).
The Community College Online Student
Community colleges serve an incredibly diverse range of students, many of whom are
underprepared for college-level work, hold full-time jobs, provide financial support to their
families, have limited English language proficiency, come from disadvantaged families, or lack
clear educational goals (Shulock et al., 2008). According to the California Community Colleges
Student Success Scorecard, over 39% of these students are underprepared for college;
specifically, the student’s lowest course attempted in math and/or English was remedial level
(CCCCO, 2016,c). According to the Yearly Study (2016) at the CCRS, student retention in
online classes is lower than in face-to-face classes (55% versus 66%), and student success in
online classes is lower than in face-to-face classes (77% versus 84%). This problem affects the
college’s goal of student preparedness, access, and success, and impacts the student from
achieving their goals.
It is essential to explore aspects of online success as more students are enrolled in classes
that, along with added flexibility, require more self-directed skill. Because the learner is separate
from the physical classroom and from the instructor, success depends on students’ self-generated
ability to autonomously and actively engage in the learning process, and control, manage, and
plan their learning actions (Broadbent & Poon, 2015). Moore and Kearsley (2012) suggested the
idea that students are not only separated in distance and time but that distance is a social and
psychological phenomenon. He termed this phenomenon as transactional distance, which is a
function of structure (controlled by instructor and institution) and autonomy (control that learner
brings; learning strategies, interaction with materials) (Saba, 2005; Moore & Kearsley, 2012).
STUDENT PREPARATION FOR ONLINE CLASSES 27
Transitional distance is an important issue for course designers and instructional technology
departments to consider, as it affects the student’s experience and their subsequent success rates.
Findings suggest that the effectiveness of online learning may vary according to how the
course is taught and how students are prepared (Johnson et al., 2015). Learning depends on both
the learner and instructor - efforts and preparation are key to both - as “teaching and learning are
two sides of the same coin, often referred to as a learning experience” (Simonson et al., 2015, p.
201). Negative learning results are more common among students who come from
disadvantaged backgrounds, or have lower levels of preparation, so it is imperative to investigate
how all students can be successful in online classes. The concepts of social or cultural capital
further inhibit many community college students, as they interpret education and educational
supports in ways linking back to their early educational experiences in which there were
socioeconomic barriers (Johnson & Mejia, 2014; Stanton-Salazar, 1997; Xu & Jaggars, 2011,
2013).
Supporting Student Success in Online Courses
Much of the research in online learning focuses on improving rates of retention and
success by emphasizing the technology used, the faculty and the institution to solve the problem
(Johnson et al., 2015). However, this assumes that the control for improving student success lies
outside the realm of the students themselves. “Oftentimes unrelated to knowledge, persistence is
the sum of those factors that enhance a student’s ability to complete an online course
successfully” (Hart, 2012, p. 38). Thus, a look at those aspects that influence students’ success,
including their motivation, “the process whereby goal-directed behavior is instigated and
sustained,” is needed to focus on the student’s control of their own fate (Schunk, Meece, &
Pintrich, 2012, p. 5). The literature points to four general areas that influence student success in
STUDENT PREPARATION FOR ONLINE CLASSES 28
online courses (Croxton 2014; Henry et al., 2014; Jadric, Bubas, & Hutinski, 2010; Kuo et al.,
2014; Morris, Finnegan, & Wu, 2005; Tello, 2007; Wolff, Wood-Kustanowitz & Ashkenazi,
2014). These include the provision of an online learning overview, including technology
needed; a plan for success and for time management, including study skills needed; interaction
skills, and, finally, self-regulation skills.
Online learning overview and technology skills. Students often underestimate the
time, commitment, and technical skills that online courses require. For example, Wladis,
Conway, and Hachey (2016) observed that student parents with a young child (who may enroll
because of time constraints) had lower course completion rates. Although many students enroll
in online courses because they believe they are convenient and flexible, the assumption that
online learning is wherever, whenever is not always accurate. Learners need clear information
about the commitment required. Hart’s (2012) literature review revealed that even heavy
workloads were not a problem if students had realistic expectations. Furthermore, in a small
study at a university in Australia in which students were enrolled in a completely online course,
the authors found that the students needed preparation to not only access, but to understand the
technology and systems they need for the online experience (Henry et al., 2014). The students
were more likely to withdraw if they had technical difficulties, personal problems, work
pressure, or lack of time. Similarly, Jadric et al. (2010), found that access to technology,
computer literacy, and learner Internet self-efficacy were all predictors of student persistence and
success in online courses. Lastly, in a study that looked at face-to-face and online students in the
same course at a community college (many others use university), employment (hour/week), and
mode of delivery were statistically significant in predicting success (Wolff et al., 2014). The
STUDENT PREPARATION FOR ONLINE CLASSES 29
literature shows that students who have a clear understanding of the commitment that goes with
an online course tend to have greater retention and success (Jadric et al., 2010).
Time management and study skills. Hart’s (2012) literature review further clarified
that, if students actively plan to accommodate the time and effort needed to support a large
workload, they tend to be persistent. The author found that students with good study habits, the
ability to stay on task, and the ability to manage their time were more successful (Hart, 2012). In
another study with students at a Midwest community college, the top reasons students expected
to succeed were self-efficacy and determination, which included time management,
responsibility, and staying on task (Morris, 2011). To take a case in point, Cavanaugh and
Jacquemin’s (2015) finding that students who had higher GPAs did better in online classes,
while students with lower GPAs actually performed worse, points to the conclusion that students
who have good time management and study skills do well in all classes they enroll in. Course
completion is a fundamental measure of self-efficacy to complete further courses (Xu & Jaggars,
2011).
Interaction skills. Interactions can be measured by connections made between the
student and instructor, or participation with peers in online courses. Tello (2007) studied the
relationship between instructional interaction and student persistence. A look at 1569
undergraduate and 51 graduate students in online classes at a large state university revealed a
positive relationship between the interactions by the instructor and student attitudes. The study
data also revealed that instructor interactions, or lack thereof, accounted for 11% of the reasons
students provided for dropping out (Tello, 2007). Kuo et al. (2014) asserted that interactions
between the instructor and student are a strong foundational aspect of online courses, with a
“strong impact on learner outcomes and learner satisfaction” (p. 44). These data suggest that the
STUDENT PREPARATION FOR ONLINE CLASSES 30
level of interaction, and the ability to create connections, is critical to student satisfaction in
online courses. Bailey and Brown’s (2016) research further confirm Tello’s results, and add that
online support services, both in the individual course, and from the institution needs to be readily
available to the student to create a culture of connection to social and academic supports. In
addition, Morris et al. (2005) studied online course participation data of undergraduate students.
The authors found that the data showed significantly higher engagement in completers over
withdrawers in variables that measured frequency of participation, such as number of discussion
posts viewed, number of content pages viewed, and seconds on viewing and responding on
discussion pages (Morris et al., 2005). Interestingly, the ability to interact asynchronously on
discussion boards often encourages richer interactions between content and peers, as students can
reflect more deeply and longer in preparation for expressing their thoughts (Croxton, 2014). The
author added that discussion boards encourage student questions more than in face-to-face
classes.
Self-regulated learning skills. In addition to the above factors, student motivation must
be considered. Past research (Bol, Campbell, Perez, & Yen, 2016; Cho & Shen, 2013; Pintrich
& Degroot, 1990; Sun & Rueda, 2012; Zimmerman & Martinez-Pons, 1986, 1990) indicated that
self-regulatory skills are highly predictive of academic success and student satisfaction.
College students must be self-directed and able to regulate their own learning. Self-
regulated learning “is the process whereby students activate and sustain cognitions, behaviors,
and affects” that help them achieve their goals (Schunk et al., 2014, p. 158). To manage these
self-regulated learning strategies effectively, students taking online courses need to be conscious
and critical of their learning behaviors, persevere if challenges come up, and make good use of
their time (Broadbent & Poon, 2015). They must also have skills that allow them to regulate
STUDENT PREPARATION FOR ONLINE CLASSES 31
their own learning by goal setting, monitoring their progress, and reflecting on their outcomes.
Online courses require large amounts of autonomous learning, as there is no physically present
instructor who will offer scaffolding. Thus, with the increased autonomy in how students
interact with the course content and their instructor and peers, the ability to self-regulate is
critical (Sun & Rueda, 2012). In essence, self-regulation may have even more critical
importance in online environments (Bol & Garner, 2011).
Kuo et al. (2014), in a large quantitative study, tested student characteristics, including
self-efficacy and self-regulated learning. The authors found positive correlations existed
between self-regulated learning and student satisfaction. In another quantitative study with 203
online students at a large university, researchers found that instructors need to offer students
strategies to increase self-regulation in distance education, as self-regulation skills and interest
significantly predicted behavioral, emotional, and cognitive engagement (Sun & Rueda, 2012).
This was replicated in a study by Cho and Shen (2013), who found that self-efficacy and goal
orientation effectively predicted students’ self-regulation.
Although a study by Bol et al. (2016) focused on face-to-face classes, the participants
were community college students who had varying levels of preparation, which is typical of
students in the current study. The study used quantitative measures of comparisons between
control and experimental treatments. The students who received the self-regulated learning
training “reported higher metacognitive self-regulation, better time management strategies, and
had higher achievement” (Bol et al., 2016, p. 489).
In summary, the reviewed literature points to four main categories of online student
success skills. These are the student’s understanding of online learning, their ability to plan for
STUDENT PREPARATION FOR ONLINE CLASSES 32
success and for time management, strong interaction skills, and self-regulation skills. These
skills should pave the way for plans to prepare students for online learning.
Online Orientation and Preparation Programs
Orientation or preparation programs have been suggested as a way to improve the
student’s sense of confidence with the online environment, their self-regulation skills, and their
ability to create connections to their peers and instructor (Bailey & Brown, 2016; Henry et al.,
2014; Kelly, 2013). A preparation program can also help the student to not only determine if
online courses are a good fit for their expectations, learning style, and other personal
characteristics, but could also prevent later frustrations and decreased success (Harrell, 2008).
Although many colleges offer a type of orientation preparation, or readiness assessment, these
vary in content, and there is little evidence that they are effective. In many cases, preparation
duties fall to the instructor, who may not realize, or is unable to, support the skills needed by the
students (Johnson et al., 2015). When students approach their instructor for technical questions,
two things may occur: the instructor might complain that they must repeat the answers multiple
times, or the instructor may not know how to answer the student’s questions (Cho, 2012).
Cho (2012) outlined the process of developing an online student orientation, which
described the analysis, design, development, and evaluation phases. The author outlined the four
modules needed: covering the nature of online learning, how to learn in a learning management
system (LMS), the technical requirements of an online course, and the learning skills and
motivations needed. Similarly, Kelly (2013) asserted that an online preparation course would
have elements of familiarizing students to technical skills they will need, study and time
management skills, student supports available, and guidelines for interactions. The survey data
from students who completed an online orientation course confirm that it is valuable and
STUDENT PREPARATION FOR ONLINE CLASSES 33
confidence-building (Kelly, 2013). Although the data in Kelly’s study are positive, this was not
an empirical study, which calls for a more formal assessment process. Additionally, Britto and
Rush (2013) described the process of developing not only an online orientation, but also a
student support services unit.
Student expectations and the realities of online learning need to be addressed in a clearly
planned preparation program to address motivational issues related to time commitments (Henry
et al., 2014). Students typically need supports such as early warning systems to identify
struggling students and implementing a large-scale scaffolding program in all courses, which
would improve self-directed learning and increase overall performance and persistence in college
(Xu & Jaggars, 2014).
Adequate support systems must be in place for the learner, and interactions and
assessments should be carefully planned to support learning outcomes (Simonson et al., 2015).
Bailey and Brown (2016) reviewed literature and concluded that institutions need a greater
investment in supports for online learners, as student support systems have an impact on student
retention. These would include plans to foster student engagement, have supports readily and
continually available, and must have active leadership that supports the planning process (Bailey
& Brown, 2016).
Online Education Initiative Online Student Readiness Tutorials
To address the concerning statistics regarding students in online courses, and concerns of
faculty and administrators, the CCC system launched the OEI in 2014. It emphasizes essential
areas of online learning: course design, faculty support and development, and online course
interaction capabilities (Johnson et al., 2014). In addition to these initiatives, providing training
STUDENT PREPARATION FOR ONLINE CLASSES 34
to prepare students to take courses online is paramount in focus, which is the focus of the current
research study (Johnson et al., 2015).
To achieve the initiative of preparing students to be successful in online learning
environments, the OEI looked to SmarterMeasure. Based on research by Dupin-Bryant (2004),
which identified pre-entry variables related to retention in distance education courses,
SmarterServices LLC created the SmarterMeasure Learning Readiness Indicator
(SmarterMeasure, 2017). This is a self-assessment “tool that indicates the degree to which an
individual student possesses the attributes, skills and knowledge that contribute to success”
(SmarterMeasure, 2017), including the following non-cognitive factors (designated as Individual
Attributes, Learning Styles and Life Factors): self-motivation, time management skills, self-
discipline, persistence, and availability of time. “SmarterMeasure helps students to recognize
their strengths and provides resources to strengthen their weaknesses. Each student who takes
SmarterMeasure receives immediate feedback in the form of an individualized report that shows
his/her score for each of the various sections of the assessment” (SmarterMeasure, 2017).
Students who are confident of their readiness are much more likely to enroll in a distance
learning course. Student satisfaction, measured in additional research using comparison of data
from the SmarterMeasure Indicator and the Noel-Levitz Priorities Survey for Online Learners at
five colleges indicated that higher cumulative life factors and individual attributes from the
SmarterMeasure tool significantly predicted online learners’ overall satisfaction (Adkins &
Bryant, 2011).
Consequently, the OEI online student readiness tutorials were developed with support
from the CCCCO (2016a). The tutorials were developed to address and support the components
of the SmarterMeasure Learning Readiness Indicator assessment (A. Crowley, personal
STUDENT PREPARATION FOR ONLINE CLASSES 35
communication, January 31, 2017). Although there is no published empirical research available
on the OEI online student readiness tutorials specifically, the reviewed research on aspects of
student success points to the content of the tutorials, which focus on five areas: one, an
introduction to online learning; two, being technologically ready for the course; three, the
process of organizing for online success; four, online study skills and time management; and,
five, communication skills for online learning (CCCCO, 2016a). In California, the OEI online
student readiness tutorials can be paired with the SmarterMeasure assessment by colleges
utilizing the Canvas Learning Management System. However, the individual tutorials were
developed to be generalizable, thus making them useful to any student taking an online course,
regardless of the LMS their instructor is using.
The tutorials feature full universal design features. Universal design principles address
providing “multiple means of representation, action and expression, and engagement into their
lessons in order to meet the needs of all learners from the start” (National Center on Universal
Design for Learning, 2013). The tutorials include three choices of completion options. Students
can launch the tutorial as a multimedia presentation, view as a text only script, or listen to an
audio-only MP3 file, which gives all students the ability to access the content in their preferred
modality.
Tutorial One – Introduction to Online Learning. This tutorial introduces students to
online learning. It demonstrates how online courses are typically presented, and debunks some
common misconceptions about online learning environments. These myths include that online
courses are easier and self-paced, and do not require active communication and participation.
Lastly, the tutorial explains some specific differences students encounter when taking online
STUDENT PREPARATION FOR ONLINE CLASSES 36
courses as compared to a traditional classroom. For instance, it is not easy to be anonymous in
an online classroom, and the instructor may not always be instantly available.
Tutorial Two – Getting Technologically Ready. This tutorial familiarizes the student
with the hardware and software requirements of most online courses, and the value of a fast
Internet connection. It also demonstrates how to locate and download the free plugins that
courses require, such as adobe reader and flash player. Lastly, the tutorial describes the basics of
email, including having a professional screen name, and displays how to obtain technical support
when needed.
Tutorial Three – Organizing for Online Success. This tutorial explains the differences
in organization needed in online environments. For example, in a traditional environment, there
are multiple reminders about assignments, but more initiative and self-regulation is needed
online. The tools available are discussed, such as how organize a physical study space, how to
organize course materials, and how to develop a scheduling system.
Tutorial Four - Online Study Skills and Managing Time. In this tutorial, more details
about organizing for success are provided, such as study skills and time management. A self-
assessment tool is introduced to help students identify their study tendencies and habits, and then
individualized strategies for improvement are provided. The tutorial also explains why creating
and sticking to a study schedule can be even more essential to an online course than a course
taught on-campus, and discusses factors to consider when developing a study schedule.
Additional information is provided to help students understand why cramming for an exam or
assignment does not really work and, lastly, describes tips to stay motivated.
Tutorial Five - Communication Skills for Online Learning. This tutorial teaches the
vocabulary that may be used to describe communication in an online class, and how
STUDENT PREPARATION FOR ONLINE CLASSES 37
communication and interacting may be different as a student when learning online in ways such
as using discussion boards, chat features, and even video conferencing. The tutorial explains
some of the advantages and disadvantages of academic online communication, and how to
become an effective communicator in the online course. The current study will focus on the
students’ experiences with the OEI online student readiness tutorials, including students’
satisfaction with the preparation they received from the tutorials.
Theoretical Framework
Educational psychology studies show measuring the metacognitive and motivational
construct of self-regulation provides a deeper picture into academic preparedness, learning and
achievement (Pintrich, 2004; Zimmerman, 2002).
Self-regulation is also an important lifelong learning process that allows adults to expand
their skills by observation, trial-and-error, and self-refinement. In community colleges, students
are often underprepared for learning, and may lack self-regulation skills, which accentuates the
importance of preparation for online learning. The OEI online student readiness tutorials focus
on preparing students for online classes, including addressing study skills, managing time and
effective communication skills. The data gathered will be interpreted using self-regulation
theory.
Self-Regulated Learning Theory
To begin, it is important to situate self-regulated learning theory as part of the larger
model of Bandura’s (2001) social cognitive theory, which is based on a triadic view that defines
human functioning as reciprocal interactions among a person’s personal, behavioral, and
environmental factors (Denler, Wolters, & Benzon, 2014). The theory asserts that continuous
interaction between these cognitive, behavioral, and environmental influences produces learning.
STUDENT PREPARATION FOR ONLINE CLASSES 38
The authors emphasize that there are three sub-processes that refer to the self-regulation aspects
of social cognitive theory, which include self-observation, self-judgment, and self-reaction
(Bandura, 1991, as cited in Denler et al., 2014). The term self-regulated learning emphasizes the
autonomy and responsibility of students to regulate and control their own learning strategies
(Bandura, 1986).
Thus, “self-regulated learning theory and research developed in the mid-1980s to address
how students become masters of their own learning processes” (Zimmerman, 2001, p. 1).
Learners choose their own effective approach to learn the educational material and gain the study
skills they need. This view evolved as researchers found that focusing solely on cognitive
aspects of learning did not produce a full picture of how learning occurs. According to
Zimmerman (2001), “self-regulation is not a mental ability or an academic performance skill,
but, rather, a self-directive process which must be learned” (p. 1), through which learners
transform mental abilities into task-related academic skills. Zimmerman (1989) defines students
to be “self-regulated to the degree that they are metacognitively, motivationally, and behaviorally
active participants in their own learning process” (p. 329). He goes on to add that self-regulation
“refers to self-generated thoughts, feelings, and behaviors that are oriented to attaining goals”
(Zimmerman, 2002, p. 65). Students benefit from instruction and models that explain strategies,
and from seeing how they can use what they learn. It is noted, however, that general strategies
should be followed up by specific instructions in each subject or course. In other words, self-
regulated learning involves students evaluating their own knowledge, assessing what they need
to learn, choosing strategies to improve their knowledge, and, finally, using those strategies
(Zimmerman, 2002).
STUDENT PREPARATION FOR ONLINE CLASSES 39
Zimmerman and Martinez-Pons’s (1986, 1988) Self-Regulated Learning Interview
Schedule (SRLIS), was developed initially to assess 14 classes of self-regulated learning
strategies (information seeking, record keeping, self-monitoring, environmental structuring,
giving self-consequences, rehearsing and memorizing, seeking social assistance, and reviewing).
These strategies were later used to inform a social cognitive view of self-regulation processes as
a cyclical model, including forethought, performance and self-reflection (Zimmerman, 2002).
To be a self-regulated learner, students need to combine specific learning processes, a level of
self-awareness, and motivational beliefs. The forethought phase is the first phase, and includes
“metacognitive processes and self-motivational feelings/beliefs that precede efforts to learn and
prepare a student to self-regulate” (Zimmerman & Schunk, 2011, pp. 55–56). This phase sets the
stage for learning behaviors, and includes two categories: task analysis and self-motivational
beliefs. The task analysis category consists of goal setting, how a student decides the specific
outcomes of their learning, and strategic planning, selecting methods for learning that are
specific to the task.
Zimmerman points out that “self-regulatory skills are of little value if a person cannot
motivate themselves to use them” (Zimmerman, 2000, p. 17). Self-motivation includes self-
efficacy beliefs, and related outcome expectations, intrinsic interest and learning goal orientation.
Thus, learners must hold self-motivational beliefs about learning. They must have self-efficacy
beliefs which gives ideas about their personal capacity to learn, and outcome expectations about
how learning will benefit them going forward (Pintrich, 2000).
Cho and Shen’s (2013) research has found that academic self-efficacy is positively
related to their self-regulation and subsequent academic success. It is also related to their social
interactions in the online environment, such as discussion forums and communication with peers
STUDENT PREPARATION FOR ONLINE CLASSES 40
and instructors. Thus, the authors asserted that interaction-regulation, “students’ ability to
regulate social interaction with others” must be considered along with self-regulation of learning
associated tasks (p. 292). Cho, Shen, and Laffey (2010) agreed that students who self-monitor
for interaction have an increased sense of peer and instructor social presence and a sense of
connectedness. Additionally, computer self-efficacy, “one’s perceived ability to accomplish a
task with the use of a computer,” is related to increased time using online learning technology
and thus more engagement in learning (Sun and Rueda, 2012, p. 193). Importantly, the authors’
research indicates that computer self-efficacy is higher if students receive training before taking
an online class.
Zimmerman’s performance phase includes processes and beliefs that occur during
learning which has two major classes: self-control and self-observation (Zimmerman, 2000).
Self-control refers to the methods or strategies from the forethought phase, and help the learner
focus on how to maximize their efforts. This might include self-instruction, when the learner
describes to himself how to solve a problem. Additionally, attention focusing is a way to
improve concentration on studying and, finally, task strategies assist the learner to reduce a task
into meaningful parts. Self-observation represents analyzing events to figure out the cause;
“tracking specific aspects of their own performance, the conditions that surround it, and the
effects it produces” (Zimmerman & Paulsen, 1995, as cited in Boekaerts, Pintrich & Zeidner,
2005, p. 19). Learners benefit the most from self-observation that is accurate, informative and
temporal in proximity.
Zimmerman’s last phase, the self-reflection phase, includes behaviors and feelings/beliefs
that occur after learning. Self-judgement and self-reaction serve to inform the learner how
successful the learning event or process was, and the cause for that success or failure
STUDENT PREPARATION FOR ONLINE CLASSES 41
(Zimmerman, 2000). Self-judgement can manifest as self-evaluation, or as causal attribution, the
belief about the cause of successes or failures. Self-reaction involves the feelings of self-
satisfaction or positive affect after an event. It can also manifest in defensive and adaptive
reactions or responses. While this phase could be reflected in how students perceive their
satisfaction of the OEI tutorials, the tutorials themselves focus on forethought and performance
areas.
Assessing Self-Regulation
Quantitative methods. While some researchers attempted to measure self-regulated
learning using methods such as computer traces, think aloud protocols, and direct observation,
the majority of self-regulated learning research relies on quantitative methods such as self-report
questionnaires (Dinsmore et al., 2008; Zimmerman, 2008). Self-report questionnaires like the
Motivated Strategies for Learning Questionnaire (MSLQ, Pintrich, 1991) and the Learning and
Study Strategies Inventory (LASSI, Weinstein et al., 1987) offer the opportunity to survey large
numbers of students, but these quantitative methods fail to “probe the thoughts, explanations, and
justifications of those who are engaged in academic tasks for which monitoring or regulation
would be anticipated” (Dinsmore et al., 2008, p. 406). In addition, self-report instruments have
been increasingly noted for their unreliability (Schunk, 2008; Zimmerman, 2008).
Qualitative methods. Qualitative methods provide for exploration into a phenomenon
through the collection of personal experience data from participants with a focus on discovering
meaning. As the study sought to “understand how people interpret their experiences, and what
meaning they attribute to their experiences”, qualitative research methods are appropriate
(Merriam, 2009, p. 5). Therefore, as the current study sought to explore the OEI online tutorials,
qualitative study methods allowed for true exploration of the unique lived experiences of the
STUDENT PREPARATION FOR ONLINE CLASSES 42
students who used the tutorials and generated unique knowledge and comprehension of the topic
(Bogdan & Biklen, 2007).
An exploration of online learners’ self-regulated learning will provide guidelines for
online learners to improve their self-regulatory skills for online learning environments.
Summary
In summary, community colleges tend to have lower rates of retention and success in
online courses than university programs, so the current study focused on the experiences of the
community college online student with preparation skills for online classes. This thorough
review of the literature built the foundation upon which the current research was based, and
identified a gap in the literature. General categories of aspects that contribute to success in
online courses were described, and the gaps that exist around how to prepare students for online
learning programs were explored. Although the OEI online student readiness tutorials address
these aspects that contribute to success, there is no published empirical data on how community
college students in California perceive the OEI student online readiness tutorials. Self-regulated
learning theory was discussed as a theoretical model, and a rationale for study methodology was
advanced.
The current study focused on the students’ experiences with the OEI online student
readiness tutorials, including students’ satisfaction with the preparation they received from the
tutorials. The study will focus on student skills, framed in the conceptual model of the OEI
online student readiness tutorials. The concepts of the tutorials and the supporting theories will
inform the interview question formulation for the study.
STUDENT PREPARATION FOR ONLINE CLASSES 43
CHAPTER THREE: METHODOLOGY
The purpose of the current research was to attempt to understand community college
student experiences with, and perceptions of, the OEI online student readiness tutorials. As a
result, this study focused attention on the students’ experiences, as it is important to understand
how online preparation affects student motivation and satisfaction in online courses.
Chapter Three outlines the overall methodology for the study. It begins with a brief
review of the research problem. Then, an overview of the rationale for choosing the overall
research design is described. The chapter also identifies the sampling methods and population,
describe the instrumentation to be used, and how the data will be collected. Finally, the data
analysis strategies are explained.
Preparation programs for students in online courses have been shown to be effective at
increasing retention rates and student satisfaction, but most of the studies focus on large-scale,
quantitative studies. Preparation courses would have elements of familiarizing students to
technical skills they will need, study and time management skills, student supports available, and
guidelines for interactions (Bailey & Brown; Henry et al., 2014; Kelly 2013). There appears to
be an absence in the literature of studies using qualitative methods to dig deeper into how these
differences in the elements occur and how they may affect student motivation and satisfaction.
Although the OEI online student readiness tutorials focus on specific skills suggested by the
literature to point to increased persistence, there is a lack of published empirical data on how
community college students in California perceive the OEI tutorials. Based on these trends, the
present study sought to address the gaps in the literature by examining community college
student experiences with, and perceptions of, preparation for online courses as provided by the
OEI online student readiness tutorials.
STUDENT PREPARATION FOR ONLINE CLASSES 44
Research methods are always chosen and guided by the study’s research questions. The
current study sought to hear the student’s experiences using the OEI online student readiness
tutorials. Especially when studying educational processes, qualitative research can be of benefit
(Bogdan & Biklen, 2007). The qualitative method provides for exploration into a phenomenon
(the students’ OEI online student readiness tutorials) through the collection of personal
experience data from the students with a focus on discovering meaning. Specifically,
phenomenological research seeks to “describe the lived experiences of individuals about a
phenomenon as described by participants” (Creswell, 2014, p. 14). Therefore, as the study
sought to “understand how people interpret their experiences, and what meaning they attribute to
their experiences,” qualitative research methods are appropriate for this study (Merriam, 2009, p.
5).
While researchers attempt to measure self-regulated learning using new methods, the
majority of self-regulated learning research relies on self-report questionnaires (Dinsmore et al.,
2008; Zimmerman, 2008). These self-report questionnaires like the MSLQ (Pintrich, 1991) and
LASSI (Weinstein et al., 1987) offer the opportunity to survey large numbers of students, but fail
to “probe the thoughts, explanations, and justifications of those who are engaged in academic
tasks for which monitoring or regulation would be anticipated” (Dinsmore et al., 2008, p. 406).
In addition, self-report instruments have been increasingly noted for their unreliability (Schunk,
2008; Zimmerman, 2008).
Qualitative research questions focus on beliefs and actual usage of strategies, something
that could not be gained with quantitative methods, which typically focus on testing hypotheses,
expressed in numerical formats (Merriam, 2009). Additionally, in qualitative research, data is
gathered, analyzed from small bits of information into larger themes, and used to build concepts,
STUDENT PREPARATION FOR ONLINE CLASSES 45
which “rely less on counting and correlating, and more on interpretation” (Weiss, 1994, p. 3).
Findings are typically supported with quotations, not with statistics, and the researcher is the
primary instrument of data collection and analysis. Finally, this study contributes qualitative
research findings to the field, which will allow rich, descriptive data from student voices to be
heard.
Research questions
The following research questions were generated to “explain specifically what the study
is intended to learn or understand,” and to best guide data collection methodology for this study
(Maxwell, 2013, p. 75).
1. How do the students describe the preparation that the OEI online student readiness
tutorials provided? How do they feel the tutorials helped them feel successful in
online classes?
This main question was supported by data gathered on the following sub questions:
a. How do the students understand and discuss their ability to use self-regulation
skills covered in the OEI online student readiness tutorials?
b. How do the students describe their satisfaction with the preparation that the
OEI online student readiness tutorials provided?
Sample and Population
Sample
To gather data for the study, it was necessary to interview community college students
who are in online classes in which they have completed the OEI online student readiness
tutorials. The unit of analysis for this study is the community college online students’
experiences with the OEI tutorials at the CCRS. As the present study sought to address the gaps
STUDENT PREPARATION FOR ONLINE CLASSES 46
in the literature by examining community college student experiences with, and perceptions of,
preparation for online courses as provided by the OEI online student readiness tutorials, a
purposive selection sampling strategy was chosen. Purposive sampling allows for selecting
students best suited to provide relevant study information (Maxwell, 2013).
Research Site
The CCRS is accredited by the Accrediting Commission for Community and Junior
Colleges. The site serves about 35,000 students each year with affordable, flexible class
offerings and a wide range of educational options. Of the 35,000 students, over 18,000 are
enrolled in online courses (2016 College Facts). The college prides itself on diversity—from the
student population served to the educational programs provided. The college offers career and
technical education courses aligned with the current job market, a broad range of certificate and
degree programs, and academic courses that prepare thousands of students every year for
successful transfer to universities.
The CCRS was chosen as it is a large, diverse, urban community college setting, where
students with various levels of preparation for college are enrolled. Table 2 details the
demographic statistics from the state of California community colleges, and from the CCRS.
The statistics show that the CCRS has a higher number of disadvantaged student populations
than the state, which is concerning as Xu and Jaggars (2013) found that “gaps between online
and face-to-face outcomes are stronger among disadvantaged populations, particularly among
ethnic minorities” (p. 55). Thus, it may be even more important to study the population at the
research site. From an equity perspective, the gaps in success between students are even more
distinct in online courses, which if continued, would make expansion of online courses more
problematic. According to 2016 data at the CCRS, student retention in online classes is lower
STUDENT PREPARATION FOR ONLINE CLASSES 47
than in face-to-face classes (55% versus 66%), and student success in online classes is lower than
in face-to-face classes (77% versus 84%). The gaps in student success affect the college’s goal
of student preparedness, access, and success, and impact the student from achieving their goals.
Table 2
California Community College and CCRS Demographics for 2015-16
Ethnicity CA% SITE% Age Gender
African-American 6.41 14
Native American 0.44 0.2
Asian 11.56 8.5
Filipino 2.8 3.3
Hispanic 42.48 54
Pacific Islander 0.43 .8
White 27.42 14.6
Multi-Ethnicity 3.73 4.2
Unknown 4.72 .4
≤19 25.87%
20-24 31.67%
25-29 13.92%
30-34 7.82%
35 and over 20.7%
Female 53.31%
Male 45.54%
Unknown 1.15%

California Community Colleges Chancellor’s Office

The researcher is a full-time professor who teaches both on-campus and online classes at
the CCRS, and is involved in the online education board. The CCRS is committed to efficient
and effective development, implementation, and support of Online Education Initiatives that
enhance engagement and success of faculty, and of students, specific to online and hybrid
courses. It is valuable to have these research findings as one way to look at improving support
systems for students.
Instrumentation
In the current study, the research questions pointed to using a qualitative method, in-
person interviews with community college students, which allowed for gathering data to
understand the meaning of events, the contexts within which the participants acted, and the
influence this context had on their actions (Maxwell, 2013). As this study sought to explore a
phenomenon (the OEI online tutorials), qualitative study methods allowed for true exploration of
STUDENT PREPARATION FOR ONLINE CLASSES 48
the unique lived experiences of the students who used the tutorials and generated unique
knowledge and comprehension of the topic (Bogdan & Biklen, 2007). To answer the research
question, the interview data were coded and examined to build themes and concepts, which “rely
less on counting and correlating, and more on interpretation” (Weiss, 1994, p. 3).
This method allowed for true exploration of the phenomenon without presumptive
hypotheses guiding the study. The literature review, the theoretical framework, and the
contextual framework of the OEI online student readiness tutorials informed the content of
specific questions for the interviews. All questions were formulated carefully and with reference
to the research questions, to be sure that useable data was gathered for analysis. Table 3 shows
the relationships between the theoretical framework, the research questions, the OEI student
online readiness tutorials, and the interview questions.
Table 3
Research Question Grid
Self-Regulation Key
Sub processes
(Zimmerman, 2002)

Apriori Codes

RQ Tutorial questions
Forethought phase
Self-motivation
beliefs; task analysis
self-efficacy;
Outcome
expectations;
Strategic planning
1 & 1a #1 Introduction
to online
learning
#2 Getting Tech
ready
Interview
question #1, 2
Performance phase
Self-control; Self-
observation; Self-
judgment
Organizing and
transforming; Goal
setting and
planning;
Environmental
structuring;
Attention
focusing; Self-
evaluation; Self-
monitoring
1 & 1a #3 & 4 online
study skills and
managing time
#5
Communication
skills for online
learning
Interview
questions #3, 4, 5
STUDENT PREPARATION FOR ONLINE CLASSES 49
Table 3, continued
Self-Regulation Key
Sub processes
(Zimmerman, 2002)

Apriori Codes

RQ Tutorial questions
Satisfaction with OEI
tutorials
Interview
questions #6, 7

Interviews are “a purposeful conversation… directed by one in order to get information
from the other” (Bogdan & Biklen, 2007, p. 103). Interviews can be used to get information not
easily observed, such as feelings and thoughts, and allows for probing into beliefs, perceptions,
and perspectives, which provides meaningful data (Merriam, 2009; Patton, 2002). Interviews
allow for developing detailed descriptions, integrating multiple perspectives, describing process,
and learning how events are interpreted (Weiss, 1994).
The standardized, semi-structured interview (Merriam, 2009) which consists of a set of
questions that are planned and written ahead of time, was selected for several reasons. First,
although it limits total flexibility, it allowed for in-the-moment rewording of questions to clarify
meaning, and to ask probing questions as needed. The structure was also useful in this situation,
where the student participants’ time was limited. Finally, coding and analysis were facilitated
with discrete, limited amounts of data gathered with the semi-structured protocol (Patton, 2002).
Although the structure was formal, the questions were carefully written to be singular and
open-ended. Questions were also worded in a neutral way to prevent judgement, and to develop
rapport. Probes and follow up questions were designed for each interview question to be sure
that a deep, rich answer will be elicited from the participants (Patton, 2002). Each interviewee
was asked for permission to audio record the interview, to insure a quality record. In addition,
handwritten notes were taken as the interview progressed, both as a backup to the audio records,
STUDENT PREPARATION FOR ONLINE CLASSES 50
and as a method that allowed the researcher to focus on the answers given and to make notes of
markers that need further attention (Weiss, 1994).
Patton’s (2002) six types of questions (experience and behavior, opinions and values,
feeling, knowledge, sensory and background) provided a starting point for the interview
questions (Appendix A). The interviews asked in depth questions about the OEI student online
tutorials. It sought to explore the participant’s experience with the specific module content (such
as time management) and how they felt about the usefulness of the content to their lives. Lastly,
demographic data were collected.
Data Collection
To prepare to collect data, the researcher completed the required CITI training and an
application for research approval was submitted to the University of Southern California’s
institutional review board, after the qualifying exam was successfully defended (Appendix B).
An application request to conduct research was also submitted to the CCRS. After these requests
were approved, the data collection plan was implemented.
The process of selection occurred by the researcher contacting online instructors (by
email) to inquire if they utilized the OEI online student readiness tutorials. Instructors were
assured that the study, and the specific interview questions, only asked about the students’
experiences with the tutorials, and were in no way evaluative of the instructor or the course. The
research site’s institutional effectiveness department provided the researcher with student emails
for these courses. An email request was sent to the online students by the researcher’s
department chair, which contained a brief introduction to the survey, a request to participate, and
a link to the inquiry survey (Appendix D). The survey was constructed in Survey Monkey, and
contained a statement which explained the study, invited the student’s involvement by being
STUDENT PREPARATION FOR ONLINE CLASSES 51
interviewed (with the promise of a 10-dollar gift card), and if they were willing, requested their
contact information. Two hundred emails were sent, and 18 students responded to the survey
with their contact information.
Interviews were conducted during the seventh and eighth week of the semester, which
ensured that students would still have a clear memory of the tutorial experience, and had time to
practice some of the skills they were exposed to in the tutorials. The researcher contacted
interested students by email or phone (according to their preference) and scheduled a mutually
agreeable time for the interview. At the outset of the study, a plan to interview seven to ten
students was in place. To be confident that a point of saturation was reached, in which no new
data is being uncovered, the interviewing was concluded after ten participants (Creswell, 2014).
A private college office location was used to guarantee privacy and to provide a comfortable
environment for the participant. Finally, the participants were offered a 10-dollar gift card for
their participation at the completion of the interview.
Establishing positive relationships between the researcher and participant was the goal,
which involves “making interests known, and seeking cooperation of those studied” (Bogdan &
Biklen, 2007, p. 84). At the time of the interview, consent was obtained from each participant
(Appendix E). As part of the consent process, participants were assured that all study
information would be kept strictly confidential, their participation was entirely voluntary, and
they could withdraw from the study at any time. The researcher took care to store study data on
a secure password-protected computer, and all hardcopy materials were kept locked in a file
cabinet.
STUDENT PREPARATION FOR ONLINE CLASSES 52
Data Analysis
Creswell’s (2014) six steps of data analysis were utilized in the data analysis phase.
First, the data were “organized and prepared for analysis” (Creswell, 2014, p.197). The audio-
taped interviews were transcribed through Rev.com, which provided word-for-word transcripts.
Second, the researcher read all transcripts to ensure accuracy. Third, the researcher “condensed
data into smaller units for analysis” (Miles, Huberman, & Saldana, 2014, p. 86). An initial
reading of the transcripts used “open coding to allow rough categories to emerge and apriori
codes” (Harding, 2013, p. 82) from the reviewed literature and categories of interest from the
research question were added to the list, including those from Zimmerman’s (2002)
characteristics of a self-regulated learner (Harding, 2013). A codebook was created for data
analysis utilizing the constant comparative method, using the computer program, NVivo, to
allow for ease of data analysis. Fourth, each data source was reviewed and coded to find
commonalities, differences, and relationships (Harding, 2013). Phenomenological research
analysis uses the “analysis of significant statements, the generation of meaning units, and the
development of an essence description” (Creswell, 2014, p. 196) for themes and findings to
emerge. To answer the research questions, selective coding allowed an interpretation to make
meaning (Merriam, 2009). Thus, all the coding included close attention to the research
questions, which were a constant reminder of the purpose of the research.
Credibility and Trustworthiness
“Being able to trust results is especially important … in applied fields” as results will be
used to intervene in real life situations (Merriam, 2009, p. 209). To ensure credibility, this study
first collected rich data “detailed and varied enough to provide a full and revealing picture of
what is going on” (Maxwell, 2013, p. 126). Next, attention was focused to insure the results
STUDENT PREPARATION FOR ONLINE CLASSES 53
were consistent with the data collected to ensure reliability (Merriam, 2009). Also, care was
taken to be sure there was “no drift in the definition of codes, or a shift in the meaning of codes
during coding” (Creswell, 2014, p. 203). Lastly, ensuring credibility and trustworthiness
involves conducting the study in an ethical manner. Steps were taken to ensure the study was
carried out with integrity, and respect for the process of qualitative research (Merriam, 2009). In
addition, participants all signed informed consent forms, which identified the researcher, the
institution, the purpose of study, and a guarantee of confidentiality (Creswell, 2014).
Limitations and Delimitations
Identifying the study’s limitations is important to limit the threat to its validity. First,
while the study strove to have diversity, the sample was relatively small. Also, the data were
limited to individuals who chose to participate in the study, and the researcher assumed the
participants answered the interview questions truthfully. Next, while this study might provide
insight into what is happening at CCRS, the results may not be transferable, applicable or
relevant to other institutions.
As the researcher was addressing a specific observed problem of practice, the following
study delimitations were put in place. First, the study’s focus was limited to one California
community college’s online students. In addition, the findings were based on the respondents’
perceptions of the programs and practices that were the focus of this study, namely, the OEI
online student readiness tutorials, which is the current preparation program available at the
CCRS.
Summary
In summary, qualitative data collection is a rich and varied way to collect information
relating to people’s thoughts, feelings, and experiences (Merriam, 2009). In the current study,
STUDENT PREPARATION FOR ONLINE CLASSES 54
the research questions point to using a qualitative method - in-person interviews with community
college online students - which allow for gathering data to understand the meaning of events, the
contexts “within which the participants act, and the influence this context had on their actions”
Maxwell, 2013, p. 30). The sample consisted of students enrolled in online courses at a large
community college. Study data was collected by in-person interviews and care was taken to
ensure confidentiality and ethical considerations were respected. Data analysis was conducted
using coding strategies and allowed for themes and findings to emerge. These themes and
findings are discussed in the next chapter.
STUDENT PREPARATION FOR ONLINE CLASSES 55
CHAPTER FOUR: RESULTS
This chapter presents an analysis of the data collection results. It begins by describing
the participants, and then discuss the study’s main findings, organized by themes and the
research questions.
Preparation programs for students in online courses have been shown to be effective at
increasing retention rates and student satisfaction, but most of the studies focus on large-scale,
quantitative studies. Preparation courses have elements of familiarizing students to technical
skills they will need, study and time management skills, student supports available, and
guidelines for interactions (Bailey & Brown; Henry et al., 2014; Kelly 2013). There appears to
be an absence in the literature of studies using qualitative methods to dig deeper into how these
differences in the elements occur and how they may affect student motivation and satisfaction.
Although the OEI online student readiness tutorials focus on specific skills suggested by the
literature that point to increased persistence, there is a lack of published empirical data on how
community college students in California perceive the OEI tutorials. Based on these trends, the
present study sought to address the gaps in the literature by examining community college
student experiences with, and perceptions of, preparation for online courses as provided by the
OEI online student readiness tutorials.
This qualitative study used interviews to collect data, and the interview protocol was
designed to elicit answers that heard the student voices in narrative format, and surrounded the
participants’ experiences with the preparation from the tutorials. There was one overarching
research question:
STUDENT PREPARATION FOR ONLINE CLASSES 56
1. How do the students describe the preparation that the OEI online student readiness
tutorials provided? How do they feel the tutorials helped them feel successful in
online classes?
This main question was supported by data gathered on the following sub questions:
a. How do the students understand and discuss their ability to use self-regulation
skills covered in the OEI online student readiness tutorials?
b. How do the students describe their satisfaction with the preparation that the
OEI online student readiness tutorials provided?
Description of the Sample
The sample in this study consisted of 10 online undergraduates at a large, urban southern
California community college, CCRS (IRB Approval #UP-17-00076). The students were in a
variety of transfer-band level courses, were all female, and all had an educational goal of a career
certificate or associate’s degree. Other demographic features were relatively consistent with the
California community colleges (CCCCO, 2016b). They ranged in age from 20 to 46; the median
was 24 years of age, which is consistent with the state statistic of 31.7% being between ages 20
and 24. The number of online classes they had taken prior to this semester ranged from 1 to 10,
with all but 1 having taken fewer than 5 prior online classes. Table 4 outlines and reports the
participants’ demographic data.
STUDENT PREPARATION FOR ONLINE CLASSES 57
Table 4
Participant Demographics
Name Gender Age Ethnicity Employment Educational
Goal
Number of
prior online
courses
Edna Female 27 White Yes AA 4
Emily Female 34 White Yes AA 10
Sofia Female 26 Hispanic No AA 2
Chloe Female 21 White No AA 2
Kisha Female 20 Hispanic No Certificate 2
Paloma Female 46 White Yes Certificate 1
Brianna Female 20 Hispanic No Certificate 1
Jill Female 27 African
American
Yes AA 5
Kate Female 22 Hispanic/mixed No AA 1
Ana Female 22 Hispanic Yes AA 4

Findings for Research Sub Question 1
Research Sub Question 1 asked, “How do the students understand and discuss their
ability to use self-regulation skills covered in the OEI online student readiness tutorials?” Online
courses require large amounts of autonomous learning within the LMS environment, as there is
no physically present instructor to offer scaffolding. Research has shown that it is critical for
students to have effective self-regulation skills in online courses (Sun & Rueda, 2012).
Zimmerman (2002) asserted that, to be self-regulated learners, “students need to combine
specific learning processes, a level of self-awareness, and motivational beliefs” (p. 65).
Research sub question 1 was designed to explore if and how the participants learned self-
regulation skills from the OEI online student readiness tutorials and how they describe their
learning and use. There were several themes that emerged from the data: the importance of
strategic planning, self-motivation, self-control, and communication strategies unique to online
environments.
STUDENT PREPARATION FOR ONLINE CLASSES 58
Importance of Strategic Planning
Strategic planning involves selecting methods for learning that are specific to the task—
in this case, how to approach an online course (Zimmerman & Schunk, 2011). The data analysis
yielded themes centered on purposeful scheduling, and preparing for the technology needed to
succeed in an online class.
Purposeful scheduling. The OEI online readiness tutorial four explains why creating
and sticking to a study schedule can be even more important in an online course than a course
taught on campus, and discusses factors to consider when developing a study schedule. The
participants’ responses clearly explained how they comprehended this issue.
Keeping a calendar planner. Many of the participants reported that having a
calendar/planner was critical to scheduling and keeping track of time and assignments. Kisha
emphasized that the tutorials steered her in the right direction because “I did not understand at all
when I started it how was I going to schedule myself, and, because of that, [the OEI online
student readiness tutorial] did help me actually buy a calendar and schedule my classes day-to-
day.” Brianna also said, “I put the assignments due dates in my planner and check it, or I would
get lost, and I would forget everything.” Consistent with that line of reasoning, Jill emphasized,
Even though they’re online classes, it helps to use a physical planner. It really helps
because, in your head, you’re, like, remembering all the dates, but, if you put everything
out in a planner, then, at the beginning of the week, you can look through the week. Just
like even the physical schedule, I kept telling myself “I don’t need that. I have my phone.
I have the syllabus, it’s all on my computer,” but, to see it in print, it’s so much better.
Alternately, although Chloe expressed the need for a planner, she found that it was best for her to
keep an online calendar, and she used an online app suggested by the tutorial to merge all her
STUDENT PREPARATION FOR ONLINE CLASSES 59
calendars. Along with keeping a calendar, participants also discussed the importance of
scheduling their time.
How to schedule time. Several participants reported that they appreciated how the
tutorial demonstrated ways to plan and schedule time to do online coursework. The participants’
responses described ways to manage time, such as designating and prioritizing their time, as well
as more general management schemes. The research stated that students with good study habits,
the ability to stay on task, and the ability to manage their time were more successful (Hart,
2012).
Designating times. The participants first described scheduling time in terms of
designating specific days and hours during the week. For example, Jill noted that the tutorial
prepared her for the time commitment of online classes, but specifically helped her organize her
time for each class she has. For example,
Everything’s [work for all classes] due on Sunday, but I’m making time to do this class
on Monday, and that class on Wednesday, and half of another class Wednesday
afternoon. Whereas before, I would just wait until right before it was due, and I’m doing
classwork, four classes all in one day.
Also, Emily described that she always set aside 2 to 3 hours a day, depending on what she had
left to complete. She mentioned that she usually tried to get all her work done before the
weekend, because she wanted to preserve her weekend for non-school activities.
Prioritizing time. Some participants described scheduling as how to prioritize their time.
Edna said the tutorial helped her decide how to schedule in what classes she was going to work
on for each day:
STUDENT PREPARATION FOR ONLINE CLASSES 60
I go through all my syllabus for the next week. I put in all the dates of all the things that
are due, and then, with that in mind, and also my other schedule in mind, I start penciling
in when I’m going to work on what class each day.
Edna said, “[the OEI student readiness tutorial] instructed me to schedule a typical week in terms
of all my commitments, not only school, but work and other family and social kinds of things as
well.”
Overall time management strategies. Anna and Kate described time management more
generally. Anna pointed out,
It [the OEI online student readiness tutorial] told us to lay things out, whether on a
calendar or just have our materials laid out in a manageable way. So that we didn’t get
caught up in how big our assignment is or how little time we had. I thought that was
pretty helpful.
She went on to say that it did make her refocus because online courses:
Because it’s really easy to start slacking off. Instructors often give assignments on
Monday and you’re like, “okay, I can hold off until the night it’s due.” This has made me
feel like as long as I start doing the reading and other things on the first day it’s assigned,
it’s easier to tackle. Because otherwise I would definitely be that person, until midnight
on Sunday.
Although more of an abstract idea, Kate emphasized that the tutorials reminded her to, “stay on
top of it.” She wrote when assignments were due in her calendar and checks it:
I make time to do my homework and get things done. So, I learned [from the OEI
student readiness tutorial] that I need to spend time with an online course. It’s not just
doing it all at once and getting it done.
STUDENT PREPARATION FOR ONLINE CLASSES 61
Learned before tutorials. While many of the participants reported that the tutorials
helped them learn self-regulating strategies, there were some who said they had learned them
before the tutorials. An interesting finding emerged from the data analysis; even participants
who came into the process with strategies could identify and describe them in the context of the
tutorial. In other words, the time management ideas they discussed were similar to those of
participants who did the tutorials for the first time.
Calendar planner. For example, Edna said, “I have learned to keep a calendar not on the
computer but a physical one or just on my phone of all the due dates.”
Location. Edna continued her thoughts by giving examples related to location, such as,
I’ve learned to, if you’re going to do your work for your online class, always do it in the
same setting or place. If you always do it at home in your kitchen, always do it at the
same time and the same place so that way you can just get acquainted with it. I started
just finding a time when my roommates weren’t going to be in the kitchen and making
dinner or lunch or whatever so that I could have some time.
Planning time. The theme from above related to prioritizing time was echoed from these
participants as well. For example, Emily said, “I see what I have that’s due that week. I know
how much I need to do a day to get it done by the time it’s due. I remind myself what I need to
do, like doing a checklist.” Chloe was more specific with her planning, “all of our assignments
are due on Sunday at 11:55. So, I try to get half of them done on Thursday night and I’ll leave
the rest of them for Sunday night.” Paloma summed up her thinking about planning by saying,
“That’s just what you do. It’s like work. It’s your job; I read through it on a Monday, and I fit it
in my schedule.”
STUDENT PREPARATION FOR ONLINE CLASSES 62
To sum up, the participants stressed the importance of defining a process for time
management, and of the specific methods they used to assist them in strategic planning. Of equal
importance in strategic planning, however, the participants highlighted the need to have a
working knowledge of the technology used in online classes.
Preparing for the technology needed to succeed in an online class. A large number of
participants described the important role the tutorial played in preparing them for the
technological skills needed in an online course environment. Computer self-efficacy, “one’s
perceived ability to accomplish a task with the use of a computer” is related to increased time
using online learning technology and thus more engagement in learning (Sun & Rueda, 2012, p.
193). Importantly, the authors’ research indicates that computer self-efficacy is higher if
students receive training before taking an online class. The participants in the study described
learning basic computer knowledge, such as programs and software, how to get help for
technological problems, and the back-up options that the tutorial emphasized. Students need
preparation to not only access, but also to understand the technology and systems they need for
the online experience (Henry et al., 2014).
Basic computer needs. Tutorial 2 focuses on the hardware and software requirements of
most online courses, and the value of a fast Internet connection. It also demonstrates how to
locate and download the free plugins that courses require, and ends with support to obtain
technical support (CCCCO, 2016a). Jadric et al. (2010), found that access to technology,
computer literacy, and learner Internet self-efficacy were all predictors of student persistence and
success in online courses.
Programs and software. The participants commented specifically about how the tutorial
covered the programs and software needed. For example, Edna commented about the tutorial’s
STUDENT PREPARATION FOR ONLINE CLASSES 63
helpfulness regarding the breakdown of how to be smart with the programs and software. She
said, “I’ve discovered Google Drive, I use Google Docs, I use Microsoft Office and email.” As
mentioned earlier, Chloe said, “I discovered the online app, where it took your school schedule
and your calendar and it merged them together. That was super helpful.” Emily pointed out that
for most online classes, having a version of Microsoft Word is necessary, both to download
course documents, and to turn in assignments in a format that the instructor can access. Jill
expressed that she appreciated the tutorial preparing her for even the simplest things. She also
commented on browser knowledge:
After that [OEI online student readiness tutorial], I made sure I had all the web browsers I
could have, and I downloaded all the plugins, like Adobe Reader. I even realized that
some classes, depending on what site they use, some of the browsers don’t work at all. I
didn’t know that, so, after doing the tutorial and downloading all the browsers, now I
know which ones work with what, so it works out better for me. So, the [technology] tips
were actually helpful. I actually did save those.
Help seeking/tech support. The participants reported that the technical support tips
offered by the tutorials helped them know how and when to seek support, depending on their
needs. For example, Jill said, “definitely the troubleshooting tips helped me, because I like to
think that because I’m in this generation and age that I’m tech savvy, but I’m really not.” Edna,
Jill and Sofia reported they found the technical support section of the tutorials helpful in terms of
how to seek technical assistance when needed. Sofia also mentioned, “well, most definitely it
[the OEI online student readiness tutorial] was helpful giving me the heads up and letting me
know there might be issues with your Internet and this is how you can solve it.” She continued,
STUDENT PREPARATION FOR ONLINE CLASSES 64
explaining, “the tutorial did explain that [how to connect to the Internet], or I can connect to a
hotspot with my cellphone.”
Options for back-up. Edna discussed how important it was to have her work backed up:
“it [the OEI online student readiness tutorial] was very detailed about having more than one
source for holding on to your stuff, and to always remember to save as you go along.” She also
commented that even the small act of being aware of watching the battery level is of key
importance. Emily added the advice of being sure one’s printer has enough ink. Kisha
commented that she learned to remember external needs, such as headphones, and having an
alternate pair just in case.
Internet connections. To successfully participate in an online course, a reliable Internet
connection is a critical component. The participants discussed how the tutorial made them
intensely aware of this. For example, Kate said, “the Internet [connection] at my house, I have
dial-up Internet, and it’s not too slow, but it’s not too fast either. It depends on where you are in
the house. I have to adjust where I study.” The participants expressed appreciation for the
tutorial’s suggestions of how to have a back-up plan in mind. Kisha said,
I learned I need to have a backup plan if my Wi-Fi shuts down for some reason. So, it
was helpful for me to remember, “Okay, if Starbucks isn’t available for me, head to the
library, go to campus.” That’s what helped me is just having a backup plan for my
backup plan. These are my biggest troubles, finding where to study, where to go. If my
computer crashes, do I have a backup for that?
Sofia echoed Kisha’s comments by saying,
I really like the different choices that they [the OEI student readiness tutorial] give you.
So, whether it was a coffee shop, the library, your cellphone, school, I really like how
STUDENT PREPARATION FOR ONLINE CLASSES 65
they give you multiple options of where you could study, where you see the sign [“free
Wi-Fi”] such as Starbucks, Panera Bread, the library or on campus.
Two participants’ comments seemed to sum up most of the ideas that were expressed,
“The things that [the OEI online student readiness tutorials] suggested for time management are
really simple things, but they make a lot of difference.” This was echoed in the sentiment, “the
tutorial not only emphasized becoming disciplined to complete the work, but also ideas, such as
the planner, that would help me to be successful in any course.”
The Importance of Self- Motivation
Zimmerman (2000) pointed out that “self-regulatory skills are of little value if a person
cannot motivate themselves to use them” (p. 17). Learners must hold self-motivational beliefs
about acquiring knowledge. They must have self-efficacy beliefs which forms how they feel
about their personal capacity to learn, and outcome expectations about how learning will benefit
them going forward (Cho & Shen, 2013). The data analysis confirmed these ideas and revealed
insights into the critical role that preparation plays in the online student’s experience. The
participants discussed their feelings of self-efficacy for the rigor of an online class and of having
realistic outcome expectations for online learning environments.
Self-efficacy for the rigor of an online class. Most participants stated that the tutorial
helped to prepare them for the realities of the rigor and time commitment necessary for an online
class, which tends to predict success (Jadric et al., 2010). For example, Edna said,
Because I had to read all of the tutorial stuff for this class, I felt like, okay, I am really
ready to take this class, whereas in the past I was kind of just like, okay, you signed up
for it, go ahead and just do it. There’s no backing out. That was the difference about this
semester, [doing the tutorials] in the online class.
STUDENT PREPARATION FOR ONLINE CLASSES 66
Kisha said that
It [tutorial three] really helped me schedule my time, between classes, between my daily
life, and now I feel more confident in my classes, because I know what I’m doing and
when I’m doing it. It helped me feel successful. I can say it helped me extremely, time-
management, study-wise.
Sofia asserted, “I really liked that it [the OEI online student readiness tutorial] made me
feel much more comfortable and not all worried and anxious.” Kate’s responses echoed these
sentiments about being prepared and feeling confident.
Realistic expectations. Many conveyed the tutorial emphasized the need to be self-
starting. The participants discussed how the tutorials related to their decisions to control their
expectations and actions to complete their online courses. For example, Chloe said, “You have
to make sure that you’re actually going to go on there and do your work, and you just want to
make sure that you have it set as a reminder on your phone.” Sofia discussed the importance of
being disciplined to read the articles, do the work, and turn in the homework on time. She
pointed out that this is even more important in online classes, as compared to on campus classes,
where the instructor is physically involved and may have more guidance for the students. Jill
confirmed Chloe and Sofia’s ideas, and asserted the idea that in online classes, it is important to
be proactive. For example, she said,
I do remember that they [the OEI online student readiness tutorials] were saying you have
to be proactive because no one’s going to hold your hand, so, whether you have to change
your environment or plan it out, make a schedule. It’s all on you.
STUDENT PREPARATION FOR ONLINE CLASSES 67
Participants agreed that the popular myth of online courses being easier is not true. Often, online
courses are harder because of the time commitment and the self-discipline need to follow a
schedule. Jill confirmed this by saying,
You have to be more committed since you don’t have, someone’s not on you, saying
“Okay, this day you have to do this part, this day you have to do this part,” It’s kind of
like, just get it done by this day. Since you have this freedom, you have to know how to
use that freedom. I tell myself don’t misuse it.
Thus, with the increased autonomy in how students interact with the course content and
their instructor and peers, the ability to self-regulate is critical (Sun & Rueda, 2012). Kate
summed up many participants’ thoughts by saying, “Hopefully, I will be able to see the
difference from last semester to this semester, to the change that I did, because of those
tutorials.”
The Importance of Self-Control
Self-control refers to the methods or strategies which help the learner focus on how to
maximize their efforts. The data analysis revealed insights into how the participants achieved
this task. For example, the responses explained self-instruction, which occurs when the learner
describes to himself how to solve a problem. Additionally, the participants explained how they
achieved attention focusing as a way to improve concentration on studying and finally, how they
use task strategies to assist themselves into reducing a task into meaningful parts (Zimmerman,
2000).
Self-instruction. Participants discussed the value of the tutorial that helped them to
instruct themselves how to solve a problem they faced in the online environment. For example,
STUDENT PREPARATION FOR ONLINE CLASSES 68
the self-assessment tool in tutorial four that is meant to help students identify their study
tendencies and habits was reported to be useful to many participants. For example, Anna said,
I was leaning towards “procrastinator” and “balancing act,” which is pretty spot on. It
[the tutorial] said to help with that I should be putting my work in small chunks, that I
can space it out throughout the week. And that helped me a lot.
Kisha also reported that she appreciated the self-assessment tool, saying that, “maybe it’s just me
learning how to time-manage myself, but it was like a little kick, and it does help.” Kisha
summarized how she’s learned to instruct herself by saying, “from beginning online classes to
now, I can see how it changed me. Doing this tutorial has actually helped me figure out how I
am to study.” Edna admitted being guilty of trying to do things on time but not completing them
thoroughly, and she said, “I think that’s where the ‘pressure cooking’ sets in, where I’m aware of
deadlines and the goals that I need to meet. It’s funny to use your ability to work under pressure
as an excuse to procrastinate.” Jill said she discovered her procrastination levels:
I knew I was a procrastinator but I didn’t know I was that much of a procrastinator. That
tutorial, it suggested things that were really simple that made such a big difference. I
already noticed that, half-way through the semester, I’m doing much better than I have
done in the previous semesters because I’m in my mind like, “Okay, you’re naturally a
procrastinator, so just get it done early. You have the time, get it done early.
Kate stated her agreement by saying:
I find myself to be a little bit of a procrastinator. So, they [the tutorials] helped me a lot
in actually focusing and working on getting it done. Whereas before, I didn’t, and I guess
I didn’t take it as serious. I could have done better if I had had the tutorials last semester.
I noticed that I used to have a bad habit, actually, of getting my homework done on
STUDENT PREPARATION FOR ONLINE CLASSES 69
Saturday and Sunday, and the online class stuff is due on Sunday at 11:55. I’ve actually
come to not do that so much.
Edna and Emily both discussed the importance of proofreading assignments or discussion
posts before turning them in. Edna asked herself, “why don’t I give myself a couple of days to
just look over it and proofread before I submit it? That’s a big thing for me. Before the tutorial, I
tended to not proofread.” Emily further elaborated about proofreading, “I copy and paste the
discussion question into a word processing program, write what I want to write, reread that,
make sure that it goes together, then copy and paste it back into the forum box. I feel like that’s
better.”
Attention focusing. Participants reported that the tutorials helped them to improve their
concentration strategies (Morris, 2011). First, the participants discussed how the location they
chose helped to improve their concentration, as being on their own to study is problematic at
times. For example, Anna began by emphasizing how location can change her viewpoint about
studying by saying, “I like how they [tutorials] talk about study location and the mindset you get
when you’re gonna start studying, because studying on the couch is a lot different than studying
in the library.” Kate continued that theme by explaining,
I feel the need to study somewhere where I feel like everybody’s studying. So, I tend to
study as well. I definitely cannot be at home or at someone’s house. It does not get done.
I will sit there on my phone, watching TV, whatever. But if I am in a coffee shop or in a
library or something, I actually really get my work done.
Kisha wrapped up by saying, “I no longer study when my house is full of people. I moved my
workspace to a secluded corner in my room, and I’ve cleared it of anything that can distract me.”
STUDENT PREPARATION FOR ONLINE CLASSES 70
The participants conveyed their appreciation that the tutorials recommended how to choose a
location that worked for them.
To focus their energy on studying for their online classes, a few participants commented
on tactics they used to reduce distractions. For example, Edna said, “I do have to put my phone
on airplane mode, and I have to set it away from me. I am guilty of trying to multitask.” She
mentioned another approach that helps her focus her time: “I tell myself work straight through
for two hours nonstop without even looking at the clock. Sometimes, I’ll set a timer for myself.”
Emily also mentioned that she had to reduce her distractions to effectively study.
Task strategies. Participants discussed how the tutorials helped them approach their
classes and the assignments within them. Many discussed how they approach their work and
divide it up into meaningful parts (Morris, 2011).
The participants commented on strategies they learned from the tutorials that helped them
to avoid procrastination, such as making checklists and dividing work into smaller chunks.
Brianna started by saying, “Well, I organize myself by planning, and making a to-do list, and
then, at the end of the week, I make sure I did everything.” Edna continued by saying, “at the
start of the week, I look up what might be due this week, and what kind of assignments are due
this week. Then I think about how can I make this work for the week.” Kate said, “I thought the
tutorial when they talk about taking the time and making a schedule and staying on top of the
emails was helpful, and now I really take the time to do it.” Jill stated,
When I’m done with this week, I go through all my syllabus for the next week and put in
all the dates of all the things that are due, and then, with that in mind, and also my other
schedule in mind, I start penciling in when I’m going to work on what class each day.
STUDENT PREPARATION FOR ONLINE CLASSES 71
The participants discussed how dividing work into smaller parts was helpful. For example, Anna
said, “having smaller chunks helps me set it up so I’m not waiting ’til the last second.”
Alternately, Brianna divided up work based on what is due first, “or, if it’s the hardest stuff, like
if it’s more work, I’ll do that first, and I’ll do the easiest stuff last.” They reported that the
strategies they learned from the tutorials that helped them to avoid procrastination were helpful,
but they also spoke of shaping their environment.
The participants discussed how they organized their environment as a task strategy.
Many printed their course syllabi; Emily said, “I have a stack of syllabi, and I’ll fold them to the
week that I’m in, and line them up on my desk.” Jill also commented on this by saying, “I
actually print out all my syllabi. I’m a visual learner and so it’s better if I have something right
in my hands.”
The materials in their environment were also mentioned as a task strategy, such as when
Kisha explained, “I have a whiteboard and a bulletin board. I have the actual big desk calendar
and the planner on top. And then I still have my phone to remind me.” She explained that she
has the whiteboard to see future assignments, the bulletin board for current work, and her phone
to remind herself to check into the course site and check her email. Kisha went on to say,
Tutorial [three], I believe, was the most helpful for me. I bought a calendar, a planner,
and multiple supplies like notebooks, highlighters and sticky notes. Each notebook is
color-coded. Then, those correspond with my highlighters on my planners. So, I’ll
highlight due dates, what has to be done, what I still need to study. I depend on my
planner, I depend on my phone, I depend on all my calendars that going on, and
sometimes, people are like, “You’re going overboard,” and I’m, like, “No, because I’m a
full-time student.”
STUDENT PREPARATION FOR ONLINE CLASSES 72
Lastly, participants commented on how they learned to improve their memory strategies.
Emily said, “I highlight a lot. I feel, if I highlight it, I’m gonna remember it. So, I mean that’s
kind of how I remember stuff, and repetition.” Alternatively, Kate said, “I tend to remember
things more when I write them down. So, sometimes, if I feel like something isn’t sticking, I
actually write the notes on a separate sheet of paper.” In summary, the data analysis revealed
how the participants used strategies to maximize their self-efficacy and determination, which
included time management, responsibility and staying on task (Morris, 2011).
Learned before tutorials. While many of the participants described how the tutorials
helped them learn self-regulating task strategies, there were some who said they had learned
them before the tutorials. Like the participants above, Emily said,
One thing that has always helped me, and it’s something that they [the tutorial] talked
about, is printing out the syllabus, whatever your teacher gives you that has everything on
it, and highlighting, and check marking the things that you’ve done, the things that you
need to do, circling due dates, like doing all that, and having it all out on your desk, in
your quiet area.
Chloe mentioned that color coding materials was a strategy that worked well for her. Kate also
mentioned that having binders for each class, with dividers for notes, handouts, and assignments
was a tactic she adopted from a prior semester when the professor required it. Along with
specific plans, participants discussed how the tutorials confirmed their ideas.
Tutorial validated their strategies. For the participants who were familiar with self-
regulating strategies, they reported that many of the tutorial topics validated their study choices
for them. For example, Chloe knew she was a procrastinator, but the tutorial reinforced her
knowledge, and gave her strategies that she knew, but was glad to be reminded of. Emily,
STUDENT PREPARATION FOR ONLINE CLASSES 73
commenting on her study strategies, said, “the tutorial just kind of reminded me, oh, yeah. I do
do that and it helps me. That’s cool. That’s what I already do.” Paloma confirmed these ideas
by saying that the tutorials reinforced much information that she already practiced in online
courses.
Cho and Shen’s (2013) research has found that academic self-efficacy is positively
related to their self-regulation and subsequent academic success. It is also related to their social
interactions in the online environment, such as discussion forums and communication with peers
and instructors. Thus, the authors assert that interaction-regulation, “students’ ability to regulate
social interaction with others” must be considered along with self-regulation of learning
associated tasks (p. 292). Cho et al. (2010) agreed that students who self-monitor for interaction
have an increased sense of peer and instructor social presence and a sense of connectedness.
Communication Strategies Unique to Online Environments
Tutorial five discussed how communication is different when learning online, some of
the advantages and disadvantages of academic online communication, and how to become an
effective communicator in an online course. Themes included netiquette, including
communication with peers and the instructor, and how communication differs in online courses.
The term netiquette means network etiquette, and generally covers the way that effective
and courteous communication should happen in online environments (Shea & Shea, 1994).
Many of the participants commented that the tutorial helped them understand this concept. For
example, Kisha said,
The big thing I can remember [from the tutorial] is the word netiquette. I had no idea
what it meant, and, when I figured it out, that actually helped me when I’m responding to
my peers in discussions online. So, I’m, like, if I wanted to make a statement that’s
STUDENT PREPARATION FOR ONLINE CLASSES 74
really out there, I’ll stop myself and say I can’t bold it because that sounds too rude.
Before I would just type what was on my mind, but now I proofread and make sure
exclamation marks are taken down from five to one, making sure I use smiley faces. I
can use them to express how I’m trying to make a statement, and it’s really helped.
Sofia also commented on the importance of the words that one uses. She knew what she wrote
would be posted online and people would see it; “not only the teacher but other students, so we
want to be respectful to a diverse community, and be aware of what type of words we use so they
don’t get offended.” Sofia also mentioned that using punctuation is important because it can
convey emotions such as excitement or anger, but can often be misconstrued. Jill said she
appreciated that the tutorial pointed out that netiquette is essential in discussion forums in online
classes because, when speaking to someone online, there is no way to see verbal and nonverbal
cues: “When you’re online, the other person can’t see that, so, even if you say something with an
intention that’s not bad, if they’re reading it literally, it gets difficult.” She went on to say,
In one of my classes, we had a discussion about racial perceptions and, for the most part,
it was very civil, but there was a couple of commenters that made me think that maybe if
they would’ve said that in class, in a traditional class in person, it would’ve been taken a
little bit differently, but it’s because you can only read exactly what’s written. It’s
difficult to understand tone online.
Paloma confirmed this idea by saying, “Especially in professional communication, we really
kind of need to hold back, especially when you don’t hear intonation when you’re writing. You
really have to watch your language because you don’t want it to be misunderstood.” Edna also
expressed,
STUDENT PREPARATION FOR ONLINE CLASSES 75
A lot of misjudgment happens through text or emails. I feel like using the same kind of
voice that you do when you’re talking to people or the same kind of voice you would use
when you talk in your class. That’s the same way that you should talk in your discussion
boards in the online class because sometimes you communicate with the professors;
sometimes you communicate with your classmates.
Netiquette in communicating with instructors through email was also cited by the
participants as an important tutorial lesson. For example, Chloe expressed, “I thought it was
useful how they [the tutorial] helped kind of shaping how we should go about asking questions
for the course.” Jill further explained, “because you’re not face to face you have to make sure
when you’re emailing and talking to your teacher you have etiquette because it can come off
wrong. Now I definitely re-read my emails before I send them.” Emily admitted,
That’s one thing that I learned that I’m very bad at. I emailed an instructor something in
the beginning of the semester, and I didn’t even say hello. Then, I went through this
[tutorial], and learned to be a little bit more professional. So, now I say, “Hello, I hope
you can help me out. Thank you.” So, that helped me, actually, a lot.
Kisha also said,
It [the tutorial] helped me communicating to my instructors. I had no idea how to word
an email to my professors. I did not know how to properly send them saying, “I need
help.” It showed me the biggest difference from the online to the campus class. On
campus, I would just say, “Excuse me, I need help.” But, sitting behind the computer, I
actually do go back to the tutorial and check, did I word this right?
The other main difference participants mentioned centered on how communicating online
is different than in a classroom. Emily explained,
STUDENT PREPARATION FOR ONLINE CLASSES 76
I think a lot of people get really nervous when they talk in front of people. In a
classroom, somebody’s gonna look at you like you’re stupid or something, and that’s
totally gonna shut you down. But, in a discussion forum, we’re not going back and forth.
You’re writing what you want to write, and then you submit it. And then someone’s
gonna read it. They can choose to reply to it, or they don’t. So, I mean I think that…and
it gives you more time to discuss what you want to say. You can erase.
Paloma said, “I like the dialog better. That gets us all going in a good professional collaborative
conversation.” Jill mentioned a revelation she experienced after doing the tutorial:
I’m a person who enjoys discussions in class. I like hearing what other people have to
say, and I like talking. I think, at first, it just didn’t correlate to me that that was pretty
much the equivalent of an in class discussion. It felt like another assignment and just
another thing I had to write stuff for.
She described how online communication can build a community in an online class. She
explained, “Even though I never met these people in person, I’ve noticed people in my class
were in my other online classes. It’s kind of like, ‘Hey, nice to see you again’ even though we
actually never seen each other.”
Cho and Shen’s (2013) asserted that interaction-regulation, “students’ ability to regulate
social interaction with others” must be considered along with self-regulation of learning
associated tasks (p. 292). Cho et al. (2010) agreed that students who self-monitor for interaction
have an increased sense of peer and instructor social presence and a sense of connectedness.
Findings for Research Sub Question 2
The second sub-question asked, “How do the students describe their satisfaction with the
preparation that the OEI online student readiness tutorials provided?” Students described their
STUDENT PREPARATION FOR ONLINE CLASSES 77
satisfaction with the specific experiences they had in the tutorials and described the preparation
as helpful to their success (Henry et al., 2014, Jadric et al., 2010). To begin with, most
participants commented that the tutorial helped them prepare for the technology needed to
succeed in an online class. Sofia expressed that she appreciated how the tutorial helped to
“prepare myself in case of a scenario where [I had] technical difficulties,” and Brianna said,
“there are some people that really don’t know nothing about computers, so I think that was a big
plus right there.” However, Anna reported that most students would already know this
information, but, “for the most part I’m good with technology. For people that don’t really do it,
I can see why that would be really helpful, though.” She also noted that, “it [the tutorial] was a
little on the lower end of technology, like make sure things are plugged in, check the Internet
connection, make sure you have the right program.” Most students still mentioned it was
helpful, and participants discussed the usefulness of the tutorials for specific types of students.
First-Time Online Students
Many participants expressed the sentiment that the tutorials are very helpful for first-time
online students. Brianna said, “for the students that took the [tutorials] for the first time, I think
it was really helpful and would make them feel successful in online classes.” Jill agreed, saying,
Especially if you’re first time student, because I have definitely taken online classes
before and I felt kind of lost. I remember my first one, there was no orientation. I mean
there was the site orientation, but you’re just like, “Whoa, okay, so it’s just up to me? I
think, especially, for first time students, it’s [the tutorials] valuable.
Kisha continued this thought, saying, “I already knew that online classes weren’t easier, but it
was a little bit more like a reality check that, okay, it’s still the same work that you’re doing.”
STUDENT PREPARATION FOR ONLINE CLASSES 78
Lastly, Paloma expressed that she felt comfortable with online courses, but, “for someone that
was new to it, I would think that that would be very helpful with all that information.”
Some students commented on the way the tutorials were set up, and they reported liking a
variety of different features. First, Chloe said she liked how it was interactive, when participants
did the self-assessment to find out their study type. Secondly, Jill commented on the video clips:
“One thing I really like and that I remember is the interviews with the students. Actually hearing
someone else’s experiences, it’s like, okay, if it works for them maybe it’ll work for me.” Kate
said she liked the fact that:
It [the tutorial] tells you how being an online student is successful, and I think a lot of
other students should really take from it. I know I approach my class differently because
I take the time, I put everything in my schedule, and I actually take the time to study
somewhere where I’m able to focus.
Edna said, “it was a really helpful tool because I didn’t really think about it in a
structured way like they frame it or format it in there and by steps so that was helpful”. Kisha
expressed:
I had to get used to it and understand that there are differences between an online class,
and an on-campus class. Now that I’m taking both, I can see the differences, through
communicating with your professor, with your peers, and it’s a big difference.
Anna expressed,
I did like that it showed me the cost value analysis and taking a course at campus and
taking one online. Factoring in the cost of gas, the cost of time, how long it’s going to
take you to go to and from, things like that. It’s pretty interesting to have them break it
up in that way. Most people don’t think of it like that.
STUDENT PREPARATION FOR ONLINE CLASSES 79
Lastly, Sofia reported that she enjoyed the multiple examples and scenarios that correlated to the
explanations; she felt this made things much easier to understand.
Experienced Online Students
Most of the participants had already completed online courses prior to this one, and
overwhelmingly, they expressed the desire to have had the tutorials in or before their first online
class. For example, Anna commented, “I think they are pretty effective. Since this was already
my fourth or fifth online class, I was already pretty into a groove, but I can see why they would
be really helpful for people just starting out.” Brianna said, “I thought it prepared me for the
time commitment, but I wanted it before, when I had started the first time.” In the same vein,
Emily lamented, “It’s been a bummer, because this is the stuff that I’ve had to learn before the
tutorials.” Edna pointed out,
When I took a couple of online classes before and they didn’t have the tutorial, I felt a
little more like I needed to ask my professor more questions, emailing them or referring
to the syllabus a lot over and over and over to make sure. Then this time around, I did the
tutorial, I reflected on it thoroughly, and it helped out.
Emily said,
I wish I would have had this before I started taking [online] classes, which they didn’t
have. It gave you the tools that you’re gonna need like making lists, putting about this
amount of time together so that you have the time to get it done. I think that really helps.
Jill did point out, though, that even though she’d already taken online courses, it was helpful to
complete the tutorials. She continued,
I wish we would’ve did those tutorials before I’d even taken an online class here because,
so far, I’m doing better this semester, now I’ve done the tutorials. But, even for me,
STUDENT PREPARATION FOR ONLINE CLASSES 80
someone who’s taken online classes, like I said this semester I feel like there’s a
difference and it’s crazy it makes me think maybe I should’ve done this all along.
Kate also said,
Last semester, they didn’t send out those videos for us to do. So, last semester, I was
kind of on my own. It was really hard to stay on top of it and remember when things
were due, and getting used to it. Because if I would have had this last semester, I
definitely would have passed my class with a better grade.
Lastly, although Kisha mentioned that she agreed that the tutorials were extremely
helpful, she reported that she had already done the tutorials in other classes, and having to do
them over and over was an issue for her. She suggested that the college find a way to keep track
of which students completed them and have that available for instructors. She also pointed out
that she had just recently found out that the college offered word processing and other types of
programs for free; “I would have preferred a tip saying, ‘Check in with your local school to see if
you have free programs,’ or something.”
There was one outlier participant who reported dissatisfaction with aspects of the
tutorials. Chloe expressed that she felt that adding tips to the tutorials could have been
beneficial, regarding topics like how to deal with problems with the course LMS and how to
contact your teacher in that case. Additionally, she thought that many of the issues the tutorials
addressed were too low-level; because some students already have technical skills and know how
to study and manage their time, she was shocked to think many did not. Thus, she reported
feeling “at times, while I was watching the tutorials, I got very, very bored. If there was a way to
make them more lively, just to keep catching my attention.” Lastly, she commented about “how
they are speaking towards us. Kind of like a parent would to a little child. It’s just kind of like,
STUDENT PREPARATION FOR ONLINE CLASSES 81
wait a minute, I’m in college. I should be treated like an adult.” Although Chloe expressed
definite dissatisfaction with aspects of the tutorials, she still found many ideas that she was
pleased with.
Summary
This chapter presented the data collection results, organized by themes related to the
research questions. For research sub-question 1, the data supported findings regarding the
importance of strategic planning, of having self-motivation, of having self-control, and how
communication is different in online courses. For research sub-question 2, the finding that
emerged from the data centered around students describing their satisfaction with the specific
experiences they had in the tutorials and describing the preparation as helpful to their success.
The participants positively described their understanding and use of self-regulation skills; the
data regarding strategic planning were undeniably positive and showed the importance of having
a clear plan to prepare for and approach online courses. In the interviews, scheduling and being
technologically prepared were among the most cited comments by the participants. However,
the data also revealed that being self-motivated is of paramount importance, as strategic planning
cannot be carried out with it.
In conclusion, these findings provided a positive answer to the overarching research
question. Through rich, descriptive data, the students described the preparation that the OEI
online student readiness tutorials provided as overwhelmingly helpful. To that end, they felt the
tutorials helped them feel successful in online classes.

STUDENT PREPARATION FOR ONLINE CLASSES 82
CHAPTER FIVE: DISCUSSION
As students engage in online learning in higher education, they must understand and
possess the background skills to learn in an effective and efficient manner. Online courses
typically require more time and personal commitment by the student, as online courses require
large amounts of autonomous learning, because there is no physically present instructor that will
offer scaffolding (Sun & Rueda, 2012). Preparation programs for students in online courses have
been shown to be effective at increasing retention rates and student satisfaction, and would have
elements of familiarizing students to technical skills they will need, study and time management
skills, student supports available, and guidelines for interactions (Bailey & Brown; Henry et al.,
2014; Kelly 2013).
The current research attempted to understand CCRS online students’ experiences and
perceptions of the OEI online student readiness tutorials, including how this specific preparation
program affected student self-regulation, motivation, and satisfaction in online courses.
Although the OEI online student readiness tutorials focus on specific skills suggested by the
literature that point to increased persistence, there is a lack of published empirical data on how
community college students in California perceive the OEI tutorials. Most of the literature
reviewed was quantitative in nature; consequently, this study addressed a gap in the literature,
and contributes qualitative research findings to the field.
The current study told a rich and varied story of the experiences that students who had
experience with the OEI online student readiness tutorials revealed. This qualitative study used
interviews with online students at CCRS to collect data, and the interview protocol was designed
to elicit answers that surrounded the participants’ experiences with the preparation from the
tutorials. The overarching research question was, “How do the students describe the preparation
STUDENT PREPARATION FOR ONLINE CLASSES 83
that the OEI online student readiness tutorials provided? How do they feel the tutorials helped
them feel successful in online classes?” This main question was supported by data gathered on
the following sub questions: How do the students understand and discuss their ability to use self-
regulation skills covered in the OEI online student readiness tutorials? And how do the students
describe their satisfaction with the preparation that the OEI online student readiness tutorials
provided? The purpose of this chapter is to provide a discussion about the major findings,
implications for practice, and recommendations for future research.
Discussion of Findings
The results and subsequent themes that emerged were consistent with the literature
reviewed and supported the answer to the research question. For example, some of the themes
from the literature (the provision of an online learning overview, including technology needed; a
plan for success and for time management, including study skills needed; interaction skills; and,
finally, self-regulation skills) were illustrated (Croxton 2014; Henry et al., 2014; Jadric et al.,
2010; Kuo et al., 2014; Morris et al., 2005; Tello, 2007; Wolff et al., 2014). Past research (Bol et
al., 2016; Cho & Shen, 2013; Pintrich & Degroot, 1990; Sun & Rueda, 2012; Zimmerman &
Martinez-Pons, 1986, 1990) indicated that self-regulatory skills are highly predictive of
academic success and student satisfaction. Participants confirmed the importance of self-
regulation skills, and these themes are detailed in the specific findings below.
Research Sub-Question 1 – Self Regulation
The results pertaining to research sub question 1, designed to explore if and how the
participants learned self-regulation skills from the OEI online student readiness tutorials and how
they describe this learning and use, provided rich data. The findings that emerged were the
STUDENT PREPARATION FOR ONLINE CLASSES 84
importance of strategic planning, self-motivation, self-control, and communication strategies
unique to online environments.
Finding 1: Students described the tutorials as being helpful in developing and
utilizing strategic planning skills, including purposeful scheduling and being prepared for
the technology needed to succeed in online classes. All participants responded positively
about the tutorial’s effect on their ability to approach preparing for online study. To illustrate,
they discussed how planners and calendars help them stay on track, and how designating and
prioritizing their time helped them approach studying in a meaningful way. In addition, many
participants were surprised at what they learned about how to approach and manage the
technology side of a course. For example, they appreciated learning about how many different
browser options exist, and how to find the one that works best with the LMS was mentioned
numerous times, as well as the ability to find technical help if needed. Another idea cited was
the helpful reminder to back up work in several places, such as on a portable drive, or with
cloud-based backup solutions.
This finding is consistent with the extant research which asserts that “students with good
study habits, the ability to stay on task, and the ability to manage their time were more
successful” (Hart, 2012, p, 31). The literature review revealed that even heavy workloads were
not a problem if students have realistic expectations. Zimmerman (2002) asserted that, to be
self-regulated learners, “students need to combine specific learning processes, a level of self-
awareness, and motivational beliefs” (p. 65). Also, Jadric et al. (2010) found that access to
technology, computer literacy, and learner Internet self-efficacy were all predictors of student
persistence and success in online courses. Overall, research has shown that it is critical for
students to have effective self-regulation skills in online courses (Sun & Rueda, 2012). This is
STUDENT PREPARATION FOR ONLINE CLASSES 85
necessary because online courses require large amounts of autonomous learning within the LMS
environment.
Finding 2: Students describe their self-motivation, including self-efficacy and
outcome expectations, increased as a result of the tutorial use. The data analysis revealed
insights into the critical role that preparation plays in the online student’s experience. For
example, the participants discussed their feelings of self-efficacy for the rigor of an online class
and of having realistic outcome expectations for online learning environments. They discussed
how the tutorials helped them feel more confident. They mentioned both specific strategies, such
as planning, and general ideas like being prepared and feeling confident. On the whole, the
tutorials helped them feel more comfortable for what online courses required, and helped them
feel less anxious.
This finding confirmed what research states about the importance of preparing students to
be self-motivated. Zimmerman pointed out that “self-regulatory skills are of little value if a
person cannot motivate themselves to use them” (2000, p. 17). This is illustrated by results
obtained by Jadric et al. (2010) that preparing students for the reality of the rigor and time
commitment necessary for an online class predicted success. Additionally, in a study by Morris
(2011), the top reasons students expected to succeed were self-efficacy and determination, which
included time management, responsibility, and staying on task.
Overall, course completion is a fundamental measure of self-efficacy to complete further
courses (Xu & Jaggars, 2011). This finding supports the claim that student expectations and the
realities of online learning need to be addressed in a clearly planned preparation program that
addresses motivational issues (Henry et al., 2014).
STUDENT PREPARATION FOR ONLINE CLASSES 86
Finding 3: Students describe their self-control strategies increased as a result of the
tutorial use. The data analysis revealed insights into how the participants achieved this task.
For example, the responses explained self-instruction, which occurs when the learner describes
to himself how to solve a problem. Additionally, the participants explained how they achieved
attention focusing to improve concentration on studying and finally, how they use task strategies
to assist themselves into reducing a task into meaningful parts (Zimmerman, 2000).
In the discussion around self-instruction strategies, participants overwhelmingly reported
that they appreciated the value of the self-assessment tool in tutorial four that is meant to help
students identify their study tendencies and habits. They report that although the tool revealed
tendencies they were aware of, the tutorial went a step further by suggesting strategies designed
to strengthen their positive habits, and to improve the habits that are preventing them from
reaching their potential. Several participants revealed that if they had access to the tutorial
before this semester, they would have performed better in previous courses. One summed it up
by saying, “the tutorial suggested things [to do in the online study environment] that were really
simple that made such a big difference!”
The participants discussed ways to focus their attention by focusing on study locations
and reducing distractions. For instance, participants discussed how study locations can suggest a
study mindset; being in a library or coffee shop with others who are also studying can make a big
difference in attention strategies. Participants commented that the tutorial helped them to
purposely reduce distractions, such as closing distracting computer programs and putting their
phone on silent mode.
The participants commented on strategies they learned from the tutorials that helped them
to avoid procrastination, such as making checklists and dividing work into smaller chunks.
STUDENT PREPARATION FOR ONLINE CLASSES 87
Many utilized the syllabus to be sure they met deadlines, and made weekly to-do lists.
Participants gave examples such as doing the harder study tasks first or dividing up the work in
an assignment over several days as ways to reduce becoming overwhelmed. Materials and
environments can also contribute to task strategies in ways such as having course specific
notebooks and dedicated study areas to store and retrieve their course materials. Many utilized
their smartphones to set reminders and deadlines.
The data that support the third finding are consistent with prior research. Zimmerman
theorized that self-regulation “refers to self-generated thoughts, feelings, and behaviors that are
oriented to attaining goals” (2002, p. 65). College students must be self-directed and able to
regulate their own learning. Self-regulated learning “is the process whereby students activate
and sustain cognitions, behaviors, and affects” that help them achieve their goals (Schunk et al.,
2014, p. 158). To manage these self-regulated learning strategies effectively, students taking
online courses need to be conscious and critical of their learning behaviors, persevere if
challenges come up, and make good use of their time (Broadbent & Poon, 2015).
Finding 4. The tutorials helped to prepare students to communicate effectively in
online classes. Netiquette means network etiquette and generally covers the way that effective
and courteous communication should happen in online environments (Shea & Shea, 1994).
Many of the participants commented they did not know what this term or idea meant, and the
tutorial helped them understand this concept. From speaking with fellow students, or with
instructors, the participants voiced the concern that using non-threatening language, proofreading
to be sure that the proper meaning is conveyed, and using punctuation effectively can assist them
in successful communications in the online course environment. They went on to convey the
idea that typical [in-person] verbal and non-verbal cues cannot be seen in the online world, and
STUDENT PREPARATION FOR ONLINE CLASSES 88
great care must be taken to avoid miscommunications. Additionally, the participants brought up
the idea that online discussions can be more productive than in a traditional class because all
students must contribute and have more time to formulate their thoughts and responses,
culminating in more meaningful discussions. Past research confirmed this idea; Croxton (2014)
found that the ability to interact asynchronously on discussion boards often encourages richer
interactions between content and peers, as students are able to reflect more deeply and longer in
preparation for expressing their thoughts.
Tello’s (2007) study data also revealed that instructor interactions, or lack thereof,
accounted for 11% of the reasons students provided for dropping out (Tello, 2007). These data
suggest that the level of interaction, and the ability to create connections, is critical to student
satisfaction in online courses (Bailey & Brown, 2016). Kuo et al. (2014) asserted that
interactions between the instructor and student is a strong foundational aspect of online courses,
with a “strong impact on learner outcomes and learner satisfaction” (p. 44). These data suggest
that the level of interaction, and the ability to create connections, is critical to student satisfaction
in online courses. In addition, Morris et al. (2005) studied online course participation data of
undergraduate students. The authors found significantly higher engagement in completers over
withdrawers in variables that measured frequency of participation, “such as number of discussion
posts viewed, number of content pages viewed, and seconds on viewing and responding on
discussion pages” (Morris et al., 2005, p. 228).
The findings from research sub-question 1 reflect the conceptual framework and illustrate
themes that relate to Zimmerman’s view of self-regulation processes as a cyclical model,
including forethought, performance and self-reflection (Zimmerman, 2000; 2002). For example,
the themes that emerged from the results support that participants exhibited features of the
STUDENT PREPARATION FOR ONLINE CLASSES 89
forethought phase that includes “metacognitive processes and self-motivational feelings/beliefs
that precede efforts to learn and prepare a student to self-regulate” (Zimmerman & Schunk,
2011, pp. 55–56). This phase sets the stage for learning behaviors. The themes also support how
the participants demonstrated elements of the performance phase: processes and beliefs that
occur during learning (Zimmerman, 2000). According to Zimmerman (2001), “self-regulation is
not a mental ability or an academic performance skill, but, rather, a self-directive process which
must be learned, through which learners transform mental abilities into task-related academic
skills” (p. 1). Zimmerman (1989) defines students to be “self-regulated to the degree that they
are metacognitively, motivationally, and behaviorally active participants in their own learning
process” (p. 329). He added that self-regulation “refers to self-generated thoughts, feelings, and
behaviors that are oriented to attaining goals” (Zimmerman, 2002, p. 65). To be a self-regulated
learner, students need to combine specific learning processes, a level of self-awareness, and
motivational beliefs. In essence, self-regulation may have even more critical importance in
online environments (Bol & Garner, 2011. This is consistent with the purpose of the OEI online
student readiness tutorials, to prepare students to be successful in online environments.
Research Sub Question 2 – Satisfaction
Research sub question 2 was designed to explore how the students describe their
satisfaction with the preparation that the OEI online student readiness tutorials provided, and if
they felt that the tutorials helped them feel successful in online classes. The finding that
emerged was supported by the data in the form of extensive and deep stories from participants.
Finding 5. Students described their specific experiences as successful. Many
participants expressed the sentiment that the tutorials are very helpful for first-time online
students. They believe that knowing what online classes are like, and feeling very prepared for
STUDENT PREPARATION FOR ONLINE CLASSES 90
the technology aspects needed were invaluable, as were the study strategy, time management and
communication tips. The participants also mentioned they felt the ways the tutorial information
was presented helped them process it better. For example, many liked the videos of the students
discussing various aspects of online learning, and giving tips and information was effective. As
one said, “Okay, if it works for them, maybe it’ll work for me.” Lastly, the participants, many of
whom had taken online courses prior to this semester, overwhelmingly expressed the wish that
the tutorials had been available to them all along. A few expressed that they felt more alone in
prior classes, and many said they did not have the time management and study skills they needed
to succeed in prior online courses. There were two participants that expressed dissatisfaction
with aspects of the tutorials; one said she had done them in prior courses and did not appreciate
having to complete them over in multiple courses. The other reported the tutorials were too low-
level and were boring in places to her. However, these participants still found value in many
parts of the tutorials.
An unexpected, but interesting, finding emerged from the data analysis; even participants
who came into the process with self-regulation strategies could identify and describe them in the
context of the tutorial. In other words, the time management ideas they discussed were similar to
those of the participants who did the tutorials for the first time, such as keeping a calendar
planner and finding quiet study spaces. They also pointed out self-regulating task strategies,
such as keeping a checklist for due dates.
Orientation or preparation programs have been suggested as a way to improve the
student’s sense of confidence with the online environment, their self-regulation skills, and their
ability to create connections to their peers and instructor (Bailey & Brown, 2016; Henry et al.,
2014; Kelly, 2013). The fifth finding adds to the current body of knowledge, by giving voice to
STUDENT PREPARATION FOR ONLINE CLASSES 91
the students who complete an online orientation course, and who confirm that it is valuable and
confidence building.
In summary, the findings from this study show that preparing students to succeed in
online learning environments is crucial. It is imperative that instructors and distance learning
administrators recognize the importance of non-cognitive skills in supporting student success,
and realize that self-regulation is not a mental ability or an academic performance skill, but,
rather, a self-directive process which must be learned. It is critical that online education moves
beyond the traditional notions of simply conveying academic information to students, and realize
that preparation and support systems play an equally important role in student success.
Implications for Practice
The findings of this study confirm previous research, and add rich data from hearing the
voices of the student participants. The findings from the current study confirm and add to the
body of research that points towards students’ needs for non-cognitive skill preparation for
online learning environments. However, simply assuming students would have everything they
need to be successful after completing the OEI online student readiness tutorials would be a
precarious assumption. Online instructors can support and extend the concepts from the
tutorials. Implications for online instructors and distance learning administrators follows.
Online Instructors
The CCRS’ strategic plan clearly states that one of the college’s goals is to provide
targeted and efficient supports and interventions to close specific gaps in foundational
knowledge and skills. This study’s findings have clearly shown that students feel the OEI online
readiness tutorials are a useful support tool that focuses on the non-cognitive skills that they need
in addition to academic knowledge to succeed in courses. For example, students described the
STUDENT PREPARATION FOR ONLINE CLASSES 92
tutorials as being helpful in developing and utilizing strategic planning skills, including
purposeful scheduling and being prepared for the technology needed to succeed in online classes.
They further described their self-motivation, including self-efficacy, outcome expectations, and
self-control strategies increased as a result of the tutorial use.
Indeed, researchers have found that focusing solely on cognitive aspects of learning does
not produce a full picture of how learning occurs. According to Zimmerman (2001), “self-
regulation is not a mental ability or an academic performance skill, but, rather, a self-directive
process which must be learned, through which learners transform mental abilities into task-
related academic skills” (p. 1). Learning theories tell us that strategies must be practiced and
evaluated for usefulness for the strategy to be learned. It would be useful for instructors to know
that the students feel more successful in online courses after completing the tutorials, and this
may encourage instructors to utilize the modules as introductory assignments. Also, the
information in the tutorials would be strengthened by instructors providing course activities that
would practice and strengthen the tutorial concepts. For example, instructors could provide an
introductory planning activity, or large course assignments could be broken into smaller parts
with specific, actionable goals, with the instructor referring to the concepts in the tutorials.
Zimmerman (2002) asserted that students’ self-regulation “refers to self-generated
thoughts, feelings, and behaviors that are oriented to attaining goals” (Zimmerman, 2002, p. 65).
In other words, self-regulated learning involves students evaluating their own knowledge,
assessing what they need to learn, choosing strategies to improve their knowledge, and, finally,
using those strategies (Zimmerman, 2002). The OEI online readiness tutorials provide a useful
support system to prepare students for online learning, but must be reinforced by individual
instructors.
STUDENT PREPARATION FOR ONLINE CLASSES 93
Distance Learning Administration
Another of CCRS’ strategic goals is to treat college preparedness as an issue of equity
and design academic courses, programs, and supports to close gaps in student preparedness
among different student groups. The California community colleges are open-enrollment, low-
cost institutions. This kind of structure produces a very diverse range of students, many of
whom are underprepared for college-level work. For example, according to the California
Community Colleges Student Success Scorecard, over 39% of community college students are
underprepared for college. Although the push is to increase student retention and success, this
goal would be supported using the OEI online readiness tutorial to prepare all students,
regardless of academic standing, for online learning.
As the participants expressed that the modules contributed to their success in online
courses, distance learning (DL) administrators could consider allocating funds towards acquiring
and maintaining the Quest Modules, the latest version of the OEI modules, which have been
designed by combining the SmarterMeasure Learning Readiness Indicator with the OEI online
student readiness modules (California Community Colleges Chancellor’s Office, 2016a). DL
could utilize professional development arenas to educate instructors about the importance of non-
cognitive skill training for student success. The instructors could be encouraged to include the
Quest Modules in their online courses, and to learn how to support the non-cognitive strategies in
the modules. The effectiveness of the Quest Modules could be monitored by collecting data
from students and instructors.
Future Research
The results of the current study were promising in describing the usefulness of the OEI
online student readiness tutorials to community college online students. However, since this was
STUDENT PREPARATION FOR ONLINE CLASSES 94
the first published qualitative study focusing on the tutorials, more research is needed to confirm
the findings. These studies may include more diverse student populations, for example, from
many academic departments, or from community college populations in differing geographical
areas.
Although the current study’s research methods allowed the researcher to gather thick,
rich data in the form of stories from the participants, qualitative methods such as these are very
time and resource consuming. The data pointed to positive experiences with the tutorials and
focused on strategic planning and task strategy foci. However, it would be relevant to future
research to design a study that both asked students their plans and strategies and explored how
they actually used these plans. This information about how and if the knowledge translated into
practice, if they used them in the current and future semesters, would yield meaningful data.
Finally, this study focused on online students’ experience in preparing to be successful in
online courses. It would be helpful for future research to focus on the instructor or DL
administrators and their experiences in creating courses that are oriented to student success.
Conclusions
The field of online learning is growing at a rapid pace, and it is hoped that, as more
students engage in online learning, more higher education professionals will understand it is
imperative that students enter online environments with the skills to learn course content in an
effective and efficient manner. The literature review confirmed that, in institutions of higher
education, online education programs have increased rapidly as colleges seek to improve access
and convenience for students. Orientation or preparation programs have been suggested as ways
to improve the student’s sense of confidence with the online environment, their self-regulation
skills, and their ability to create connections to their peers and instructor. The current study
STUDENT PREPARATION FOR ONLINE CLASSES 95
confirmed that students feel the OEI online student readiness tutorials provided them with the
prerequisite non-cognitive skills necessary for success in online courses and was consistent with
self-regulated learning theory. These data and themes produced five major findings, which
answered the research questions and provided rich stories as evidence. Finally, the findings
support the recommendation that instructors and DL administrators provide additional supports
to reinforce and expand the skills covered in the tutorials.

STUDENT PREPARATION FOR ONLINE CLASSES 96
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Appendix A
Interview Question Protocol
Introduction
• I really appreciate you agreeing to take part in my study. Thank you for consenting to be
Interviewed. As we discussed earlier, the questions should take about half an hour – does
that still work for you?
• Before we start, I would like to give you an overview of my study. I am gathering
information about how students have experienced the OEI online readiness tutorials, etc.
• Do you have any questions about participating?
• I want to assure you that the information you tell me will remain strictly confidential, and
will not be identifiable in my dissertation. If at any point you feel like you would like to
stop the interview, please let me know.
• If you do not have any questions, I would like to have your permission to begin the
interview.
• I have brought a recorder with me today so that I can accurately capture what you share
with me. May I have your permission to record our conversation?

Interview Questions
1) Thinking about how you felt after you completed Tutorial #1, which introduced you to the
world of online learning: how it works, a few common misconceptions about online learning
environments, and explored some differences between online courses compared to a
traditional classroom, what was the most important thing you learned?
i) You mentioned _____, what would that look like?
ii) Could you tell me what is significant about that?
iii) Could you give me more detail about ______?
iv) You ’ve mentioned ___, ___, ___ and ____. Is there anything else you would like to
add?
2) Tutorial #2 covered the hardware and software requirements of most online courses, the
value of a fast Internet connection, how to locate and download the free plugins that your
course might require, the basics of email, and how to obtain tech support when you need it.
What was most valuable to you in this tutorial?
i) When you say, [term or phrase], could you describe what you are doing?
ii) That is interesting, could you please tell me a little bit more about ____
3) Tutorial #3 discussed how to organize your physical study space, organize your course
materials, and develop a scheduling system that will help you turn all of your coursework in
on time. Thinking about how you felt after you completed the tutorial, are there things you
have changed about your study environment? I am wondering about a typical study week
looks like for you, could you please walk me through that?
i) You talked about ___________, could you describe that experience in as much detail
as possible?
4) Tutorial #4 discussed study skills and time management, helped you identify your tendencies
and habits, and provide you with strategies for improvement. What was valuable to you in
learning about your tendencies?
i) I want to make sure I understand; could you please tell me what you mean by ___
STUDENT PREPARATION FOR ONLINE CLASSES 106
5) Tutorial #5 taught you the vocabulary that may be used to describe communication in your
online class, how communication is different for you as a student when you are learning
online, some of the advantages and disadvantages of academic online communication, and
how to become an effective communicator in your online course. What was most useful to
you in this module?
i) Could you tell me what is significant about that?
ii) Could you give me more detail about ______?
6) In your opinion, what are the top three things that the tutorials do to help students feel
successful in online classes?
i) That ’s interesting, could you tell me a little more about ______?
ii) What are some struggles that students face in online courses? Was there anything in
the tutorials that would help them?
7) How have the tutorials changed the way you approach your online class(es)?
i) What motivated those changes?
ii) You mentioned __________, what was that like for you? ”

Closing
• Is there anything else you would like to add or anything you feel like I should
know that my questions did not address?
• Thank you so much for you sharing your thoughts with me today! I really
appreciate your time and willingness to share. Everything that you have shared is
really helpful for my study. If I find myself with a follow-up question, I am
wondering if I might be able to contact you again? (if so) Is using your email
address ok? Again, thank you for participating in my study.
• May I offer you this gift card for your help, please?

STUDENT PREPARATION FOR ONLINE CLASSES 107
Appendix B
IRB Approval Letter

STUDENT PREPARATION FOR ONLINE CLASSES 108
Appendix C
Email Invitation to Students
(sent by the Department Chair)

I’m contacting you about an exciting opportunity to participate in an important research study!

One of our Professors in the X Department at Y College, Julie Frumkin, is also a doctoral student
in Educational Leadership/Educational Psychology at the University of Southern California. As
part of her dissertation, she is conducting a research study about students’ experiences with
preparation programs for online classes in community colleges. You are being contacted
because you are an online student this semester, and you completed an assignment using online
student readiness tutorials.

If you are willing to participate in this study, you will be interviewed about your experiences
with the tutorials. Your participation is voluntary, and your identity will be kept confidential.
The interview will last 20-30 minutes, and you will be offered a $10 gift card as a thank you for
your participation. For more information and to sign up to participate, please click on this link or
you can contact Julie Frumkin by email at Jfrumkin@usc.edu or at (phone). If the link doesn’t
work, you can cut and paste this URL into the address line of your browser
https://www.surveymonkey.comXXXX

Thank you for considering this request!

Sincerely,
XX
Department Head, X

STUDENT PREPARATION FOR ONLINE CLASSES 109
Appendix D
Consent Form – Interview
University of Southern California
USC ROSSIER SCHOOL OF EDUCATION

INFORMED CONSENT FOR NON-MEDICAL RESEARCH

AN EXPLORATION OF STUDENT EXPERIENCES IN A PREPARATION PROGRAM
FOR ONLINE CLASSES IN THE CALIFORNIA COMMUNITY COLLEGE SYSTEM

You are invited to participate in a research study conducted by Patricia Tobey, Ph.D., Patrick
Crispen, Ed.D., and Julie Frumkin, M.S. at the University of Southern California, because you
are an online student at X College. Your participation is voluntary. You should read the
information below, and ask questions about anything you do not understand, before deciding
whether to participate. Please take as much time as you need to read the consent form. You may
also decide to discuss participation with your family or friends. If you decide to participate, you
will be asked to sign this form. You will be given a copy of this form.

PURPOSE OF THE STUDY
The purpose of the study is to understand the student experiences and perceptions of the Online
Education Initiative (OEI) online student readiness tutorials. The study questions will seek to
understand how this specific preparation program affects student motivation and satisfaction in
online courses.

STUDY PROCEDURES
If you volunteer to participate in this study, you will be asked to participate in an interview that
will focus on your experiences with the OEI online student readiness tutorials. For example, you
may be asked about how the tutorials prepared you for the technology you would need for the
course, or how the tutorials helped you develop study environments and create study plans. The
interview should take approximately 30-45 minutes. If you participate in an interview, you will
be asked for your consent to audio record the interview, however you may refuse recording and
still participate in the interview.

POTENTIAL RISKS AND DISCOMFORTS
There are no foreseeable potential risks or discomforts associated with being interviewed.

POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
The potential benefit of this study may be increased understanding of how students benefit from
using the OEI online student readiness tutorials, and may encourage faculty and the college to
incorporate it into its curriculum.

PAYMENT/COMPENSATION FOR PARTICIPATION
Interview participants will be offered a $10 gift card for their participation upon completion of
the interview process.
STUDENT PREPARATION FOR ONLINE CLASSES 110
CONFIDENTIALITY
We will keep your records for this study confidential as far as permitted by law. However, if we
are required to do so by law, we will disclose confidential information about you. The members
of the research team, the funding agency, and the University of Southern California’s Human
Subjects Protection Program (HSPP) may access the data. The HSPP reviews and monitors
research studies to protect the rights and welfare of research subjects.

The data gathered for this study will be stored in a locked cabinet or within a password-protected
file on the computer. When the results of the research are published or discussed, no identifiable
information will be included, and all study information will be kept strictly confidential.

Data will be kept for a minimum of three years after the completion of the study. After this time,
all data will be destroyed.

PARTICIPATION AND WITHDRAWAL
Your participation is voluntary. Your refusal to participate will involve no penalty or loss of
benefits to which you are otherwise entitled. You may withdraw your consent at any time and
discontinue participation without penalty. You are not waiving any legal claims, rights, or
remedies because of your participation in this research study.

INVESTIGATOR ’S CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact Dr. Patricia
Tobey, Faculty Sponsor, University of Southern California, Rossier School of Education, by
phone at 213-740-7884, or by email at tobey@usc.edu. You may also contact Dr. Patrick
Crispen, Faculty Sponsor, University of Southern California, Keck School of Medicine, by
phone at 323-442.2183, or by email at pcrispen@usc.edu. You may also contact the Co-
Principal Investigator, Julie Frumkin by phone at 562 938-4792, or by email at
jfrumkin@usc.edu.

RIGHTS OF RESEARCH PARTICIPANT – IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant or the
research in general and are unable to contact the research team, or if you want to talk to someone
independent of the research team, please contact the University Park Institutional Review Board
(UPIRB), 3720 South Flower Street #301, Los Angeles, CA 90089-0702, (213) 821-5272 or
upirb@usc.edu

SIGNATURE OF RESEARCH PARTICIPANT

I have read the information provided above. I have been given a chance to ask questions. My
questions have been answered to my satisfaction, and I agree to participate in this study. I have
been given a copy of this form.

STUDENT PREPARATION FOR ONLINE CLASSES 111
AUDIO/VIDEO/PHOTOGRAPHS

□ I agree to be audio-recorded

□ I do not want to be audio-recorded

Name of Participant

Signature of Participant Date

SIGNATURE OF INVESTIGATOR

I have explained the research to the participant and answered all of his/her questions. I believe
that he/she understands the information described in this document and freely consents to
participate.

Name of Person Obtaining Consent

Abstract (if available)

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Asset Metadata

Creator Frumkin, Julie (author)

Core Title An exploration of student experiences in a preparation program for online classes in the California community college system

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 09/01/2017

Defense Date 08/02/2017

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag community college,OAI-PMH Harvest,OEI online student readiness tutorials,online education,preparation programs,self-regulation theory

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Crispen, Patrick (committee chair), Tobey, Patricia (committee chair), Juarez, April (committee member)

Creator Email jfrumkin@usc.edu,jfrumkin27@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-427163

Unique identifier UC11264193

Identifier etd-FrumkinJul-5702.pdf (filename),usctheses-c40-427163 (legacy record id)

Legacy Identifier etd-FrumkinJul-5702.pdf

Dmrecord 427163

Document Type Dissertation

Rights Frumkin, Julie

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA