courses, the factors that contribute to a successful orientation include comprehensive overviews of the course structure, recommended time commitments and expectation of students, familiarization with required instructional media and software, and guidance on the communication tools needed for student–staff interactions. Delivering this information in an online environment requires a substantial rethink of the way in which these programs are designed (Smyth and Lodge, 2012). Despite the challenges, providing these resources before a student commences their course has been shown to be critical for reducing early drop-out rates, increasing self-confidence, and enhancing the students’ sense of belonging (Tomei et al., 2009). However, many institutions that offer online courses do not make their orientation program mandatory before commencement, while some choose not to deliver an orientation program at all. In fact, one study has suggested up to 29% of institutions only offer on-campus orientation programs, despite also offering fully online courses (Cannady, 2015), perhaps due to the difficulty in developing effective online orientation. This rate is particularly concerning given there is strong evidence to show that comprehensive orientation programs are vital to supporting online student success. Comprehensive, course-specific resources created to improve students’ academic performance are also pivotal to student success, and are best delivered when strong collaborations between online instructional staff and the institution’s librarians are prioritized (Arnold et al., 2002; Kumar and Heathcock, 2014). Many university libraries provide an abundance of resources that assist new students transitioning into tertiary life (Arnold et al., 2002). However, if online course providers are unaware of the technological and/or literacy competencies of their students, these library resources may not be properly disseminated to incoming cohorts. This is problematic for fully online courses, particularly those offered in intensive modes where demands are greater, if the only exposure to their institution required is via their course’s learning management system (LMS). Targeted training programs and easy access to comprehensive resources available online is therefore vital to improving student success in intensive online learning environments; simply providing generic resources via a course’s LMS without proper instruction may not be sufficient to meet online student needs (Kumar and Heathcock, 2014). It is important that instructors gauge their student’s competencies before commencing the course so that any necessary gaps, particularly those easily fulfilled with existing library resources, can be addressed appropriately. The second pillar, yet one of the most immediate and unique hurdles for online students, is the need to provide adequate technical scaffolding in order to prepare students for learning in an online-only environment (Shea et al., 2005). Tertiary institutions offering fully online courses need to assure that all technology requirements are clearly communicated to students before commencing the course, and that ongoing technical support is provided to reduce delay in meeting course expectations. This is particularly important for intensive modes of online study where assessment deadlines leave little to no room for technical-based hurdles. The strong relationship between a student’s acceptance of technology and their perceived satisfaction with online courses is also important to consider, as this may pose additional hurdles to incoming cohorts unaccustomed to learning in an online environment (Lee, 2010). As emphasized earlier in this review, where students or instructors lack the required technical competence, this can pose a significant and sometimes insurmountable barrier, contributing to student discontinuation or 23
RkJQdWJsaXNoZXIy NzYwNDE=