Running Head: CASE ANALYSIS 1

Case Analysis

Karin Grisham

Texas Tech University





















CASE ANALYSIS 2
Case Analysis
For a student who has never been exposed to a course that is offered completely online or
even partially online, it can be an overwhelming and confusing undertaking. While the online
course that you may enroll in is identical in content as the face-to-face course with which most
students are accustomed, the delivery and expectations are very different.
In order for Tracey to make the transition from a face-to-face classroom environment to
an online learning environment, she should enlist the help of family and friends in order to
balance her time between work, family and school (Blackmon & Major, 2012; Simonson,
Smaldino, Albright, & Zvacek, 2012). While online courses tend to provide students with a
more flexible schedule, students need to disciplined enough to incorporate study time into their
weekly schedule and stick to that schedule (Blackmon & Major, 2012; Kemmer, 2011). For
example, in my personal experience with taking online courses, I must balance work, family and
studies. I have time set aside each week that is devoted just to studying. I have informed my
family of the time I have scheduled for studying and I have arranged my work schedule so there
is no conflict. My family is very understanding and they are very aware of what nights of the
week I am available to cook and chauffeur and what nights that I am not to be disturbed.
It may not be easy for a student to develop the personal traits of being an intrinsically
motivated self-starter if they do not already have them, but students who possess these qualities
have greater success in online courses (Kemmer, 2011; Simonson et al., 2012). Students should
be motivated to study without being reminded to do so (Kemmer, 2011). For example, it is
important for a student to take the initiative to contact the instructor if they have a question, or
call a librarian at the college if they have trouble accessing books or journals from a distance or
even call technological support when they have difficulties with their computer.
CASE ANALYSIS 3
Another important component for success in an online course in the level of technical
capability of the student (Simonson et al., 2012). Tracey should be prepared to receive an email
from her online instructor prior to the start of the course which states what textbooks as well as
technical requirements for the course. If the instructor does not send this through an email,
Tracey should send an email to the instructor asking where she might find this information. My
first real experience with an online course started two months prior to the start of the course.
While I had planned on enjoying my last summer of freedom, I spent most of it preparing for the
course that I was going take. By preparing, I mean, creating user names and passwords for sites
we would be using, learning how to access the online library, as well as downloading and
learning to use required software. All of this was initiated by the instructor.
Tracey is very concerned about her first online course and her instructor can alleviate
some of her fear by contacting her prior to the start of the semester and informing her, as well as
the rest of the class, what the expectations are, for example, the instructor could include a
syllabus which addresses issues such as textbook requirements, technological requirements, and
software requirements (Simonson et al., 2012). Unlike a face-to-face class when students walk
into the classroom and take their seat on the first day, the seat that a student in an online class is
in front of a computer in which the student must log in to the classroom and participate. This can
be very frustrating if the student does not know what those requirements are until the first day.
This can make the student feel behind before they even get started in the content of the course.
The instructor may include a link for a tutorial video to help acclimate the students to the
technology they will be using (Hendricks & Bailey, 2014).
Another way that the instructor and help understand the students needs would be to
include a link to a questionnaire or survey (Hendricks & Bailey, 2014). This information would
CASE ANALYSIS 4
provide the instructor with the students technological abilities, background, reasons why they
are taking the course, and their goals for the course (Hendricks & Bailey, 2014).
Other things the instructor can do that will make the course less intimidating for the
student is to provide a timeline and schedule of assignments as well as a point of contact for
technical assistance (de la Varre, Keane, & Irvin, 2011; Kemmer, 2011). In my own experience,
it was less stressful when the expectation and assignment due dates were provided in advance.
Quite often distance learners are taking online courses so that they take care of family, work and
school (Simonson et al., 2012). It is easier to be a mom and be sure to attend my kids
extracurricular activities when I know well in advance when assignments are due. This allows
me to schedule my week to include volleyball games, nights to cook dinner, nights to study and
still keep Friday night open to see my son march at halftime for the varsity football game.
Distance learning does have its challenges that are not as big of a concern for a face-to-
face learner. A distance learner not only has to learn the content for the course, but they also
have learn to technical aspect as well. The distance learner needs to understand that they will
ultimately be responsible for their own learning (Simonson et al., 2012). Distance learning may
be challenging, but at the same time, without courses offered in an online environment, I would
not have the opportunity to further my education.







CASE ANALYSIS 5
References

Blackmon, S. J., & Major, C. (2012). Student experiences in online courses: A qualitative
research synthesis. Quarterly Review of Distance Education, 13(2), 77-85.
de la Varre, C., Keane, J., & Irvin, M. J. (2011). Enhancing online distance education in small
rural US schools: A hybrid, learner-centered model. Journal of Asynchronous Learning
Networks, 15(4), 35-46.
Hendricks, S., & Bailey, S. (2014). What really matters? Technological proficiency in an online
course. Online Journal of Distance Learning Administration, 17(2), 130-136.
Kemmer, D. (2011). Blended learning and the development of student responsibility for learning:
a case study of a 'widening access' university. Widening Participation & Lifelong
Learning, 13(3), 60-73.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a
distance: Foundations of distance education (5th ed.). Boston, MA: Pearson Education,
Inc.