Student Perspective of an Early Alert System (EAS) in Fully Flexible, Asynchronous, Online Undergraduate Programs

Abstract

This mixed methods research explored the impact of an Early Alert System (EAS) implemented in flexible, asynchronous online program offerings at a two-year technical college. There is limited research of an EAS within fully flexible, asynchronous online programs within two-year institutions. With the skilled workforce shortages, higher education institutions are using online courses as a method to increase enrollments with the hope of combating achievement and equity gaps. This study measured successful course completion for 608 students in online courses. The EAS Starfish recorded 1,871 flags and 1,428 kudos for the fall 2018 semester. The student perspective was obtained and compared with the quantitative data. Triangulation of the different data sources and notifications of the EAS were used to determine that students not successfully passing classes received a mean difference of 5.3 more flags than kudos. The constructivist learning theory is used as the theoretical framework underpinning this study. Recommendations include factors related to the student, instructor, and institution. The first recommendation is that students would benefit from an assessment of academic and technological readiness to ensure cognitive ability. The second recommendation supports that instructors would benefit from formalized training related to teaching online. Additionally, instructors should be granted more access to holistically view the EAS activity of a student in all classes. The final recommendation is that course infrastructure and pedagogical framework adopt online course quality measures to ensure a student-centered approach.