Summary: What makes online students stay online and learn?
Title: "Surviving the shipwreck: what makes online students stay online and learn?"
Name: Kristin Koeleman
Date: May 2, 2010
Reference:  Cronje, J., Adendorff, D., Meyer, S. M, & van Ryneveld, L. (2006). Surviving the shipwreck: what makes online students stay online and learn? Educational Technology & Society, 9 (4), 185-193. Retrieved May 2, 2010, from http://www.ifets.info/journals/9_4/16.pdf
Problem:  Although much research can be found about why a student drops out of an online course, there is very little research done on what prompts them to stay.
Context:  24 Masters’ students enrolled for a six week module on Internet based distance education, which was presented almost entirely over the Internet.  Instead of the traditional methods used in online courses (required readings, quizzes, discussions and a final exam), this module followed the metaphor of the reality game show, Survivor,  using role-play, rewards and challenges with adult online students. 
A web-based island was created and the students were required to erect their own shelters by modifying a graphic file in their home directories.  The tribes were given games to play.  These games were in the form of individual reward challenges and group immunity challenges.  At the end of each week tribes had to vote one member off the team.  The winner would be the last one remaining. 
Findings:   On a positive note, many of the students felt motivated by the immunity and reward challenges.  They seemed more driven by the small rewards along the way rather than the big prize at the end.  The social interaction played a central role in stimulating the students to participate and ultimately complete the course.
Conversely, some students felt that playing games was not central to their learning need.  They did not see the correlation between the course objectives and the game objectives.  Students also felt a lack of instructor support.  Even though the students were stimulated by the game metaphor, they were still in need of guidance and support from an authoritative figure.  15 of the 24 students completed the entire course.
Recommendations:  It was found that although the highly competitive realty game show metaphor caused excessive stress to the students, those who survived reported a high level of satisfaction with what they had achieved.  I concur with the author that more research should be conducted into the relationship of stress and a sense of achievement.
The following suggestions should also be considered when designing online classes:

1. Even adults have different learning styles: People learn in different ways. Internet instruction should be designed in a variety of ways to keep things fresh and current.  Adult learners enjoy games, too!
2. Introducing games in adult learning can focus the adult’s attention:  It can also harvest positive attitudes, improve their concentration and add to their motivation. 
3. Technical skills and system requirements need to be identified:  Class descriptions must clearly present the skills and system requirements required for the class.  Lack of technical support and computer knowledge along with connectivity problems lead to frustration and may cause a student to drop an online course.