We added to the credibility of the categories of responses by asking non-class members what they thought of the instructor's responses. Finally, we concluded by making suggestions for communicating instructor care and concern online. Recently higher education has experienced a revolution in educational presentation. That revolution involves the use of the Internet to deliver course content. With every revolution there are casualties.
Casualties online come in the form of student frustration with technology.
In this study we intent to analyze, categorize, and critique actual responses to expressed student confusion and frustration with online courses in order to gather a growing awareness of the emotional effects of the educational revolution on the learner. Little, if any, research exists specifically looking at how online education effects the learner. Students who enter online courses that already possess the technological skill needed to participate in the course, maybe prepared for the revolution, but many are not prepared. The data was gathered from all e-mail messages that the professor sent to students who expressed some confusion about the expectations, or frustration with the technical aspect of the course. The observer was not part of the class and had no role except to collect and analyze the data.