Staff used that information in advising students who elect this format and encounter personal problems. The analysis also showed, however, that some factors are more under the college's control. For example, students sometimes fail because the course expects a certain level of knowledge or a certain skill which they don't currently possess and didn't realize they needed. For example, Introduction to Sociology requires the ability to research professional journals and report that information in a paper without plagiarizing or violating APA documentation guidelines. These are skills learned in first year composition courses, but those courses are not prerequisites for Sociology.
Students appreciate having a resource for their distance course other than the instructor.
Many expressed greater willingness to contact a tutor or supplemental instruction leader rather than the instructor. Instructors reported that students who did contact them often did so the first time at the urging of the tutor or SI leader, and then made follow up calls on their own. Students can be reluctant to take advantage of additional help because they perceive it as a potential waste of time. Identifying an advisor with special expertise in helping distance students was a positive experience for both teachers and students. Project staff would be most interested in hearing about other academic support activities offered on-line and also from other colleges who have designated advisors for distance students.