Dear Professor: Where College Students Who Take Courses Online Speak Their Minds

Dr. Kellie Alston
  • 5.0 (2)
  • Education
  • Updated Weekly

According to the National Center for Education Statistics and Education Dynamics, online college enrollment is on the rise. Before the pandemic, online learning programs were typically for people going back to school to augment or change their career or pursuing a graduate degree to enhance their career while they work. However, EducationDynamics found in 2023 that the largest share of students pursuing undergraduate or graduate degrees online is 35 or younger. That said, 35% of students pursuing online undergraduate degrees are between 19 and 23, and 42% of online graduate students are between 30 and 35. So, as more and more programs are offered online and there is a monumental increase in education technology advancements, we must distance learning right. The aim of this series is to help professors and students experience a more fulfilling online learning environment by allowing students to reveal their needs and pet peeves. My hope is that this information will support professors in making the necessary changes or adjustments in the design and delivery of their online courses which should ultimately enhance student success and satisfaction with distance education. So, if you are interested in hearing what students have to say about their lived experiences online, please hit that subscribe button and join us every Wednesday at 8 p.m. (ET) for lively, transparent conversations. Also, feel free to comment about anything said and ask questions.

  1. Season 3 Trailer

    Her Portfolio Was Denied, But WHY? | Remember the Time with Mrs. Arica Chambers

    What happens when you are one assignment away from graduation, your final portfolio is denied, and the feedback does not tell you what to fix? ABOUT THE GUEST Mrs. Arica Chambers is a veteran educator with 26 years of teaching experience. She earned her master’s degree in math and literacy through online learning and has completed the coursework for a doctorate in educational technology. A mother of four biological children and three bonus children, Arica is passionate about family, education, technology, and creating learning experiences that help students feel supported, challenged, and seen. EPISODE SUMMARY At the end of her master’s program, Arica submitted the portfolio she needed to graduate. Her professor denied it, but the feedback did not explain what needed to change. Even after Arica asked for clarification several times, she continued receiving the same vague response. Pregnant with her third child, purchasing a home, and navigating a separation, Arica was already carrying the weight of major life changes. She was close to the finish line but did not know how to cross it. Her mother reviewed the portfolio, identified the necessary changes, and explained them clearly. Arica completed the revisions within a few days, resubmitted the portfolio, and passed. KEY TAKEAWAYS • Students cannot improve when feedback identifies a problem without explaining how to address it. • Clear, specific, and actionable feedback can turn confusion into forward movement. • Support from family or friends should not have to replace the instructional guidance a professor is responsible for providing. • Professors may not know everything students are carrying. Thoughtful communication can prevent an academic challenge from becoming an unnecessary emotional burden. Thank you for listening, rating, sharing, commenting, and following! Website: kelliealston.com Email: hello@kelliealston.com A RESOURCE FOR ALL COLLEGE FACULTY Before one demanding week blurs into the next, take time to notice what happened. When you are balancing teaching, grading, meetings, student needs, and everything else higher education requires, meaningful moments can easily get lost. The Professor’s Week in Review: A Journal for Weekly Reflections on the Higher Ed Experience gives you a dedicated space to process your experiences, recognize patterns, celebrate progress, and decide what you want to carry into the week ahead. Turn reflection into a weekly practice that supports you throughout the semester. Choose the format that works for you: Softcover Journal with Pen: https://bit.ly/thewirejournal Paperback on Amazon: https://amzn.to/40W4U4y Hardcover Journal: https://bit.ly/hardcoverwire Digital Fillable PDF: https://bit.ly/thefillablewire

    Her Portfolio Was Denied, But WHY? | Remember the Time with Mrs. Arica Chambers

  2. 4d ago

    Our Talk Kept Me from Giving Up | Chatiba Bullock

    About the Guest Chatiba Bullock is a Durham native, mother of four, and early childhood education professional with nearly 30 years of experience. A former Head Start student, she now serves as an Education and Child Development Manager within the same program. Chatiba has earned multiple degrees, including two master’s degrees, and brings extensive experience as an online learner. Episode Summary What can happen when a professor knows a student well enough to recognize that something has changed? Chatiba describes online courses that were rigorous, engaging, and more hands-on than some of her face-to-face classes. She explains why clear expectations, an organized course, active teaching, approachability, and timely communication matter to students who are balancing education with careers and families. The emotional center of this conversation is the professor who noticed that Chatiba’s work was no longer reflecting her usual effort. During one of the most difficult periods of Chatiba’s life, that professor reached out, listened, offered grace, and encouraged her to continue when she was considering leaving the program. Chatiba also speaks candidly about ineffective group work, shared grades when contributions are unequal, and professors who do not make meaningful use of scheduled class time. Her story illustrates how academic rigor and genuine care can coexist, and how one thoughtful conversation can influence whether a student keeps going. Key Takeaways Knowing students’ usual patterns can help professors recognize when someone may be struggling.Care and grace do not weaken academic standards. They can help students regain their footing and persist.Online students need clear expectations, accessible course materials, active teaching, and approachable professors.Group work requires intentional design and individual accountability.Faculty presence can affect far more than a student’s grade. It can influence whether that student remains in the program.Thank you for listening, rating, sharing, commenting, and following! Website: kelliealston.com Email: hello@kelliealston.com A Resource for All College Faculty Before one demanding week blurs into the next, take time to notice what happened. When you are balancing teaching, grading, meetings, student needs, and everything else higher education requires, meaningful moments can easily get lost. The Professor’s Week in Review: A Journal for Weekly Reflections on the Higher Ed Experience gives you a dedicated space to process your experiences, recognize patterns, celebrate progress, and decide what you want to carry into the week ahead. Turn reflection into a weekly practice that supports you throughout the semester. Choose the format that works for you: Softcover Journal with Pen: https://bit.ly/thewirejournal Paperback on Amazon: https://amzn.to/40W4U4y Hardcover Journal: https://bit.ly/hardcoverwire Digital Fillable PDF: https://bit.ly/thefillablewire

    Our Talk Kept Me from Giving Up | Chatiba Bullock

  3. Season 3 Trailer

    The Faces I Didn't Expect | Remember the Time with Chatiba Bullock | Short Story

    About the Guest Ms. Chatiba Bullock is a Durham native, mother of four, and education and child development manager at Head Start. She has worked in early childhood education for more than 30 years, holds two master’s degrees, and has extensive experience taking courses online. Episode Summary When Chatiba logged into a class while pursuing her second degree at North Carolina Central University, she realized she was the oldest student there. She was accustomed to having other experienced students to relate to, so the age difference left her wondering how she would connect with her classmates. In this Remember the Time segment, Chatiba and Dr. Kellie Alston discuss the expectations students bring to an online course, the stakes of paying for their own education, and the challenges of choosing group partners. Chatiba also shares how an older student can help classmates work toward a common goal. Key Takeaways Age and life experience can shape how students approach the same online course.Group work gives students a chance to connect, but participation matters to those depending on their partners.Faculty can help students across generations find common ground and take their shared work seriously.Thank you for listening, rating, sharing, commenting, and following! Website: kelliealston.com Email: hello@kelliealston.com A Resource for All College Faculty Before one demanding week blurs into the next, take time to notice what happened. When you are balancing teaching, grading, meetings, student needs, and everything else higher education requires, meaningful moments can easily get lost. The Professor’s Week in Review: A Journal for Weekly Reflections on the Higher Ed Experience gives you a dedicated space to process your experiences, recognize patterns, celebrate progress, and decide what you want to carry into the week ahead. Turn reflection into a weekly practice that supports you throughout the semester. Choose the format that works for you: Softcover Journal with Pen: https://bit.ly/thewirejournal Paperback on Amazon: https://amzn.to/40W4U4y Hardcover Journal: https://bit.ly/hardcoverwire Digital Fillable PDF: https://bit.ly/thefillablewire

    The Faces I Didn't Expect | Remember the Time with Chatiba Bullock | Short Story

  4. Sep 30

    Is It Rigor or Academic Hazing? | Dr. Kye Howard

    About the Guest Dr. Kye Howard is a supervising probation officer in Southern California, a mother, and a practitioner-scholar whose career spans more than three decades in law enforcement. After six and a half years of accelerated, year-round study, she completed an Ed.D. in Organizational Leadership and Organizational Development. Her dissertation, A Different Shade of Blue: Exploring Leadership Advancement for Black Women in Law Enforcement, grew from her professional experiences and commitment to creating change within her field. She will celebrate this achievement at commencement on October 14. Episode Summary When does academic rigor cross the line into academic hazing? Dr. Kye Howard entered her doctoral program after earning her master’s degree online at the same institution. Her master’s experience was responsive, supportive, and rewarding. She expected her doctorate to build upon that foundation. Instead, she encountered delayed communication, unclear expectations, faculty ego, an unproductive residency experience, and five dissertation chairs. In this candid and compelling conversation, Dr. Kye examines the difference between being challenged and being diminished. She explains why doctoral students still need professors who teach, answer questions, provide guidance, and treat experienced professionals with respect. She also shares how self-advocacy helped her protect her research, persist through repeated disruptions, and complete a dissertation centered on Black women’s leadership advancement in law enforcement. Her story raises a question every doctoral program should be willing to confront: Are students being prepared through rigor, or are they being expected to endure unnecessary hardship simply because others endured it before them? Key Takeaways Doctoral students are still learners. Advanced study does not eliminate their need for clear expectations, timely communication, teaching, and guidance.Academic rigor should never be confused with disrespect, intimidation, faculty ego, or institutional indifference.Online programs designed for working professionals should offer accurate course materials and accessible office hours beyond the traditional workday.Consistent, respectful dissertation mentorship can profoundly affect a student’s confidence, progress, and decision to persist.Thank you for listening, rating, sharing, commenting, and following! A Resource for All College Faculty Before one demanding week blurs into the next, take time to notice what happened. When you are balancing teaching, grading, meetings, student needs, and everything else higher education requires, meaningful moments can easily get lost. The Professor’s Week in Review: A Journal for Weekly Reflections on the Higher Ed Experience gives you a dedicated space to process your experiences, recognize patterns, celebrate progress, and decide what you want to carry into the week ahead. Turn reflection into a weekly practice that supports you throughout the semester. Choose the format that works for you: Softcover Journal with Pen: https://bit.ly/thewirejournal Paperback on Amazon: https://amzn.to/40W4U4y Hardcover Journal: https://bit.ly/hardcoverwire Digital Fillable PDF: https://bit.ly/thefillablewire

    Is It Rigor or Academic Hazing? | Dr. Kye Howard

  5. Season 3 Trailer

    What Happens When Your THIRD Dissertation Chair Doesn't Like What She Sees? | Remember the Time with Dr. Kye Howard | Short Story Segment

    Five chairs. One dissertation. What happens when a doctoral student’s third chair looks at months of work and says, “I don’t like what I see”? In this Remember the Time segment, Dr. Kye Howard recalls the moment she decided she had heard enough and needed to defend her research. ABOUT THE GUEST Dr. Kye Howard is a supervising probation officer with the Orange County Probation Department in Southern California. She earned an Ed.D. in organizational leadership and organizational development after completing both her master’s and doctoral programs online. Her dissertation, A Different Shade of Blue: Exploring Leadership Advancement for Black Women in Law Enforcement, examines the barriers Black women encounter as they pursue leadership advancement in law enforcement. EPISODE SUMMARY While writing Chapter Two of her dissertation, Dr. Howard learned that she was receiving another chair. The new chair questioned the direction of her study, described her original theoretical approach as “too aggressive,” and encouraged her to soften how the research might be received. Dr. Howard respectfully defended her title, research focus, and scholarly decisions. She recalls telling the chair, “No, ma’am. No, ma’am.” Although she kept her dissertation title, she revised the theoretical foundation by connecting intersectionality with the Kram Mentoring Model. The story becomes even more striking when Dr. Howard reveals that her doctoral journey ultimately included five dissertation chairs. KEY TAKEAWAY(S) • Continuity and consistent guidance matter during the dissertation process. • Doctoral students can advocate for their scholarship while remaining open to purposeful revision. • Effective dissertation guidance should strengthen a student’s thinking without taking ownership of the study away from the student. Thank you for listening, rating, sharing, commenting, and following! Website: kelliealston.com Email: hello@kelliealston.com A RESOURCE FOR ALL COLLEGE FACULTY Before one demanding week blurs into the next, take time to notice what happened. When you are balancing teaching, grading, meetings, student needs, and everything else higher education requires, meaningful moments can easily get lost. The Professor’s Week in Review: A Journal for Weekly Reflections on the Higher Ed Experience gives you a dedicated space to process your experiences, recognize patterns, celebrate progress, and decide what you want to carry into the week ahead. Turn reflection into a weekly practice that supports you throughout the semester. CHOOSE THE FORMAT THAT WORKS FOR YOU: Softcover Journal with Pen: https://bit.ly/thewirejournal Paperback on Amazon: https://amzn.to/40W4U4y Hardcover Journal: https://bit.ly/hardcoverwire Digital Fillable PDF: https://bit.ly/thefillablewire

    What Happens When Your THIRD Dissertation Chair Doesn't Like What She Sees? | Remember the Time with Dr. Kye Howard | Short Story Segment

  6. Sep 23

    Are Students Learning or Just Passing Online Courses? | Alison Beaman

    What happens when a student can pass an online course but still questions whether she is receiving a good education? In Episode 1 of Dear Professor, Dr. Kellie Alston speaks with Alison Beaman about the difference between completing online coursework and experiencing meaningful learning. ABOUT THE GUEST Alison Beaman is a returning adult learner pursuing two associate degrees at a community college. She brings extensive workforce experience, strong organizational habits, and a thoughtful perspective on what helps online students learn. Candid, witty, and solutions-oriented, Alison considers both the student experience and the workload professors carry. EPISODE SUMMARY Alison explains why completing coursework is not always the same as receiving a meaningful education. She reflects on repetitive assignments, unclear purpose, limited feedback, performative discussion forums, and the importance of teaching presence. She also shares how she challenged assignments that did not appear connected to the course outcomes, why she tracks the estimated and actual time required for her coursework, and what professors can learn from the way students experience their course designs. In her Remember the Time story, an unexpected fire alarm sends an online group project in a surprising direction. KEY TAKEAWAYS • A passing grade does not necessarily indicate meaningful learning. • Students are more likely to invest in an assignment when they understand its purpose and connection to the course outcomes. • Visible teaching presence and substantive feedback help students feel guided throughout the learning process. • Listening to students can uncover course-design concerns that completion data may not reveal. Thank you for listening, rating, sharing, commenting, and following! Website: kelliealston.com Email: hello@kelliealston.com A Resource for All College Faculty Before one demanding week blurs into the next, take time to notice what happened. When you are balancing teaching, grading, meetings, student needs, and everything else higher education requires, meaningful moments can easily get lost. The Professor’s Week in Review: A Journal for Weekly Reflections on the Higher Ed Experience gives you a dedicated space to process your experiences, recognize patterns, celebrate progress, and decide what you want to carry into the week ahead. Turn reflection into a weekly practice that supports you throughout the semester. Choose the format that works for you: Softcover Journal with Pen: https://bit.ly/thewirejournal Paperback on Amazon: https://amzn.to/40W4U4y Hardcover Journal: https://bit.ly/hardcoverwire Digital Fillable PDF: https://bit.ly/thefillablewire

    Are Students Learning or Just Passing Online Courses? | Alison Beaman

  7. Season 3 Trailer

    The Day My Group Members DISAPPEARED | Remember the Time with Mrs. Alison Beaman | Short Story

    What happens when the classmates you planned to work with disappear after a fire alarm? In this Season 3 Remember the Time segment, Alison Beaman shares how an unexpected interruption complicated the beginning of a group research project. What began with uncertainty eventually became one of those rare group-project stories with a surprisingly positive ending. ABOUT THE GUEST Alison Beaman is a returning college student pursuing two degrees in Office Administration, General Office Administration and Office Finance, at a North Carolina community college. She returned to college in 2022 and expects to graduate in December. Outside of school, Alison enjoys crocheting, video games, and Dungeons & Dragons. She also co-founded a Dungeons & Dragons club at her college. SEGMENT SUMMARY During Alison’s first semester back in college, her professor asked the class to think about whom they wanted in their groups for an upcoming research paper. Alison arrived at the next in-person session without having made those arrangements. She began talking with the two women sitting beside her, hoping they might become her group. Then the fire alarm went off. Everyone left the building, but the two prospective group members never returned to the classroom. Alison told her professor that she planned to work with them anyway and contacted them afterward by email, hoping they would not abandon the project. They did not. All three contributed, and the group earned a 98 on the paper. KEY TAKEAWAYS Group formation benefits from a clear process, especially in courses that move between online and in-person learning. Reliable communication channels can help students reconnect when plans suddenly change. • A chaotic beginning does not have to determine the outcome. Communication, shared effort, and follow-through can lead to a successful group experience. Thank you for listening, rating, sharing, commenting, and following! Website: kelliealston.com Email: hello@kelliealston.com Resource for All College Faculty Before one demanding week blurs into the next, take time to notice what happened. When you are balancing teaching, grading, meetings, student needs, and everything else higher education requires, meaningful moments can easily get lost. The Professor’s Week in Review: A Journal for Weekly Reflections on the Higher Ed Experience gives you a dedicated space to process your experiences, recognize patterns, celebrate progress, and decide what you want to carry into the week ahead. Turn reflection into a weekly practice that supports you throughout the semester. Choose the format that works for you: Softcover Journal with Pen: https://bit.ly/thewirejournal Paperback on Amazon: https://amzn.to/40W4U4y Hardcover Journal: https://bit.ly/hardcoverwire Digital Fillable PDF: https://bit.ly/thefillablewire Hide

    The Day My Group Members DISAPPEARED | Remember the Time with Mrs. Alison Beaman | Short Story

  8. 05/30/2024

    Adjusting to Learning in the Digital Age | Dear Professor with Duane Vaughn

    About the Guest: Mr. Duane Vaughn is a senior industrial engineering student at Morgan State University, aiming to graduate in December. Hailing from Chicago, Duane expresses a strong inclination towards supply chain management within various industries, including amusement parks, clothing stores, and sports arenas. Besides his academic pursuits, Duane enjoys staying active and engaged in physical activities like visiting the gym and playing basketball. Episode Summary: In this insightful episode of the Dear Professor series, host Dr. Kellie Alston engages in a thought-provoking discussion with Mr. Duane Vaughn, a senior at Morgan State University. The conversation provides a window into Duane's experiences and perspectives as an online student navigating the challenges and nuances of virtual learning environments. With Dr. Kellie Alston's expertise in e-learning strategies complementing Duane's firsthand accounts, listeners gain a valuable understanding of what online students truly seek from their educational experiences. Throughout the talk, Duane emphasizes the crucial role of effective communication between professors and students, particularly in an online setting where physical interaction is absent. He candidly shares his views on asynchronous classes, live session engagements, and the unique challenges posed by the digital sphere of education. This episode delves into the intricacies of student needs, pet peeves, and the distinction between education and training in an online context, all essential factors that contribute to student success and satisfaction. Key Takeaways: Online students like Duane prioritize communication as a critical component for a successful educational experience, with a preference for timely responses from professors and advisors.Vaughn appreciates asynchronous classes for their flexibility but acknowledges the potential for distractions and the need for greater discipline.Keeping cameras on during live sessions is a pet peeve, as it can lead to discomfort and further distractions.Industrial engineering courses require hands-on training, which presents additional challenges when adapted to an online environment.Students' perceptions of the effectiveness of online learning are shaped by the degree to which courses balance education and active, practical training.Thank you for listening, rating, sharing, commenting, and subscribing! Website: kelliealston.com Email: hello@kelliealston.com Music Credit: Maskros by Bowmull https://www.epidemicsound.com/track/ZdbTFzb4Ne/ Resource: https://bit.ly/drkelliealston Are you interested in enhancing your mindfulness this semester? Incorporate journaling specifically about your work experience in higher ed. Grab your FREE copy of The Professor's Week in Review: A Journal for Weekly Reflections on the Higher Ed Experience from now until May 31st by simply emailing Dr. Alston at hello@kelliealston.com. Get ready to make it a mindful semester!

    Adjusting to Learning in the Digital Age | Dear Professor with Duane Vaughn
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According to the National Center for Education Statistics and Education Dynamics, online college enrollment is on the rise. Before the pandemic, online learning programs were typically for people going back to school to augment or change their career or pursuing a graduate degree to enhance their career while they work. However, EducationDynamics found in 2023 that the largest share of students pursuing undergraduate or graduate degrees online is 35 or younger. That said, 35% of students pursuing online undergraduate degrees are between 19 and 23, and 42% of online graduate students are between 30 and 35. So, as more and more programs are offered online and there is a monumental increase in education technology advancements, we must distance learning right. The aim of this series is to help professors and students experience a more fulfilling online learning environment by allowing students to reveal their needs and pet peeves. My hope is that this information will support professors in making the necessary changes or adjustments in the design and delivery of their online courses which should ultimately enhance student success and satisfaction with distance education. So, if you are interested in hearing what students have to say about their lived experiences online, please hit that subscribe button and join us every Wednesday at 8 p.m. (ET) for lively, transparent conversations. Also, feel free to comment about anything said and ask questions.

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