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

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

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.

Publisher

Dr. Kellie Alston

Category

education · technology

Language

en

Explicit

No

First episode

12 Oct 2023

Latest episode

7 Oct 2026

Latest episodes

49 episodes in the feed.

1. 

   7 Oct 2026

   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 (http://kelliealston.com) Email: hello@kelliealston.com (mailto: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 (https://bit.ly/thewirejournal) Paperback on Amazon: https://amzn.to/40W4U4y (https://amzn.to/40W4U4y) Hardcover Journal: https://bit.ly/hardcoverwire (https://bit.ly/hardcoverwire) Digital Fillable PDF: https://bit.ly/thefillablewire (https://bit.ly/thefillablewire)

2. 

   5 Oct 2026

   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 (http://kelliealston.com) Email: hello@kelliealston.com (mailto: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 (https://bit.ly/thewirejournal) Paperback on Amazon: https://amzn.to/40W4U4y (https://amzn.to/40W4U4y) Hardcover Journal: https://bit.ly/hardcoverwire (https://bit.ly/hardcoverwire) Digital Fillable PDF: https://bit.ly/thefillablewire (https://bit.ly/thefillablewire)

3. 

   30 Sept 2026

   Is It Rigor or 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 (https://bit.ly/thewirejournal) Paperback on Amazon: https://amzn.to/40W4U4y (https://amzn.to/40W4U4y) Hardcover Journal: https://bit.ly/hardcoverwire (https://bit.ly/hardcoverwire) Digital Fillable PDF: https://bit.ly/thefillablewire (https://bit.ly/thefillablewire)

Reach and audience

Public platform figures. Ratings count people who left a rating, not total listeners.

Apple Podcasts (US)

5.0 / 5

2 ratings

Spotify

5.0 / 5

1 ratings