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

Hosted by Dr. Kellie Alston

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Oct 2026

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About the show

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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October 21, 202624 min

Are You Grading or Guiding? How Feedback Shapes Online Student Learning | Mr. Aatman Sharma

ABOUT THE GUEST Aatman Sharma is an Associate of Arts student at Pitt Community College who plans to transfer to a four-year university. An active student leader and Student Government Association president, Aatman values the flexibility of online learning because it allows him to balance his coursework with meaningful campus involvement. He offers a thoughtful perspective on how communication, course design, and feedback influence a student’s ability to plan, learn, and improve. EPISODE SUMMARY Are professors simply grading students, or are they guiding them toward stronger learning? In this episode, Aatman discusses the practices that shape his online learning experience, including clear syllabi, organized coursework, responsive communication, timely grading, and useful feedback. Although Aatman speaks positively about many of his professors, he explains what can happen when grades and feedback arrive too late. Students may repeat mistakes before learning what they need to improve. Unposted grades can also create anxiety and make it difficult for students to evaluate their progress. The conversation also explores shared responsibility for engagement, meaningful faculty presence, and the growing use of artificial intelligence to generate feedback. Aatman invites professors to consider whether their responses show that they have genuinely read, understood, and engaged with a student’s work. KEY TAKEAWAYS • A detailed syllabus helps students plan and locate support. • Feedback should arrive before the next related assignment is due. • Timely grading helps students understand their progress and make improvements. • Online students need consistent communication and visible faculty presence. • AI may support efficiency, but feedback should remain specific, thoughtful, and human. • Online flexibility can support greater campus involvement rather than signal disengagement. Thank you for listening, rating, sharing, commenting, and following! Website: https://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

October 14, 202636 min

You Unlocked Something in Me | Mrs. Arica Chambers

About the Guest Mrs. Arica Chambers is a 26-year educator, mother of four biological children and three bonus children, and an online graduate student. She earned her master’s degree in math and literacy and has completed the coursework for a doctorate in educational technology. Episode Summary What separates professors who measure what students produce from those who help students discover what they can become? Arica reflects on online courses that resulted in strong grades but did not always leave her feeling that she had grown. She explains why communication, clear expectations, professor presence, and detailed feedback are essential when students are learning from a distance. She also discusses pausing her doctoral journey after being told late in the process that she needed to change her research framework. Despite the frustration, Arica remains determined to finish. At the center of the episode is the quantitative-studies professor who transformed how Arica saw herself. Through substantive feedback, supplemental videos, helpful resources, and consistent engagement, this professor helped her move from feeling uncertain to believing she could do anything. Key Takeaways Students recognize when professors understand and take ownership of their courses. “Great job” cannot replace specific feedback that helps students improve. Presence becomes visible through communication, engagement, and responsive support. Meaningful challenge can build confidence when professors provide guidance. Clear rubrics and consistent expectations allow students to focus on learning. 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

October 7, 202632 min

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

September 30, 202655 min

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

September 23, 202636 min

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

October 26, 20263 min

Why Military Discipline Alone Did Not Make Online Learning Easy | Remember the Time with Dr. Lee Audrey Reid-Armistad | Short Story

About the Guest Dr. Lee Audrey Reid-Armistad is a military veteran, lifelong learner, and experienced online student. Her educational journey has taken her from community college to graduate education, including earning both her master’s degree and doctorate online. Her story offers encouragement to veterans, adult learners, and anyone pursuing educational goals while navigating major responsibilities and life transitions. Episode Summary Two years before retiring from the military, Dr. Lee enrolled in a community college nursing program and discovered that she had accumulated more than 130 college credit hours. That realization caused her to reflect on years of taking courses while placing leadership, deployments, mission readiness, and the needs of others ahead of her own educational goals. After transitioning to a university, Dr. Lee entered online learning believing that the discipline she developed in the military would make the experience easier. She soon learned that online education requires a different kind of discipline. It can also feel isolating when students have limited opportunities for face-to-face interaction. Although there were moments when she considered stepping away, Dr. Lee remembered why she started. She continued moving forward, earned two graduate degrees online, and proved that her story did not end with military retirement. Key Takeaways • Accumulating college credits is not the same as following an intentional educational path. Periodic reflection can help students reconnect their coursework to their larger goals. • Online learning requires its own forms of discipline, time management, persistence, and self-direction. • Remembering why you began can provide the motivation needed to continue through isolation, doubt, and competing responsibilities. 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

October 19, 20263 min

A Course Full of Questions and No One to Answer Them | Remember the Time with Aatman Sharma | Short Story

What happens when an online student has questions, but the professor never seems to be there? ABOUT THE GUEST Mr. Aatman Sharma is a student in an Associate of Arts program at Pitt Community College, where he also serves as Student Government Association president. A creative who enjoys painting, drawing, and acting, Aatman values leadership, collaboration, and the flexibility online learning provides as he prepares to transfer to a four-year university. EPISODE SUMMARY In this Remember the Time segment, Aatman recalls a disturbing experience in an online beginner French course taught by an adjunct professor based in Ohio. Although he already spoke French, he struggled with advanced worksheets, repetitive questions, videos paired with unclear activities, and an outdated website that could take several minutes to load. The greatest challenge was the professor’s absence. Aatman repeatedly tried to schedule meetings and sent multiple emails, but he received little to no response. Because this occurred during one of his first semesters in college, he was still learning how to navigate institutional processes. Although students were typically advised to contact the department head, that next step was not explained in the course syllabus. With no clear path to support, he felt he had no choice but to accept the grade he received. KEY TAKEAWAYS • Instructor presence is essential in online learning. When students cannot reach their professor, even manageable questions can become barriers. • Assignments, resources, and technology should align with the stated course level and support the learning outcomes. • A thorough syllabus should explain communication expectations, office hours, and exactly whom students should contact when they cannot reach the instructor. • Students who are new to college may not know how to escalate a concern. Institutions and professors must make those pathways visible before a problem occurs. 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

October 12, 20265 min

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

October 5, 20264 min

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

September 28, 20266 min

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