The opening of the article was riveting. An instructor of an introductory course in computer programming was noticing his student demographics, and the high probability that they…

“Are from some minority group Did some portion of their k-12 in a compromised educational system Are students not just out of high school and may be working Are not born in the United States Speak English as there (sic) second language Have very little (sic) computer skills May be dismayed by the approaches to teaching computer science Stand a good chance of not completing the baccalaureate degree.”

Then, he wrote: “This profile is prevalent in our country and a great challenge and dilemma to our institutions of higher education” (Salcedo, 2003, p. 83). Quite so. After I considered his writing, I realize that he was describing my students, too.

The “Highly Anxious” Student

What followed was more interesting. While so much of online learning is focused on independent learning by students, students decision-making, and online instructors existing as “guides on the side,” the support strategy for the “highly anxious” student is more structured learning in a teacher-centered structure (Salcedo, 2003, p. 85).

Students that would fit this profile might be those that email or call the instructor constantly. These may be the ones who spend a lot of time reviewing prior sample works by other students. These may be the ones who truly want the line-by-line critiques of their writing in order to be sure of the quality of their own work. These are the ones who want constant and consistent reassurances. These are the ones who want to make sure that the online instructor is constantly present and available and supportive.

Domain-Specific Challenges

The author of the article cited specific challenges that highly anxious students may face in his computer science field. Likewise, in journalism, writing, and literature, highly anxious students may lack the confidence to go out and get the news. They may be hesitant to enter the public sphere for an exchange of ideas. They may be lacking in confidence about their own voices. They may read literature woodenly, without taking interpretive risks or daring to rely on their own senses of the world.

Considering the learners may mean changes to how online learning evolves and how instructors change their strategies to fully engage modern learners.

Salcedo, M. (2003). Faculty and the 21st century student in USA higher education. Inroads-The SIGCSE Bulletin: 35()2), 83 – 87.