Module 3:  Attitudes Towards Distance Learning

 

Module 3 Assessment

 

Central to this discussion, it is essential to underscore the importance of instructors and their attitudes towards teaching in a distance-learning environment as a major potential roadblock to effective distance education. As in any educational environment, the instructor sets the tone for learning from the onset. As such, instructors must be properly trained and motivated to be effective and engaging. 

 

As one of the foundational cornerstones to any effective and engaging online D.E. experiences, it is important for the instructors to develop a sense of community between the sites, achieve maximum participation, and get the participants to buy in to the process. The idea of learning as a collaborative process is very important when students are separated by distance. According to research by Palloff and Pratt (2000), “collaborative learning processes assists students to achieve deeper levels of knowledge generation through the creation of shared goals, shared exploration, and a shared process of meaning making” (pg. 6). Conversely, students should be welcoming in sharing in group discussions, projects, and critical analysis. So often is the case with face-to-face discussion where students are acclimated to a highly individualized academic goal environment. Online D.E. environments simply do not work well in such a manner, and must be interpersonal, as will be further expanded upon.

 

Instructor and Student Concerns

 

According to the National Education Association, the three top concerns for distance education faculty, are about equally important to them, with two-thirds of distance faculty saying these concerns would be extremely or very important if they occurred:

 

1. Distance learning will result in more work for the same amount of pay;

2. The quality of education for students will decline;

3. Faculty will not be fairly compensated for their intellectual property.

 

 

Among additional instructors concerns about distance learning, time management remains among the forefront. Given that many instructors are also adjuct faculty, teaching on-campus, it is of critical importance for them to manage their time wisely. Yet, in more specific relevance to D.E. courses, instructors are often tasked with designing course curriculum, presentation, and implementation strategies. The delivery of the course is also a central aspect of time management. How well are the D.E. lessons presented in a timely manner? How much time should students be practically expected to invest. How much time does the instructor need to effectively manage the course? 

 

It is also interesting to also reflect upon how the D.E. experience will change their role in education. Allen & Seaman (2012) discovered in a national survey of attitudes of higher education faculty, that there was a moderately positive attitude about distance learning in general, but moderately negative attitudes about their own use of it. The surveys asked an overarching question intentionally designed to cut through all the hemming and hawing to faculty members’ core attitudes about the outlook for higher education, and its purveyors, in an inexorably online world:

On balance, does the growth of online education excite or frighten you? A solid majority of faculty members (58 percent) described themselves as filled more with fear than with excitement, although there were some differences based on gender, type of institution, and the like (see charts in the accompanying report). Meanwhile, academic technology administrators -- defined as “individuals with responsibility for some aspect of academic technology at their institutions” -- were overwhelmingly enthused; 80 percent said the online boom excited more than frightened them (Allen & Seaman, 2012).

 

Finally, there are the students and their concerns with distance learning classes. Not all students are suited to this type of learning and not all subjects are best taught via this medium. More mature students are the most likely to find success with distance learning. The successful student needs to have a number of characteristics such as tolerance for ambiguity, a need for autonomy, and an ability to be flexible (Threkeld & Brzoska, 1994). Threkeld and Brzoska also discovered that “compared to most face-to-face learning environments, distance learning requires students to be more focused, better time managers, and to be able to work independently and with group members” (p.43). It is well understood how distance learners are different from traditional undergraduates in that there are significant numbers that are older professionals. They have well defined goals and are more motivated (Dibiase, 2000). As previously discussed, distance education students need to feel a part of a community. Greenburg (1998) describes this as a virtual learning community. Students in these communities often feel less pressure to perform individually, and more pressure to collaborate and be part of the team (Kantor, 1998 cited in Greenberg, 1998).

 

Learning Effectiveness

 

Being involved in a collaborative, interpersonal learning process is an important part of forming the foundation of a learning community. When this is not encouraged, participation is generally low and dialog is absent (Palloff & Pratt, 2000). Students also need the attention of the instructors. This may be truer in a distance situation than in a traditional classroom. In a situation where eye contact and proximity are limited, students cannot be disciplined nor affirmed by eye contact and body language (MacKnight, 2000). Students may also have a difficult time reading the reactions of the remote location class members. This lack of interaction can cause problems when there is a dissenting opinion that cannot be picked up on with non-verbal cues, and is misperceived as a verbal attack. This type of miscommunication can cause the community problems as the class progresses. 

 

In order to facilitate the best environment conducive to learning, the promotion of critical thinking is a core concern. According to MacKnight (2000, p. 39, as cited by Osborne et al), in fostering a symbiotic rapport, there are  several key requirements in online discussion that must be met  by both instructors and students:

 

1. ask the right questions;

2. listen to each other;

3. take turns and share work;

4. help each other learn;

5. respect each others ideas;

6. build on each other's ideas;

7. construct their own understanding; and

8. think in new ways.

 

Additionally, MacKnight also offers practical advice for faculty. Faculty must support disciplined discussions by:

 

1. maintaining a focused discussion;

2. keeping intellectually responsible;

3. stimulating the discussion by asking probing questions that hold students accountable for their thinking;

4. infusing these questions in the minds of students;

5. encouraging full participation; and

6. periodically summarizing what has or needs to be done.