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Chapter 7: The Student and Distance Education (Learner Responsibilities…

- - - - Adults have experiences related to learning, work experience, and life experiences (Simonson, Smaldino, & Zvacek, 2015).
        
        Differences exist between "white collar" and "blue collar" workers (Simonson, Smaldino, & Zvacek, 2015).
        
        "White collar" workers have easier access to distance education and more flexible schedules (Simonson, Smaldino, & Zvacek, 2015).
        
        "Blue collar" workers have a more difficult time obtaining access to distance education. Work schedules are typically more complicated and it is more difficult to obtain resources (Simonson, Smaldino, & Zvacek, 2015).
        
        Instructors must be aware of the differences between "white collar" workers and "blue collar" workers and their needs (Simonson, Smaldino, & Zvacek, 2015).
        
        There is little difference between genders when it comes to distance education in terms of the educational setting.
        
        Research shows that more women take distance education classes due to family obligations (Simonson, Smaldino, & Zvacek, 2015).
        
        Adults are typically self-motivated and "self-starters" in comparison to younger learners (Simonson, Smaldino, & Zvacek, 2015).
    - - Younger learners pose unique challenges to instructors (Simonson, Smaldino, & Zvacek, 2015).
        
        Most K-12 students do not take distance education courses by choice. Typically, they take online, or distance education, classes because they do not have access to specific classes face-to-face (Simonson, Smaldino, & Zvacek, 2015).
        
        Oftentimes, decisions are made without taking students' motivation or self-reliance into consideration (Simonson, Smaldino, & Zvacek, 2015).
        
        K-12 learners bring more technology knowledge to the distance education classroom environment. They have an easier time maneuvering through the online environment and have less patience with technology issues when compared to adult learners(Simonson, Smaldino, & Zvacek, 2015).
        
        There is often more diversity within K-12 learners. Students from various locations often participate in online classes (Simonson, Smaldino, & Zvacek, 2015).
        
        A digital divide exists among students in grades K-12. Some students have limited access to technology resources, while other students have access. Instructors need to understand the various needs of students and when designing assignments and setting expectations outside of the classroom (Simonson, Smaldino, & Zvacek, 2015).
- - - - Palloff (2007) states that it is imperative for "learning communities" to form in order for students to be successful (Simonson, Smaldino, & Zvacek, 2015).
      - Instructors need to create classroom cultures that focus on shared learning and teamwork (Simonson, Smaldino, & Zvacek, 2015).
      - Collaborative learning experiences expand the knowledge and expertise of students even though they are typically viewed as being independent learners (Simonson, Smaldino, & Zvacek, 2015).
      - Learners need to be engaged through instruction that is well-designed, has clear expectations for students, and promote deeper levels of understanding of the content (Simonson, Smaldino, & Zvacek, 2015).
        
        Research shows that students involved in WebQuests, debates, and other types of interactive activities are appropriately challenged and more likely to be collaborative
    - - For students to be successful, it is imperative that students understand the complexity of the online classroom (Simonson, Smaldino, & Zvacek, 2015).
        
        Humor is an aspect of communication that can create a significant challenge to the online setting (Simonson, Smaldino, & Zvacek, 2015).
        
        Humor can easily be misunderstood in the online environment. Since people are unable to see body movements, facial expressions, and others' inflections, humor can be "lost" (Simonson, Smaldino, & Zvacek, 2015).
        
        Instructors may need to talk to students individually if there is a concern about inappropriate humor or language (Simonson, Smaldino, & Zvacek, 2015).
  - - - Learning experiences
        
        All students have experiences in learning (Simonson, Smaldino, & Zvacek, 2015).
        
        Instructors must take students' past experiences with learning into consideration (Simonson, Smaldino, & Zvacek, 2015).
        
        Understanding students' previous experiences with learning is essential when working with both adults and younger students (Simonson, Smaldino, & Zvacek, 2015).
        
        Learning activities must be carefully thought out by instructors so that learning experiences can be valuable to all learners (Simonson, Smaldino, & Zvacek, 2015).
      - Distance Learning Experiences
        
        Prior success and experience in distance education are an indicator of whether a person will be successful or not (Bozik, 1995; Smith & Dunn, 1991).
        
        Instructors who are able to utilize technology in a nonintrusive way can help alleviate students' concerns and promote a positive learning environment for students (Simonson, Smaldino, & Zvacek, 2015).
        
        When students are new to distance education, they may be concerned about whether they can complete required work for the class (Dobbs, Waid, & del Carmen, 2009).
        
        Students need guidance in instructor expectations regardless of whether the class is synchronous or asynchronous (Simonson, Smaldino, & Zvacek, 2015).
        
        Students who have positive experiences with online courses are more likely to take these classes again in the future (Simonson, Smaldino, & Zvacek, 2015).
        
        As students become more familiar with online courses, they require less support from their instructors and are more apt to provide support to others (Simonson, Smaldino, & Zvacek, 2015).
  - - - Factors such as cognitive ability and ability to assume responsibility for learning are fundamental in student success (Dabbagh & Bannon-Ritland, 2005; Moore & Kearsley, 1996; Smith & Dunn, 1991; Tuckman & Schouwenberg, 2003; Simonson, Smaldino, & Zvacek, 2015).
    - - To help students be more successful, it is imperative for instructors to take students' background knowledge and prior student knowledge into consideration (Simonson, Smaldino, & Zvacek, 2015).
      - Instructors must understand that students will have different learning experiences and backgrounds (Simonson, Smaldino, & Zvacek, 2015).
    - - Learning styles can have an influence on whether students are successful in the distance education classroom (Simonson, Smaldino, & Zvacek, 2015).
      - Instructors should be cognizant that students learn in a variety of ways (auditory, kinesthetic, and/or visually) (Simonson, Smaldino, & Zvacek, 2015).
      - To obtain information on student learning styles, professors can distribute surveys to students to determine the way they learn best (Simonson, Smaldino, & Zvacek, 2015).
- - - - Similar to students attending classes on campus (Simonson, Smaldino, & Zvacek, 2015).
    - - Meeting times are less of an issue in asynchronous classes (Simonson, Smaldino, & Zvacek, 2015).
  - - - It is essential for students to know how to contact the instructor (Simonson, Smaldino, & Zvacek, 2015).
        
        Students need to have access to a platform such as Blackboard to communicate with their instructor (Simonson, Smaldino, & Zvacek, 2015).
        
        Instructors need to be clear about how and when students should communicate with them (Simonson, Smaldino, & Zvacek, 2015).
  - - - When students miss classes, it is useful for the instructor to record the classes for later student use (Simonson, Smaldino, & Zvacek, 2015).
      - Class participation is able to enhance student learning (Conrad & Donaldson, 2012).
      - A primary key to success in synchronous learning classes is when members of the class are able to interact with each other (Simonson, Smaldino, & Zvacek, 2015).
      - It is helpful for students to be given a brief period of time to adequately prepare for class discussions or to answer questions or provided prompts (Simonson, Smaldino, & Zvacek, 2015).
    - - Instructors need to understand that discussions will take time in the asynchronous environment (Simonson, Smaldino, & Zvacek, 2015).
      - Online forums are only useful when everyone in the class participates (Simonson, Smaldino, & Zvacek, 2015).
      - It is important for students to reserve a few hours several times a week to complete assignments and study content (Simonson, Smaldino, & Zvacek, 2015).
  - - - Instructors should anticipate that some students may not be able to complete all assignments. A way to counteract this is by providing clear guidelines and due dates for assignments (Simonson, Smaldino, & Zvacek, 2015).
    - - Students prefer to receive good grades. When there is a need for improvement, it is critical for instructors to provide timely feedback to students (Simonson, Smaldino, & Zvacek, 2015).
      - Rubrics, outlines, and sample papers/assignments can help students understand expectations (Simonson, Smaldino, & Zvacek, 2015).
      - Students need to clearly understand the grading structure for the class and the assignments' expectations (Simonson, Smaldino, & Zvacek, 2015).
  - - - Instructors need to ensure that students know how to appropriately utilize software used for classes (Simonson, Smaldino, & Zvacek, 2015).
      - Students should be provided with opportunities to learn how to use software in classes if they do not already know how to use it (Simonson, Smaldino, & Zvacek, 2015).
    - - Problems may occur at anytime that technology is involved in the educational process (Simonson, Smaldino, & Zvacek, 2015).