Chapter 7: The Student and Distance Education
Traits Of The Distance Learner
Factors Influencing Learner Success
Learner Responsibilities
Reflection: While reading this chapter, I had to switch from student to instructor multiple times. I was easily able to relate to the student's responsibilities and needs. However, in looking toward the future I tried to take a step back and look at it from an instructor's point of view so that I could eventually understand and apply what it is that I could one day be doing as a professional.
An Emphasis On The Student
When learning at a distance, technology is looked at as a large part of it. While this is a part of it, there is also a need to focus on the instruction and planning that is taking place for a distance course.
Not only in this chapter but in every chapter so far in the book, there is mention of an increased commitment to learning when involved in distance learning. I can understand this because it takes discipline to make sure you are doing the things you need to for the class and to make sure you can balance life, work, and school in some instances.
As an instructor, it is ideal to gain as much information as you can about the students in the class. This reminded me of the IDT 749 class that I took on Instructional Design. During this course, we learned that one of the steps you take during the ID process is gaining information about the participants/learners that you will be working with. Although as a teacher this seems natural to me. I have to know where and who I am starting with in order to best fit the needs of those students.
Adult Learners: These learners tend to have different experiences that they bring to their learning. They have background knowledge and other aspects in their lives that affect their learning. Simonson explained that Benson suggested two types of adult learners. White-collar have easier access and more flexibility. Blue-collar find it more difficult to access distance learning because of their busy schedules and other responsibilities.
K-12 Learners: These learners may have more difficulty because they are relying on their parents/adults in the home to give them the tools they need to be successful. This can be problematic when their homes don't have access to the materials and resources that they need at home. There is also the factor of motivation. If the K-12 student is not motivated to do the work required for the class, there is no one there saying they have to complete it. Therefore, this could lead to assignments and tasks not being completed.
Attitude Factors
Experience
Elements of Success: All of the following need to be taken into consideration when designing instruction for student: the ability of students, students prior knowledge, and the student's learning styles. As said several times throughout this chapter and the others previously read students learning at a distance take ownership and responsibility for their learning. It is also very important for the instructors to take into account the students learning styles and prior knowledge that way the students are able to access the content and learn in a way that will work for them.
Learning Experiences: It is very important to know the previous learning experiences that students have encountered, this helps the instructor understand the students and how to plan for the instruction that will take place within the learning environment.
Classroom Culture: There needs to be a community of learners in the distance education setting. This allows for a shared learning environment that is not only a part of what the instructor should be doing but also the students.
Etiquette: "With the introduction of a more diverse population, students must become more sensitive to all members of the class." (Simonson, 2015, p. 192) The responsibility for setting the expectation for communication is up to the instructor, and there should also be a courtesy between students to take into account tone, humor, grammar, and cultural differences.
Distance Learning Experiences: "Students have reported that once they took a distance course, they were willing to enroll in additional classes." (Simonson, 2015, p. 193) People who are new to distance education can be nervous when they start courses because they are unsure about the amount of responsibility and work they will have placed on them in terms of their own learning.
Differences in Setting
Online: When learning online, students need to be aware of the many resources that are out there for them to use. Students also need to have an understanding of where to find various information such as due dates, technical help, resources for the class, discussion boards, and contact information. The instructor needs to be sure to give the proper information so that students may contact them if there are issues of any kind.
Video and Audio: "Students need to learn to use the appropriate tools for responding to the instructor, gaining attention, and how to engage in a private conversation with the instructor or another student during the synchronous class time." (Simonson, 2015, p. 196)
Time for Class
Synchronous: Most likely students will be at home when taking part in a synchronous class. Students need to find a place to take part in class that is quiet and free from outside distractions so that they can focus on their learning. During these classes, students to find a way to make their discussions points brief so that all students can participate in the class session. Online tools are often used during synchronous classes.
Asynchronous: During courses that are asynchronous, finding the time for class is less of an issue. Students are able to complete assignments and view resources when it is convenient for them. "It is imperative that the instructor makes it very clear what students are expected to do to complete a course, but it is the student's responsibility to adjust his or her personal schedule accordingly." (Simonson, 2015, p. 197)
Communication: It is very important for students to know how and when to contact the instructor. Ideally, it is necessary to explain to students how to contact the professor and the possible response time for the instructor. This allows the student to plan accordingly. Ways to set up communication could be discussion boards, FAQ pages in the CMS, email, and/or phone numbers. Students also need to have a way to communicate with one another. This is essential to the learning environment/community.
Class Participation
Synchronous: This means that interaction needs to be happening among the class members. Some students are comfortable with talking and participating in classes online, while others are not due to learning styles and personality traits.
Asynchronous: Student's responsibilities need to be made clear so that all students know the expectations and have an understanding of what needs to be done in order to be successful. Student's need to actively participate in class treat these classes just as they would a synchronous or traditional class.
Assignments: Timelines need to be clearly set so that students know when to submit assignments as well as have an idea of when they will receive feedback on those assignments. It can be helpful for the instructor to remind students of due dates and deadlines for tasks that need be completed. Students also need to be aware of how they are going to be graded on the assignments they are completing for a class, as well as, how that grade will affect their overall grade for the course.
Equipment Requirements: Students need to have an understanding of what is required to take an online class. "it is the student's responsibility to inquire if the requirements have not be identified...it is the student's responsibility to obtain the technology required to be a member of the class." (Simonson, 2015, p. 200)
Assuming Responsibility for Own Learning: This is a recurring theme or statement throughout this book. Students need to take ownership of their learning and be given assistance with how this should be done.
"Students who have not taken a distance learning course, either synchronous or asynchronous, need guidance as to what they are expected to do." (Simonson, 2015, p. 193)