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       I personally did not look forward to team projects, but found these to be extremely powerful learning opportunities for both content knowledge as well as applying modern technology to distance collaboration.  This is an important skill in the world of work today. 

— Wendy from Kona, Hawaii

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      This article is by Professor Menchaca and the information was comprehensive and relevant to the section I chose in the Simonson text on factors that influence student success.  The concept of collaboration, social interaction, and teamwork was repeated. After completing my first year in the OTEC program, I feel as though I’ve lived through the experiences described in this article as well as in the Simonson text. 

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      In addition, participants in this study liked multiple tools that appealed to diverse learning styles as well as actively participating in discussions, working both asynchronously and synchronously, and flexibility in the learning environment.  Finally, face-to-face time at the beginning of a program was significant in student success.  

— Wendy from Kona, Hawaii

Testimonials  on Menchaca Article

— Wendy from Kona, Hawaii

       I liked reading the analysis methodology section about inductive category coding when it came to qualitative data.  Last semester, we did an exercise on Blackboard in our 611 course where Dr. Mike dazzled us with a very efficient display of his skills in capturing qualitative data from the class.  After experiencing this, it was fun to read about how he did this in this study.  On a scale of one to four, I would give this article a four! 

Factors Influencing Learner
Success in Distance Education
Distance Education Evolving

 

Attitude towards distance education

Student attitude is a key to success with online learning.  According to Simonson, Smaldino, Albright, and Zvacek (2012), developing a learning community that promotes shared experiences will help student attitude toward success.  They state, “Working together creates a richer learning experience for the individual” (p. 222).  Collaborative learning experiences provoke deeper discussions and opportunities for students to expand their knowledge and skills.  Instructors who incorporate interactive learning opportunities for their students may find that collaboration is a key to success when improving student attitude.  In addition, Simonson et al. (2012) mention that protocols for communications are important to establish early in the course so students understand what is expected from them.  This includes adherence to the rules of grammar as well as appropriate use of humor.  Usually humor is difficult to achieve in an online environment and should include an alert to the intent if students think it appropriate. 

In The News

       As distance education continues to evolve, learner success is dependent on the factors influencing modern and future delivery methods.  Emerging online instructors must understand these factors and incorporate features for optimal student outcome.  

Teaching and Learning at a Distance

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education. New York: Pearson.

It’s important for online instructors to provide clear expectations.  Students that are new to online learning may not feel confident in their ability to complete the perceived amount of work for the course.  Instructors can provide redundancy in places to find directions, hints, or suggestions.  For example, the syllabus, a calendar, an assignment link or announcement post can help the student find the information they are seeking on their quest for success.  As they become more familiar with the tools and resources available, they will feel more confident.

A few more elements of success will help students achieve their goals in distance education. Adult learners are a key target group for much of the distance education programs that come online.  It seems that students in online situations assume more responsibility in their learning.  In addition, their prior knowledge and background.  Instructors may want to incorporate a pretest of knowledge or survey of content to understand their learners better and to avoid the pitfalls of high expectations.  It’s also important for instructors to recognize different types of learning styles.  Some learners respond better to visual cues, while others prefer auditory.  Some students may prefer to work independently, while others need collaboration to get motivated.  The instructor must find ways to learn more about the students whether it’s having students take a survey about multi-intelligences or answers to questions supplied by the instructor.  The more the instructor can glean from the students about individual learning styles, the better chances of student success in distance education.  

Learning experiences that the student brings to class can also contribute to learner success.  With many online learning environments targeted for adult learners, instructors must try to find out more about their students backgrounds and interests to facilitate more successful learning.  Often times, adult learners have a specific agenda for attending an online course.  They may value independent learning over collaborative varieties.  For students that are new to online education, the instructor may want to scaffold team projects by starting small and do an activity that is not graded so that students can build their confidence in a group setting.  Students can also build confidence in distance learning after successfully completing their first online course.

 

Clear Expectations
Different Learning Experiences
Different Learning Styles

Attitude 

 

Collaboration

 

Etiquette

 

Learning Experience

 

Readiness for DE

 

General Ability

 

Prior Knowledge

 

Learning Style

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Menchaca, M. P., & Bekele, T. A. (2008).  Learner and instructor identified success factors in distance education. Distance Education, 29(3), 231-252.

 

— Wendy from Kona, Hawaii

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