Distant learning

Distant Learning Running head: DISTANT LEARNING

Distant Learning Benjamin Stewart TEC 565 Rodney Gemoll May 12, 2007

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Distant Learning Abstract This paper discusses the differences and similarities between face-to-face and distant learning environments - it turns out there are more similarities than there are differences.

Planning, clear communication, and affective learning are certainly attributes that apply to both learning designs. The main difference is how affective learning is treated in a learning environment with no direct contact between the facilitator and learner.

Advantages and disadvantages between these two educational designs are discussed as well. These advantages and disadvantages often cancel each other out due to the variety of ways in which learners prefer to learn. As more face-to-face courses utilize educational technology to a greater extent, the advantages and disadvantages between these two designs begin to disappear.

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Distant Learning Having nearly completing a master’s degree program that focuses on educational technology as it pertains to instruction and curriculum, and having participated in a distant learning environment for over a year, I feel I have some level of understanding coming into this distant learning course. I feel I certainly have a different perspective having taken prior graduate courses in the program that I would not have had had I not taken them. The more I learn, the more I realize there are more similarities to face-toface (FTF) and distant learning courses than there are differences.

Planning a distant learning course requires planning. A platform should be used that does not hinder the learning experience, such as Angel (2007), Blackboard (2007), or Moodle (2007). Instructions and course objectives should be clear and concise. The delivery of information should be well thought out in advance, which should consider the learner and the technology available at the time. Instructors should be available for synchronous and asynchronous communication with the learners to assist and provide direction as needed. This latter point may be the greatest difference between FTF and distant learning courses since some learners may feel apprehensive about taking a distant learning course for the first time.

Affective learning through motivational tactics is commonly addressed in FTF learning designs. But distant learning often needs to take special care that these same affective needs are being considered in a virtual environment. Since there is no direct contact between the facilitator and learner, it is up to the course designer to assure that the learner feels there is support when needed. This support often comes in the form of academia, technology, and personal needs.

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If I had to sum of the differences between FTF and distant learning designs, I think that ideally, the only real difference is the direct or physical contact between the facilitator and learner. I say ideally, because I have seen that not all FTF classes utilize educational technology to its fullest extent. If they did use technology in a more productive way, the same concepts that make up a quality distant learning design would also apply to what makes up a quality FTF design as well.

Face-to-face vs. Distant Learning The following table illustrates some advantages and disadvantages between FTF and distant learning: FTF

Distant Learning

Advantages *communication between instructor and learner is direct and immediate *communication between learners is direct and immediate

Disadvantages *fixed schedule *fixed location *classroom and resources (library, web, etc.) are often separate

*synchronous/asynchronous communication between facilitator and learner (variable schedule) *may enter learning environment from any computer (variable location) *single learning environment (classroom, educational resources such as e-library, web, etc.) *introvert students may tend to participate more

*extrovert students may be less motivated to participate due to the lack of direct contact with facilitator/learners *less computer savvy learners may be less motivated *more responsibility in the learning process typically relies more on the learner *

This comparison is general since it depends on the learning style of the learner and to what extent the FTF course utilizes educational technology. As educational

Distant Learning technology becomes more commonplace in the FTF classroom, these advantages/disadvantages will begin to disappear.

In summary, from a theoretical perspective, I see little difference or advantage implementing FTF learning over distant learner (or vice versa), since most would agree that technology has a critical role in both educational designs. From a practical standpoint, these differences and advantages currently are more distinct as instructors (facilitators), learners, curriculum designers, and administrators collectively get more used to using educational technology as a means of providing a level of education that is motivating and more relevant to real-life scenarios.

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References Angel Learning. (2007). Retrieved on May 12, 2007 from http://www.angellearning.com/ Blackboard. (2007). Retrieved on May 12, 2007 from http://www.blackboard.com/us/index.Bb Moodle. (2007). Retrieved on May 12, 2007 from http://moodle.org/