Distance education

Distance Education Running head: DISTANCE EDUCATION IN THE EDUCATIONAL SETTING

Distance Education in the Educational Setting Benjamin Stewart TEC 565 Rodney Gemoll May 27, 2007

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Abstract This paper describes two articles relevant to distance learning: 1) a comparison of student perceptions of classroom instruction: traditional, hybrid, and distance education, and 2) a perspective on group work in distance learning. These two perspectives of distance learning is important when considering to add distance learning courses to an existing English Language Training (ELT) program and/or a new Master's level program that will include distance learning courses as well. It was determined that whether discussing classroom instruction or group work, the same concerns that one realizes for the traditional classroom are often the same as that of the distance learning classroom.

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Distance Education in the Educational Setting I chose these two articles because the university where I teach is beginning to offer courses online as part of the English Language Training (ELT) degree program currently being offered. There is also the possibility of a Master's degree program in ELT being added at a later date that would also include distance courses as part of the program. I feel these two articles provide interesting information that should be considered and discussed as it pertains to my current profession situation.

Comparison of Classroom Instruction Perceptions This article compares the classroom instruction perceptions of the traditional, hybrid, and distance education designs using a Distance Education Learning Environments Survey (DELES). The DELES “measures the perception of the 'actual' environment, perceptions of the preferred environment, or the 'ideal' learning environment of the students� (Biggs,2006).

The purpose of the study was 1) to see what the learning environment preferences were of the graduate level social work students enrolled in a Master of Social Work programs, and 2) to see what the actual perceptions were of the learning environment of those students regarding classroom instruction (Biggs, 2006). Biggs applied a DELESPreferred and DELES-Actual (pre/post test respectively) to test if there was any notable difference between the traditional, hybrid, and distance learning ways of learning. She believes that this type of study can help in the design of the programs (Biggs, 2006).

Table 1 summarizes the findings of the study. A Likert scale is used (1-never, 2seldom, 3-sometimes, 4-often, & 5-always) as it applies only to the DELES-Actual (post test).

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Table 1 Traditional

Hybrid

Distance Learning

The instructor provides me positive and negative feedback on my work.

5.00

4.66

3.71

The instructor adequately addresses my questions.

5.00

4.83

3.57

The instructor encourages my participation.

5.00

4.66

4.14

If I have an inquiry, the instructor finds time to respond.

4.80

4.66

3.71

The instructor helps me identify problem areas in my study.

4.00

4.66

3.29

The instructor responds promptly to my questions.

4.40

4.66

3.71

The instructor gives me valuable feedback on my assignments.

4.80

4.83

3.57

It is easy to contact the instructor.

4.40

4.33

3.29

Group work is part of my activities.

3.40

4.40

2.57

I relate my work to other's work.

4.00

4.50

3.00

I work with others.

4.60

3.29

4.50

I discuss my ideas with other students.

4.00

4.00

3.29

I collaborate with other students in the class.

4.20

4.00

3.14

I can relate what I learn to my life outside of university.

4.20

3.71

4.20

I link class work to my life outside of university.

4.00

3.86

4.00

I learn things about the world outside of university.

4.20

3.86

4.20

I am able to pursue topics that interest me.

4.00

4.20

3.71

I can connect my studies to my activities outside of class.

4.00

3.60

3.86

I apply my everyday experiences in class.

3.80

4.00

4.14

I apply my out-of-class experience.

4.00

4.00

3.86

I work on assignments that deal with real-world information.

4.40

4.20

3.57

I work with real examples.

4.40

4.20

3.57

I enter the real world of the topic of study.

4.20

4.00

3.71

I study real cases related to the class.

4.00

4.00

3.75

I use real facts in class activities.

4.20

4.20

3.57

I explore my own strategies for learning.

4.40

3.40

3.86

I seek my own answers.

4.40

4.00

3.80

I solve my own problems.

4.20

3.43

4.00

Instructor Support

Student Interaction and Collaboration

Personal Relevance

Authentic learning

Active Learning

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Student Autonomy I make decisions about my learning.

4.40

4.00

3.71

I play an important role in my learning.

4.60

4.00

4.29

I approach learning in my own way.

4.80

4.66

3.57

I work during times I find convenient

4.20

4.66

4.43

I am in control of my learning.

4.20

3.50

3.86

I prefer distance education.

4.00

4.33

3.57

Distance education is exciting.

3.20

4.00

3.29

I enjoy studying by distance.

4.20

4.33

3.71

I would enjoy my education if all my classes were by distance.

4.00

4.00

3.43

Satisfaction

In summary, this study shows the importance of addressing learning satisfaction, autonomy, active and authentic learning, personal relevance, learning interaction, and instructor support within the traditional, hybrid, and distance learning designs. Given this one study, it appears that these elements should be of higher consideration when designing a distance learning course since in most cases the perceptions are lower than those of the traditional and hybrid designs. The only comparison between the DELESPreferred and the DELES-Actual mentioned in this article was for the traditional classroom and the differences were marginal.

Perceptions of Group Work The study conducted by Hausstatter and Nordkvelle surveyed 30 students (25 responded) to get their feedback of group work as part of a distance learning course (2007). The main point of this article was that even though there were favorable and nonfavorable opinions of group work within the distance learning design, there exists an apparent paradox. Distance learning typically is associated with autonomous and independent learning due to the separation of time and space between the instructor and

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learner. However, group work often requires that this separation of time and space be altered to a certain degree. Groups may be required to physically meet or meet synchronously to discuss group objectives and work assignments. Learners are subject to group conflict that can have a negative impact on the learning process as well. Moreover, Hausstatter and Nordkvelle mention that “one who teaches another, learns double. In the theory of co-operative learning this is further described through heterogeneous groups, such that, the different abilities of the participants will benefit the learning process and the understanding of new and unknown teaching material� (2007).

In conclusion, this article brings to light the importance of addressing group work within the distance learning design. Preparing the learner to deal with conflict, constructively, will better prepare learners to get the most out of group work, which become even more important when group work is part of a distance learning design.

Distance Education References Biggs, M. (2006). Comparison of student perceptions of classroom instruction: Traditional, hybrid, and distance education. Retrieved on May 27, 2007, from Grand Canyon University online Library website: adffs Hausstatter, R., & Nordkvelle, Y. (2007). Perspectives on Group Work in Distance Learning. Retrieved on May 27, 2007 from Grand Canyon University online Library website:

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