Internet Classroom K-12

Technology and Internet use in K-12 education.

Tuesday, January 23, 2007

Roles of a Distance Learner

Distance learners like myself have many roles to fill besides just being a learner. While we attempt to master the content of the course, we must also be time managers, web surfers, collaborators, colleagues, researchers, peer tutors, and inevitably A/V or IT troubleshooters.

One of the most important roles of the distance learner is that of researcher. Since all content, even virtual lectures, are experienced without direct contact with the instructor, the learner operates somewhat like an independent entity. Especially in the online situation, the learner is free to pursue interests as they arise. He or she can surf the online library collection, "Google", or look for books immediately. When a learner is taking a course on video or via satellite, the independent pursuit of information greatly enhances the learning experience. It becomes very important to also fill the role of web surfer (Is there a more academic name for this?). One must be adept at finding credible information and using online resources to their fullest extent.

Which leads to the role of time manager. The Internet can steal one's time. No matter how fast your computer or online connection, the process of sorting through websites, online journal articles, and blogs is very time-consuming (even when one does not go "chasing rabbits"). Assigned class discussions take time. Assigned readings take time. Computer crashes and power outages create frustrating delays. It takes time to print out syllabi and course materials the classroom teacher used to simply hand out.

Distance instructors really help by structuring courses so that there are many small chunks to complete. For distance learners that do not have to meet in a classroom, the contact hours necessary as a requirement for the class need to be planned into the study schedule. Distance instructors need to make this time manager role clear in their syllabi. Besides learning the content of the course, a distance learner needs to be prepared to collaborate with others in the class. Keegan talks about providing an equivalent educational experience. That includes giving students opportunities to talk to other class members about the content, in a way that resembles--and maybe even exceeds--face-to-face communications.

In the traditional classroom, students sometimes study together. Even so, the instructor is probably the only one formally giving formative feedback on students' projects. In a distance classroom, students can actually become peer tutors, providing formative feedback as colleagues. This has been the most helpful aspect of my own courses. It is sometimes painful and disconcerting, but the dialog forces higher level analysis and synthesis of the material. The role of colleague should be taken seriously by distance learners. Students should accept responsibility for doing academic work in their field of study, even if they are taking just one course. They should offer reasoned, constructive criticism as their contribution to the discipline, in the spirit of academic exchange. Even young students in distance situations should be encouraged to think of themselves as contributors to a greater understanding. This engagement empowers learners and inspires participation.

Self-discipline in meeting deadlines, responding thoughtfully to peers, behaving ethically, and completing assigned tasks, and communicating with the instructor seems to me to be the deciding factor for distance learning success. This is different from the self-discipline of simply getting to class on time. Wedemeyer says the distance learner must take greater responsibility for learning. Moore reminds us that to close the gap in transactional distance between the learner and the instructor, dialog is key. As the individual takes responsibility for learning, the dialog with the teacher becomes more and more vital--for feedback, direction, and encouragement. The self-disciplined student plans for study, reflection, and dialog, the sum of which leads to successful learning.

Finally, the distance learner must become somewhat of an A/V or IT troubleshooter. Whether the course is on videotapes checked out from the library, via satellite at a remote site, or offered over the Internet, the equipment will inevitably fail. A working knowledge of the media being used is absolutely necessary to prevent frustration.

Distance learning is often the most practical solution. It offers a terrific chance for students in rural areas to participate. Traditional students can take courses that conflict with work or school schedules. Professionals can fit study into their busy lives. But the long-distance students must prepare themselves to take on the additional roles discussed here to increase their success in the class.

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