Distance education

Distance course is a way to take classes without assisting to an institution. However, is very different form face-to-face classes in which students must have certain characteristics to be on those courses. Sometimes learners become frustrated with the job/classroom time conflict often choose to give up an online class, at least until their work schedule eases up or becomes more stable  (Developin an oline curriculum: technologies and techniques, 2004).

As a result, students must reflect deeply in the disadvantages; for example, is an isolate experience, lack of communication, and feedback. Therefore, there are several solutions to avoid future problems in the course, but sometimes students are not aware of it. In contrast, distance courses have also advantages as being autonomous in their learning, to be able to manage their time according to their necessities, and students can develop their critical thinking. In my experience, I had a little of trouble in get used to an online course; probably because I was used to face-to-face classes, but then I discovered is an excellent tool when you become a busy person.

A student who is used to work in teams, or is an extrovert personality might thing being in a distance course is not a good option. For several circumstances as: absence of social links, whose importance in learning is surely under-estimated in conventional situations. The distant learner does not have the same opportunity to be aware of the difficulties which she or he is encountering are shared by others (Howart, 1995). Some students like to talk with other people as a learning style, so for them is very difficult to be on online courses, but teacher must encourage them to interact in the forums.

Teachers can avoid that problem by Developing learning activities which require learners to draw on and share their prior experiences facilitates deeper and more meaningful learning (Advanced methods in distance eduacation, 2005). Using activities that are interesting for students can wake-up their curiosity and motivation about the course; even though, students are not seeing their partners or teacher as they like to. Teachers can do those activities to engage students, as well as, to showing extrovert students that communicate in a platform is also exiting.

Another disadvantage is the lack of communication this inevitably suffers when teacher and learners are in different places (Howart, 1995). Occasionally learners get stressed because they have doubts, and the teacher does not respond an e-mail or in the platform immediately. For that reason the use of learning contracts can facilitate the self-concept of the learner. The contract essentially describes what the learner will do and how that activity will be evaluated by the educator (Advanced methods in distance eduacation, 2005). As a result, it can avoid misunderstandings, but it have to be clear and coherent. In my experience, I had several online courses; nevertheless, I had problems in communication because the teacher was a very busy person, so he/she did not respond quickly but I was not the only students with problems. In my opinion, if she/he had written the instruction clear and use examples, all that problem could be avoid it.

            Feedback is another problem for students and teachers Byington (2002) compared experiences from online to on-site teaching and noted that many more hours were needed to assign and grade work and return feedback online. In one way, students want to know how they are performing as soonest they send the assignment, but they have to consider teachers have other things to do too. Therefore, teachers need to find a way to provide feedback quickly without getting bogged down in the grading process, but yet help learners to understand how they can improve as well as receive assurance about what they do well (Developin an oline curriculum: technologies and techniques, 2004). Providing feedback to students is another way to motivate students to continue in the course, and to do an assignment for pressure not for a grade. In my opinion, providing feedback means teacher takes in account my effort and I can learn from my mistakes.

            On the other hand, an advantage of distance courses students become autonomous in their learning, take responsibility for their own learning, are motivated to learn, gain enjoyment for their learning, are open-minded, manages their time well, plan effectively, meet deadlines, are happy to work on their own, display perseverance when encouraging difficulties and are low in procrastination (Macaskill & Tylor, 2010). In my experience, since I begun forming part of distance courses I am more responsible because, I know, I must do assignments before the deadline. In addition, if I do not understand something I look for extra information; as a result I have meaningful learning.

             In the same way, learners are able to manage their own time because more online learners tend to work at least one job, have family responsibilities, and take one or more online courses at a time, their time is limited (Developin an oline curriculum: technologies and techniques, 2004). Every person is unique for that reason not all have the same necessities for that reason learners must do their assignment as he/she think is convenient. Distance courses allow students to do so because they know what they are capable to do and their plans. Teachers must set and respect deadlines; consequently, students can administrate their time.

            Another advantage, critical thinking in one way teachers have a moment to consider and refine their responses, before passing them on to learners; and it may be an even greater advantage for learners if they can digest the response before deciding if and what they wish to question further (Howart, 1995). In face-to-face classes this advantage is not possible; teachers must respond immediately maybe for pressure they are seeing the students or vice-versa. The responses will be better if both think deeply in the feedback or doing assignments.

            As a final point, distance courses are very common nowadays. However, students have a to think before choosing this option because it has disadvantages, even though, it has solutions they have to consider that is an isolate experience, deficit communication, and problems with feedback. On the other hand, it has advantages as being independent in their learning, schedule their time, and develop their critical thinking. In my experience on distance courses, I like it because I manage my time and I can double check my work; even though, sometimes I think I learn better on face-to-face classes. Well, it depends in the signature. Therefore, if the teacher give or do certain aspects the same as: motivation, indications of being valued, interpersonal relationships, sharing goals, and clear open communication (Delivering Digitally - Managing the Transition to the Knowledge Media, 2002) to learners distance course will be efficient.

Biography

(2002). En A. Inglis, J. Vera, & L. Peter, Delivering Digitally - Managing the Transition to the Knowledge Media (págs. 105-108). Britain: Kogan page.

(2004). En R. L. Porter, Developin an oline curriculum: technologies and techniques (págs. 173-179). United States: Information Sience PUBLISHING.

(2005). Advanced methods in distance eduacation. En K. E. Dooley, J. R. Lindner, & L. M. Dooley, Advanced methods in distance eduacation (págs. 146-160). United States of America: Information Science Publishing.

Howart, R. (1995). Distance Education for Language Teachers. En R. Howart. UK: Multilingual Matters.

Distance course assessment

Students are very familiar with the term assessment because is something they see every time; it even happens in distance courses, but in different way as happens in face-to-face classes. However is necessary to explain first, what is assessment? Well, “Assessment refers to the broad area of monitoring the learning progress.” (Advanced methods in distance eduacation, 2005) In other words, is the umbrella term that covers a variety of data collection methods used to evaluate educational outcomes (Chase, 1999).

            Therefore, there are some difficulties a distance course teacher must overcome as: lack of time, maintain interest on students, and be flexible with learners. For that reason “Assessment must be tailored to meet the needs of the learners, the instructor, and the content being taught. It is important to choose the right assessment technique to fit the situation”. (Advanced methods in distance eduacation, 2005). Communication among students or between the teachers is necessary to know them, so instructors use the appropriate techniques in distance course.

            In the same way, lack of time is the main issue that has teachers and students. For example, in teachers “noted that many more hours were needed to assign and grade work and return feedback online”. (Byington; 2002). Consequently, instructors can check assignments at the end of each deadline to avoid the accumulation of work, and provide feedback as soon as possible. In that way, students and teachers know the progress they have in the course.

            Maintain interest on students is not an easy task because “your grading process should encourage learners to be interested in more than the point value or grade you awarded for each assignment and to discuss ideas with you throughout the course”. (Developing an online curriculum: technologies and techniques, 2004). A solution is to motivate students in every assignment they do; for example, giving positive comments as good job, you have good ideas, etcetera. Otherwise to let students decide some topics, so they interest increase through the course.

            In addition, teachers must consider that students “tend to work at least one job, have family responsibilities, and take one or more online courses at a time, their time is limited”. (Developing an online curriculum: technologies and techniques, 2004). The same pheromone happens with teachers, lack of time; even though, both are adults they get very frustrated with the course.  In one hand some teachers do not provide feedback, and in the other hand students drop-off the course. A way to solve this problem is in “Keeping to the established course schedule is important, but so is flexibility in knowing when to grant an extension and when an assignment has to be forfeited.”  (Developing an online curriculum: technologies and techniques, 2004). Knowing all this students and teachers can manage their time efficiently, and teachers can check assignments more professionally.

             As a final statement, “Assessment can provide the information necessary to guide the instructor and learner in making those adjustments”. (Advanced methods in distance education, 2005). Even though, is not an easy task for students and instructors; for example, lack of time, maintains students’ interest, and to be flexible with them, but these issues can be solved if teachers “provide feedback and post grades within the time frame you have established.” (Developin an oline curriculum: technologies and techniques, 2004). For the reason students will always look for feedback, so teachers will use the techniques they consider appropriate to achieve the goal according to their time.

Biography

(2004). En R. L. Porter, Developing an online curriculum: technologies and techniques (pages. 173-179). United States: Information Sience PUBLISHING.

(2005). Advanced methods in distance eduacation. En K. E. Dooley, J. R. Lindner, & L. M. Dooley, Advanced methods in distance eduacation (pages. 146-160). United States of America: Information Science Publishing.

Distance course activity

Simple past tense with regular and irregular verbs

The simple past tense is expressing an action that has happened or a state that previously existed. (Oxford dictionary)

 INSTRUCTIONS: read the following story and then answer the power point quiz.

Note: the words in different colors in the text are in past tense; the blue ones are regular verbs and the green ones are irregular verbs.

Cinderella

Cinderella lived in a small village in the north of England. She had two sisters; they were very ugly. She got up every morning at six o'clock, then she made breakfast for her sisters, and afterwards she cleaned the house. She worked all day. Her two ugly sisters were very lazy; they never did any work because Cinderella did everything. Cinderella was very unhappy.

One day, the postman came to the house. He gave Cinderella's sister an envelope. In the envelope there were three invitations to a party at the Prince's house. She said to her sisters, "Fantastic! There is a party at the Prince's house. I can wear my new red dress and Esmerelda can wear her new blue dress, but Cinderella can't go because her dress is old and dirty and she hasn't got any shoes."

On Saturday at 8 o'clock, the ugly sisters went to the party. Cinderella sat in the kitchen. She was very sad. There was a ring at the door. Cinderella opened the door. There was a woman. She said, "Hello! I am your Fairy Godmother. Why are you sad?" Cinderella said, "I want to go to the party but I haven't got any beautiful clothes." The Fairy Godmother said, "No problem, here is a new dress and some glass shoes. There is a golden bicycle in the street. Now you can go to the party, but you must return before 12 o'clock." Cinderella said, "Thank you." She put on the glass shoes and the red dress. She looked very pretty. Then she went to the party by bicycle.

The party was very good. At first, Cinderella was very shy but after an hour, the Prince asked Cinderella to dance. They danced for a long time. The Prince said to Cinderella, "I like your dress and you are very pretty." Cinderella was very happy. She forgot what time it was. Suddenly the clock rang. Cinderella said, "Oh no! I must go. It is 12 o'clock." She ran home and at the door of the Prince's house, she lost her shoe.

The next day, the Prince was very sad because he was in love with Cinderella but he didn't know where she lived. He went to all the houses in the village and said, "Do you know whose shoe this is?" Finally, he went to Cinderella's house. Cinderella opened the door. The Prince said, "I love you. Do you want to marry me?" Cinderella said, "Yes." The wedding was the week after. Cinderella and the Prince were never unhappy again.

THE END

Story reference: http://www.lingolex.com/simplepast/cinder.htm

I used the little story because most of people know it; however, is a little modified so students won’t answer it by memory. In addition, I consider to use a power point quiz because the can self assess meanwhile they are answering the quiz in order to test their reading comprehension using the past tense verbs.

Edublog

Edublog has great options for online courses. Therefore, there are some advantages and disadvantages in this blog that it will be explain next:

Ways to give students’ support and assistance in distance course

Students in a distance course are people who do not take physically class on campus. However, learners have to deal with some difficulties such as lack of communication, motivation, and different learning styles. Nevertheless, teachers have to find the way to solve those problems; for example, use attractive activities for students, several teachers’ roles, and use of telematic technologies.

            The lack of communication is big problem for students because some students are so familiar with traditional classes that they can get frustrate in distance course; one feature is for not being able to see the teacher. Therefore, not seeing the teacher is not the only problem; it is also the lack of communication among their classmates. Communication is essential aspect in distance course in order to clarify doubts and give feedback. In my experience, when I do not understand an instruction I prefer to look for face-to-face classmates in order to dissipate my doubts because the communication is faster.

            In the same way, motivating students is not an easy task because each student is different. Nonetheless, there are some techniques a teacher can use that could help learners such as grades, internal factors as curiosity, creating learning environment that values and respects individual competence and experience, and to provide positive feedback (Advanced methods in distance eduacation, 2005). The curiosities can impulse students to look for further information in order to have meaningful learning with competence aptitudes. And positive feedback helps students to be aware in their weakness and strengths in the course.

            In addition, every student is unique as a result each learner has strengths or weakness that others might not have; in other words, learners have different learning styles. Sometimes students think an assignment is a difficult task and get very stress; however, other students could think is very easy that is not worth it to do it. For that reason, instructors must combine activities, so students could use the appropriate technique to achieve the goal. As well, teachers need to use attractive activities in which students could apply and share their own experiences. In my opinion, it does not matter which is the method a student use in order to do an assignment as soonest it is helpful for them.

            On the other hand, another solution is the several roles an instructor can have in distance education; for example, a facilitator because it can give some materials that can be helpful for students’ learning. Another role can be a tutor for the reason a teacher can support learners whenever is necessary. All this is with the purpose to increase communication and to achieve the goal teachers; students can use telematic technologies in order to participate, give feedback, motivate, clear doubts, and many other features.

            In summarize, students have to deal with many problems as lack of communication, motivation, and different learning styles that can cause students stress. As a result, instructors must use several techniques in order to avoid those problems such as attractive activities, different teachers’ roles, and the use of telematic technologies. In my opinion, the use of rules in distance course can help too. Even though, students are autonomous they have to follow rules in order to take the best decision and if not, to know the consequences of their own actions. In the same way, to achieve this lofty goal, educators and trainers will have to teach, coach, mentor, facilitate, motivate, and direct learners based on the educator’s assessment of learners’ unique backgrounds, experiences, knowledge, skill, abilities, personality type, style, and/or personal styles and values (Lineder, Dooley & Williams, 2003).  The main point is that students feel good in the course, have meaningful learning, and to have communication to avoid problems in a good environment.

Rreferences

(2005). Advanced methods in distance eduacation. En K. E. Dooley, J. R. Lindner, & L. M. Dooley, Advanced methods in distance eduacation (pages 56-75). United States of America: Information Science Publishing.

(1995). Distance Education for Language Teachers. Howard Ron. (page 104). UK. Multilingual Matters.

Being autonomous in distance education

Many people have distance courses for many reasons; for example, they live far from the school they want, so they have to find another way to continue studying. However, students must adapt to virtual environment because is not the same as traditional way of learning, face-to-face classes. In the same way, teachers have to be capable to teach in online courses for the reason it involves many process; creation of contents and activities of the course, and even to find appropriate techniques to create a good environment between his/her students. Therefore, teachers need to take in account that not all have the same characteristics, as result not everyone learns with the same techniques.

            A good virtual environment is not as easy as it sounds. First, in contrast to the face-to-face classes students and teacher see each other, consequently is easy to have communication among them. In the other hand, in virtual environment they only stay in contact with written messages or video calls. Even though, Distance Education must have certain aspects as motivation, indications of being valued, intrapersonal relationships, sharing goals, and clear and open communication (Delivering Digitally - Managing the Transition to the Knowledge Media, 2002). This feature is crucial because with the experience students have in the Distance Education influences in taking another course in a future.

            Communication in the virtual environment is very important for the reason students can learn more. In addition, communication between and among students and teacher is helpful to clear doubts that are very common, especially interpreting the teacher’s instructions. Sharing their doubts is not the only purpose of the communication; also expressing their expectations in order for the teacher knows how to help him/her out. In my opinion, when learners feel motivating in the course, they do not think is a waste of time, stressful, or just seeing the course as a grade for their curriculum. However, the learning environment has to be well organized, so students can become autonomous to acquire structure themselves, not because teachers are pressuring them to do it.

            In the other hand, teachers must give support to students for the reason not all learners have the same skills. For example, a student can only read the material and develop the exercise; meanwhile, others need to ask to the instructor for further explanations otherwise they will lose the way. But how a teacher will know how much help the student will need? Well, teachers must gradually let go, so they start to become independent of their learning; students will develop skills and confidence in each stage. Probably, is not an easy task but it will have amazing results in a future; as exploiting opportunities for working in group as well in working alone.

            The structure of the contents of the Distance Education has to be structure as well than face-to-face classes. The time spent by teaching staff in the design and development of courseware needs to be recognized in the same way as classroom teaching (Delivering Digitally - Managing the Transition to the Knowledge Media, 2002). Many students think is an easy task in developing contents and activities, but the reality is that teachers have to prepare all the lessons plans. In addition, students have the opportunity to use other methods to do the assignments, but with results and aspects an instructor specifies before the deadline.

            Other important factors in contents and activities are evaluations on them. Teachers have to make the course kind of challenge, so students can become competent and autonomous. Competencies are helpful for the reason students and instructor can realize if the learner has correct skills or attitudes for the activities to access to the next step.

Distance education requires autonomous learners which take responsibility for their own learning, are motivated to learn, gain enjoyment for their learning, are open-minded, manages their time well, plan effectively, meet deadlines, are happy to work on their own, display perseverance when encouraging difficulties and are low in procrastination (Macaskill & Tylor, 2010). Those are characteristics with the purpose of meaningful learning in students. Occasionally, some people have the idea in enter to the Distance course only to have freedom in time, but the reality is not all are able to manage the stress or requirements on it and they drop-out.

In summarize, Distance Education requires several aspects to be efficient. Good environment develops with plenty of communication between and among students and teachers. However, teacher’s role has to be a facilitator in giving them resources, but not with all the answers the idea is to make students analytic and competent step by step. Teachers have to engage in online delivery of learning materials and to support communication among students without having to rely on instructional design or technical staff to support them (Delivering Digitally - Managing the Transition to the Knowledge Media, 2002). In the same way, activities and contents have to be organized as well than the any regular classes; instructors must have necessary skills and knowledge to maintain efficiently a Distance course. Learners’ personalities have to be mainly responsible, mange appropriately their own time in order to succeed in Distance Education. In my opinion, if students feel motivating they will search for more information than the teacher gives to them, look for more resources, be aware of what they learning; in other words, being autonomous in their learning.

Bibliografía

(2002). En A. Inglis, J. Vera, & L. Peter, Delivering Digitally - Managing the Transition to the Knowledge Media (págs. 105-108). Britain: Kogan page.

Pilgrimage Achieving Autonomous Learning. (s.f.). Obtenido de http://www.youtube.com/watch?v=wYArXEwx5Uo

Student Autonomy in Distance Education. (2013, 10 6). Retrieved from https://www.youtube.com/watch?v=mpMhaOt6rHs

Multiple intelligences in Distance Education

My learning style is intrapersonal (35), I agree because I like to be around people to discuss or complement ideas with others, which help me a lot for the reason I learn from them.  In second place, linguistic (29) in my opinion communicating helps to understand and learn more. Finally, in third place I am interpersonal I believe is necessary to know first myself in order to know what methods apply to learn better.

            In contrast, my weaknesses are: Logical-mathematical, musical, and Bodily-Kinesthetic (three of them 22). The Logical-Mathematical intelligence I do not like it much, so is a bit difficult for me to learn. On the same way, musical intelligence well I like to listen to music but is complicating for me to memorize or learn something by just listening. For example, to memorize a song is hard for me if I do not see the lyrics. Bodily-kinesthetic intelligence is great but first I like to see a model as a guide.

            On the other hand, learning in Distance Education has many opportunities but also difficulties to achieve the goal.

a)      Opportunities:

·         Acquire knowledge since concepts, theories, and/or skills that can help students in experimental knowledge; in other words practice what he/she learned.

·         To develop critical understanding of the objectives teaching.

·         Acquire knowledge of mean through which these objectives may be achieved.

·         Develop skills necessary for the effective organization of adult language learning.

·         Students and teacher becomes analytical and conscious of their work.

·         Discuss in order to improve.

b)      Difficulties:

§  Between students and teacher is hard to gain confidence because they are not in face-to-face classes.

§  Students gain anxiety on the amount of readings involves in working through course booklets and recommended reading, and on producing written form.

§  Is a lonely path! Students and teacher do not have a workshop in which they can discuss their experiences, difficulties.

§  Students and teachers feel uncertain as to how to use the professional literature.

§  You cannot know your audience in order to know how to communicate.

In my own experience, my mood is very important because it depends how I feel emotionally; for example if I feel okay I will do the assignment faster and I concentrate better. In the same way, I like to organize my own schedule with post-its in order to not forget the deadlines. Sometimes is a bit difficult to work with people I do not know for the reason I love to interact. But I try to have at least a partner I know probably because I feel support. However, is necessary students’ responsibility in doing assignments in time, but with effort and always trying to learn something not just for passing the Distance course.

            Therefore, there are several solutions a student can take in account to achieve the goal in the course. For example, considering feedback of his/her teacher and students as an important aspect; I believe, every time we can learn from others. In addition, to check often the online course because sometimes the student think he/she has under control, and later he/she missed a deadline or he/she did not do the assignment as the teacher’s instructions. And a course having the grade of each assignment later that they published because in that way students can know how they are doing, and if they need to improve something or continue with the same method