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