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.