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.