RESEARCH - US STUDY ON DISTANCE LEARNING DIFFICULTIES

Updated 20/02/2003

HUMAN LEARNING - US STUDY ON DISTANCE LEARNING DIFFICULTIES
Perreault,H., Waldman, L., and Zhao, M.A.J.(2002) Overcoming Barriers to Successful Delivery of Distance-Learning Courses. Journal of Education for Business. July/August p.313-318

Web-based learning is claimed to provide optimal self-paced learning and interactivity. There are several assumptions that this paper addresses for this learning tool to fulfill its promise. 81 business professors who taught distance learning courses in the US as well as their students were closely surveyed to identify strengths and obstacles in effective internet instruction. Recommendations were then provided

Factors Studied:

A. Distance-Learning Instructional Issues
(without face-to-face instruction courses);

B. Instructor and Course Preparation Issues;

C. Distance Learning Administration Issues

___________

A. Distance-Learning Instructional Issues
Historical Findings

(i) Initial Technical Stuff Ups
    - submitting assignments stuff ups
    - searching information stuff ups
    Improved as students gained experience with technology.
    Students tend to overestimate their computer prowess.

(ii) Lack of Immediate Feedback

- students frustrated at poor turnaround time from the lecturer toward many subject and general admin issues. Few opportunities to discuss and resolve issues with lecturer.
Telephone, faxes and email communication norms not in place adequately. High volume of emails for lecturer unmanageable. False expectations of email replies -responding within 24 hours even on weekends -causing frustration for lecturers and students. Setting email guidelines as well as official on-line "office hours" lecture-student chat time may improve matters. Also, student-student threaded discussion forums have been used. 'Such systems provide tools that support student interaction and collaboration as weel as monitor student participation.'

(iii) Some Limits to On-Line Testing.

- objective test formats not appropriate for all courses.
Objective test formats seen as giving 'automatic grades and immediate feedback to the student.' Alternative assessment techniques will often need to be learned. Too little training in technology and in distance learning methodologies is given.

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