Characteristics of Distance Learners
Jack Kelly
Jkelly85@vt.edu
1/25/13
The Student and Distance Education
Set 1 (Answer 3)
1. List and briefly describe three characteristics of distance learners.
A commitment to learning is one characteristic of distance learners. These learners
are interested to gain the knowledge from the course since they signed up for it. In
addition, distance learners are self-motivated since distance education requires a
more active role from the learner. These learners are self-starters who are engaged
in learning the subject matter with particular interest in getting what they need
from the course.
2. What is one way that distance education courses can help schools and
learners?
Distance education courses bring specific educational expertise and those
learners interested in that subject area together. When a school does not have that
expertise in house, it can tap into that specific subject area through another location
within the school district (or an entire district could access expertise globally).
When there are too few students within a school to justify a class on that subject
area, they can join others from around the state (or the world) to learn it. So
learners have the opportunity to explore areas of interest through distance learning
that may not be locally available.
4. Describe two differences in responsibilities of students enrolled in a
synchronous vs. asynchronous distance course.
In a synchronous distance course, student members participate together at
the same time, which means that students in different time zones than the instructor
may need to adjust their work or social schedule in order to attend the course
sessions. It may be the student’s responsibility to arrange for recording of sessions
s/he could not attend in order to “attend” at another time. Distance learners in
synchronous courses need to focus on the discussion topics. Students are expected
to participate and need to avoid extraneous conversations during the distance
course as this noise interferes with other learners participating.
With asynchronous distance courses, the student determines what time
works best for himself/herself each week to complete the course activities making
sure to set aside the necessary time each week to do this. Participation in this form
of a distance course usually involves online discussion forums where each learner
posts comments or questions at the time s/he has set aside each week. Here it is up
to the learner to follow Netiquette rules to stay on topic and be respectful of
classmates.
Set 2 (Answer 1)
1. As a distance learner, what area(s) did this chapter NOT address that you
think is (are) important?
As someone who always finds the discussion with classmates after a session
ends as informative, this was not mentioned. Usually conversations happen and
other students can explain something in terms I understand better than the
instructor’s content. Or the conversation will reveal something I don’t remember
hearing in the lecture. These conversations are casual and happen during the move
out of the classroom and potentially during free time after the class. Courses that
involve on-line lectures are initiated and terminated by the instructor. The use of
the chat tool incorporated during the lecture is not possible, since the instructor
terminates the lecture recording session immediately after it is completed. Even
though discussion forums were mentioned in the text, these are not exactly the
same thing. Most discussion forums are set up around exercises, and not all distance
education courses utilize discussion forums.
Learner Development: Beyond the technology
Set 1 (Answer 3)
1. According to the reading, why are distance learners sometimes at a
disadvantage?
Traditional learners are usually presented with a wealth of information
about course listings, student services, library resources, and more. This
information prepares the students on what to expect in their course of study and in
using the facilities. Distance learners do not necessarily have this information made
available to them. Most content for distance learners is lacking in preparing them
about the technology they will use. Distance learners are simply provided with the
basics during their first class session. Sometimes technology support is limited for
distance learners.
2. What are some “requirements” of a distance learner? Why are these
different (or similar) to traditional students?
Distance learners need to be more focused, be better time managers, be selfdisciplined, be self-motivated, be assertive, persevere, and be able to work
independently. Traditional students have the educational setting to help isolate
some of their learning activities from the others in their lives. But distance learners
do not necessarily have this separation so they need to be more disciplined and
focus on what they are doing and manage their time better in order to be available
for the distance course and complete assignments by their due dates. Both distance
and traditional students are active learners taking responsibility for learning, so
both are self-motivated and persevere. Distance learners need to be more assertive
with instructors to address technology issues that arise in the course. In addition,
traditional students are physically in the same space, which is conducive to
collaborative group work. Group work can be somewhat difficult from a distance
based on time zone differences among students and the technology resources
available to support collaboration. So distance learners may be doing most of their
course work independently.
3. Summarize the recommendations for learner development and provide
concrete examples of how such recommendations can be implemented.
Both instructors and distance learners need to be aware of the problems with
the distance course in order to make the experience beneficial to everyone. When
using virtual classroom software such as Centra, distance learners should be sure to
mention in the live chat if they are having visual or audio problems so that the
instructor can correct the problem. Participants need to be reminded by the
instructor that they need to hold down the space bar the entire time they are
speaking or their comments will not be completely heard. Everyone needs to be
respectful yet assertive.
The distance learning process needs to be efficient since most learners are
adults with work and family commitments. Information, administrative support,
advising, and technical problems need to be handled through a single point. One
way to address this is to provide a single email address, e.g. itma@vt.edu, for
submitting all questions or problems. Another would be to use a single access point
for a department’s content. For example the main ITMA student page contains
general institution information, ITMA course info, policies, and links to the
necessary resources such as Scholar, SASI, Filebox, Hokie SPA, etc.
Acknowledge distance learners as if they were traditional students, giving
them access to the same resources and discounts afforded to those students local to
the institution. Students attending the virtual campus at Virginia Tech do have the
opportunity to get a student ID card by visiting the campus or some of the regional
facilities around the state. Library services are available to distance learners by
simply authenticating themselves via a proxy server.
Set 2 (Answer 1)
2. Based on the reading, why might it be important for the ITMA instructors to
provide you with opportunities to use Virginia Tech’s on-line library services?
Providing me with access to the on-line library services supports both the
recommendations of efficiency and recognition. Access to the research resources
allows for efficient use of my time to complete assignments. Since I’m in a distance
course, I may not have research resources available locally and travel time might
impact my ability to complete assignments on schedule. This access also recognizes
me as a student just like those on campus who physically use the facilities – the online resources create a virtual instance of the university library.