Solen Feyissa, Ph.D., an e-learning consultant and instructional designer at the University of Minnesota, describes distance learning as one of the ways in which academic institutions make learning accessible to those individuals who are unable to attend class in real time in brick and mortar classrooms. Students participating in distance learning may never meet their instructors or their classmates in person. However, distance learners can expect to meet with the teaching team virtually and find all learning resources such as course texts, lectures and learning activities online. In most institutions, student can expect to use a learning management systems (LMS). Dr. Solen Feyissa has collected valuable tips from different teachers on how to get the most out of distance learning, and has compiled them in a list for students:
For the students who have never taken distance courses before, it can be difficult to fully engage in course material, especially if there is little or no instructor presence. Even if instruction are clear and the instructor is fully present in the course. Students may still find it difficult to pace themselves. It’s common for novice distance learners to forget assignment due dates. Dr. Solen Feyissa suggests setting a fixed time to do course work multiple times a week. This time management step is necessary for students to stay organized and self-disciplined, and to get the most out of each session.
Another tip is not to rush in your course work. This is related to the earlier point about time management. Dr. Solen Feyissa has observed a tendency among novice distance learners that is easier than face-to-face or in-class courses. This cannot be far from the truth. Distance learning requires self-discipline and time management skills. It is true that students save have flexibility on when they can do the work. But flexibility doesn’t equal ease. What is true in face-to-face classes is true in distance learning: students should avoid rushing or taking shortcuts in completing assignments or finishing the course. Remember, distance learning courses may be more challenging than face-to-face courses.
Students will benefit from asking questions and engage with the teaching team as early as possible. Instructors, on the other hand, will want to get the students involved with interactive course work. Communication is a two-way street where both students and instructors need to make an effort. While it may be tempting for students to avoid asking questions, they need to collaborate with teachers and other students to better understand the course. An excellent instructor makes students feel that they're welcome to ask questions.
Dr. Solen Feyissa says that in today’s world, digital technologies play a massive role in making distance learning successful. There is no worse feeling for a student participating in a distance-learning course than feeling technologically incompetent. The helplessness that emanates from facing technical difficulty is dispiriting to learners especially if there is little time acquire hardware or software skills. Students will benefit from understanding technical requirements and skills early on, so that they can use online resources such as video tutorials and guides to make life easier for themselves.
Attending a distance learning course often involves collaborating with peers. Dr. Solen Feyissa warns students should choose project partners with care, because there is a possibility that other students might not be skilled collaborators. You will have a better learning experience if you choose peers who are skilled in collaborating with others. Final Word Research in online and distance learning has shown that students who find meaning in their learning do better. Time management, continuous engagement with the course material, peers and the teaching team go a long way in helping learners succeed.
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AuthorSolen Feyissa, Ph.D. is an Instructional Designer at the School of Public Health, University of Minnesota Twin Cities. His most recent work explores why mobile learning hasn’t improved education in Sub-Saharan Africa. |