Success+In+Distance+Education

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While traditional classrooms take place at the same time and in the same place and it is often teacher – centered, Distance Education allows learners to be separated both in time and place and is student- centered (Simonson, Smaldino, Albright and Zvacek, 2012). ======

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Among the different forms of Distance Education are the Hybrid/ Blended Courses. Hybrid courses blend face-to-face interaction with online learning by providing between 30 to 79% of the material online (Simonson et al, 2012). Pepe (2010) defines blended learning as, “to use online tools to communicate, collaborate and publish; to extend the school day or year and to develop the 21st-century skills students need” (Online Tool Use). ======

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Blended learning can keep teaching and learning going even when schools are closed by extending teaching and learning beyond the classroom walls, developing critical thinking, problem solving, communication, collaboration and global awareness (Pepe, 2010). ======

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With blended learning, teachers can use online tools and resources as part of their daily classroom instruction (Pepe, 2010). Distance Learners need to develop certain competencies if they are to perform well in distance learning (Hong and Jung, 2010). Online learners must be able to identify their individual learning style, level of motivation, and additional characteristics necessary for successful e-learning (Seckel, 2007). Distance learners should also “manage available resources including time, information and media/technology effectively” (Hong and Jung 2010, p. 37). ======

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Distance Learners should possess certain cognitive abilities that help them succeed in an online learning environment. Distance learners should be active learners. To ensure success in this type of learning format, learners must take the responsibility of their own learning; “Learners can deepen their understanding of the material and improve their success by becoming aware of how they learn most effectively, learning to adjust their traditional communication and learning skills to fit the online format, and being self-motivated to take an active role in their learning process” (Seckel, 2007). Students can build deeper content knowledge through reviewing materials online, having frequent peer reviews through online discussions, and participating in online self-assessments to measure their mastery of the content (Pepe, 2011) ======

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Students learning at a distance assume more responsibility for their own learning earlier in the process than student of traditional classes (Simonson et al., 2012). It is very important that students develop proper time management skills that can help them succeed in the online setting. Simonson et al. (2012) suggest that students should be able to arrange time in their weekly schedule to attend class on regular basis. Since blended courses require students to participate in online discussions, students are encouraged to be present online to accomplish the required tasks on habitual and consistent basis. ======

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Successful learners should have meta-cognitive skills to plan and regulate their own learning, be able to select methods according to their preferred learning styles and circumstances, constantly review their learning progress and outcomes, and make adjustments in their studies when failures or shortcomings are apparent (Hong and Jung, 2010). It is essential for distance learners to be able to identify their learning style or preference early in the course. Once they have done so, they will be able to recognize what approach works best in order to be successful. Being aware of the learning style differences and finding the strengths will help distance learners control their own success (Seckel, 2007). ======

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Technology has made it possible for learners to enjoy the flexibility of learning any time and at any place. The flexibility of having asynchronous communication course is tempting. Distance learners should understand that communication plays an essential role in their learning process. Hence, they have a responsibility for both student- to-student and student-to-instructor interactions (Seckel, 2007) and it is the responsibility of the student to make the contact (Simonson et al., 2012). Distance learners should be active participants in the community of learning; “Participation in collaborative discussions, providing positive feedback and encouragement to others, and learning to lead and follow in interactions helps members build a community of learning” (Seckel, 2007, p.25). This means that students regularly participate to the discussion forum. Simonson et al. (2012) explains that online forum discussions are only valuable when all the group members participate. This means that students should reserve few hours a week to be able to actively participate in the discussion by initiating a dialogue as early as possible during the week. ======

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Simonson at al. (2012) also suggests that when learners communicate with the instructor, it is very important to provide sufficient information so that it is clear who is making the contact. Students need to inform the instructor of personal problems, technical issues or any other issues that are affecting the learning process. In case of personal communication, it is preferable to keep the communication private through emails or other direct contact. If it is a general inquiry or question about the course, posting questions in the discussion area where the whole class to read benefits both the leaner and other students. ======

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With the advancement of technology, new forms of resources are being utilized in Distance Education courses. Nowadays, Internet-based learning styles do not only apply to Millennial Learners but to many people across a wide range of ages (Dede, 2005). Seckel (2007) explains that Distance Learners are able to communicate well through writing and often technically prepared for online courses due to the increased use of the Internet. ======

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In an online setting, it is the student’s responsibility to inquire about the equipment requirement and to know how to use the equipment involved. In case the student does not have sufficient technological knowledge in using the software, using certain equipment, or following certain technical procedures, then it is important that the student makes sure to resolve this matter before the course starts. Students may check the available tutoring supplemental resources (if available) or may have to attend specialized workshops or classes to prepare (Simonson et al. 2012). Additionally, students should inform the instructor immediately of any technical problem. The instructor might refer to a technician or inform system manager to resolve the issue (Simonson et al., 2012). ======

References

Dede, C. (2005). Planning for neomillennial learning styles. //Educause Quarterly//, 28(1), 7–12. Hong, S., & Jung, I. (2011). The distance learner competencies: a three-phased empirical approach. //Educational Technology Research & Development//, 59(1), 21-42. doi:10.1007/s11423-010-9164-3

Pape, L. (2010). Blended Teaching & Learning. //School Administrator//, //67//(4), 16-21. Seckel, S. (2007). Characteristics and Responsibilities of Successful e-Learners. //Journal Of Instruction Delivery Systems//, 21(2), 22-26.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.). Boston, MA: Pearson