EDIT 5370 Module 7

Brian A. Morris

Introduction
First off hello, my name is Brian Morris. I am conducting this research to further the
notion that distance education provides a learning experience to those that might not have access
to learning. As a result of this notion The distance learner can be of any age, have attained any
educational level, and have a variety of educational needs. (p. 188) So in this paper I will not
only be using my personal opinion of distance education but I will also be using the opinions of
some people I have asked face to face what they thought of distance education and its ultimate
goal of providing an education for all learners. With that being said no names shall be used in
this paper and all research will be backed by statistical or facts provided by the references listed
with this paper. Also, this paper will cover the characteristics of the learners, the responsibilities
of the learners, factors that determine success, and my personal reflection.

Distance Learners: The Characteristics

Again in my introduction I stated, The distance learner can be of any age, have attained
any educational level, and have a variety of educational needs. (p. 188). This is true because the
people I have talked to and asked agreed that in order for them to be involved they have to be
highly motivated and be self-starters. They also believe distance education can take place
anywhere because, Distance learners live in a variety of areas, from rural to metropolitan
areas. (p. 188). The people I have talked to stated that they felt that it was important to include
rural areas because there are still areas of America that do not have access to higher education
facilities where they live. It could be a two-three or even a four hour drive to the nearest higher
education facility. They believe that this is why it is so important that higher education facilities

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offer distance learning programs to learners who want to participate and become educated and
better themselves. One thing that can be done to identify these characteristics is for the
instructor to incorporate icebreakers. See where the students are from, see what their attitudes are
about the subject, and get to know a little something about them. This can definitely help show
interest in the learners and the people I asked agreed and even told me that the best way to get a
student involved is show some interest. They believe some people take distance education
classes because they are shy or they do not want the face to face method of teaching due to
anxiety or some other reason. However I will state that I agree I also believe that some people
feel more comfortable because they arent stuck in a brick and mortar location with white walls.
They feel more at home because they are at home and they can learn at their own pace.
(OEDB.org) Also there are differences because some online programs are geared for the Adult
Learner while some are geared specifically for the K-12 Learner. Theres even a breakdown in
the Adult Learner category as well. There are differences between the adult learners in an
educational setting. There are white-collar, and blue collar learners. They are defined by their
ease of access to distance learning situations in which the white collar learners access is easier
and more flexible but for blue collar learners access is more complicated by work schedules and
limited access to resources to participate in distance learning. (Benson) With this being said
though it is important as an instructor to differentiate the differences between adults and K-12
learners as well as differentiate between self-starters and non-self-starters.
Distance Learners: The Responsibilities
There are responsibilities that one has throughout life however with learning there are
also responsibilities that are required not just by the learner but also by the instructor. In my
interviews I asked a few questions about what they thought was the responsibility of the learner
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and then what they thought was the responsibility of the instructor. Well, the responses were
mixed. I got a pretty much solid answer by both people I interviewed that they believe attitude is
a huge responsibility, and I asked the preverbal question of why they thought that. One stated, It
is because if you do not like the subject and you go in to it with a mind-set of I hate this class,
you truthfully will hate it, and you will not do well. I completely agreed with this statement
because in all of my years being involved in education not only as an educator but as a student I
have had classes I absolutely despised! Why? Simply because the instructor seemed as though
they werent involved or thrown in at the last minute because they needed to have/offer the class
but couldnt find a legitimate teacher of that subject. Sometimes it works out and you get a
really awesome class but in my situation as well as the two I interviewed we all had a similar
experience in one subject and that was literature. Instead of having a game plan from the word go
we were assigned 20 stories in a matter of 2 weeks and expected to remember pretty much every
key detail when it came time to test. We werent allowed to use our online notes, or online text as
it was through the lockdown browser which keeps you directly on your test. However as much as
I tried, I failed that test. I made a 55 F and Ill never forget it was my one college course that I
made a 70 and was grateful for that. Engaging the learner requires instruction that is well
structured, with clear responsibilities for students and that provokes students to join in deeper
levels of discussion. (Kanuka, Rourke, Laflamme) I agree wholeheartedly with that statement
because as you saw from my own example what happens when the class isnt well structured.
Another responsibility they both stated that was required of the student is Making Time for
Class. This is very true because if you do not mend your time well then what winds up
happening is playing catch up or you fail the class altogether. Students need to be aware of their
responsibility related to distance class time and how to best balance their personal time (p. 196)

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This is where it is key for the instructor to help provide instruction or guidance on how to
balance their time for class with their other responsibilities. The next two things they said went
hand in hand thats communication and class participation. While they believed communication
can play a factor at times. I believe it plays a factor all of the time especially with class
participation because if you do not communicate with your peers or your instructor then how are
you participating? Are you just going through the motions? Class attendance is imperative,
unless there are conflicts, illness, or technical difficulties. (p. 198). Now heres where we really
differed they believed that a key factor was knowing how to use the equipment required for the
class. I disagree, I personally believe this is what the instructor is there for. If you are requiring a
specific piece of technology to be used in your class then you either should provide a guide on
how to use it or you better be taking one unit out of your lesson to go over it. Unlike others as a
technology educator I stand firmly in that belief that it is my responsibility to educate my
students on how to use the equipment required for my class. I also believe that it is my
responsibility to teach them the software. It might not be advanced use, but I believe I need to
teach them the basics to get through with the course or assignment. Todays Learners have
experiences using many social communication tools. (p. 201)
Distance Learners: Success
Now the question should be asked what can one do to be successful in an online or
distance education program? Thats simple, set goals. Set goals. Set goals, and Set goals. Did I
mention to set goals? Why do I stress the whole setting goals thing? Because it keeps the learner
on task and the two individuals I asked agreed that, By setting goals they were able set tasks to
see what was important and what needed to be done then and there or what could be done later.
Students must assume responsibility for their own learning. (p. 200). By doing this I believe
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they can be successful because if they factor in time, communication, and materials they need
then they have become goal orientated and thus can be successful. As long as they are staying on
task and maintaining contact with their instructor or class by participating then they will succeed.
Personal Reflection and Conclusion
As a person who has been involved in Education now for a quarter of my life I have to say that
even being a graduate student at Texas Tech University and working full-time it has been tough
most of my life. If it wasnt for Distance Education I would not be able to be working on my
Masters Degree. I would still be stuck on my Associates or Bachelors Degree. I love how I am
able to set my own schedule per-say and get my assignments done in the amount of time that is
required for each assignment. I also have found that taking the time out to read my chapters and
assignments basically allow me to have a blueprint of what it is exactly I will be doing for each
module. I am geared towards technology so Distance Education isnt anything hard in my books
it is just trying to find the time balance thats perfect between being married, having a life,
working 50+ hours a week, and still doing my assignments. Again I believe just like Simonson
and success and quality learning experiences can happen but its determined by the preparation
and efforts of the learner.

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References:
10 Advantages to Taking Online Classes | OEDB.org. (2012, January 9). Retrieved October 31,
2015, from http://oedb.org/ilibrarian/10-advantages-to-taking-online-classes/
Benson, A.D. (2004) Distance Education: Reading and Willing to Serve the Underserved?
Quarterly Review of Distance Education, 5(1), 51-57.
ION | Illinois Online Network. (n.d.). Retrieved October 31, 2015, from
http://www.ion.uillinois.edu/resources/tutorials/pedagogy/StudentProfile.asp
Kanuka, H., Rourke, L., & Laflamme, E. (2007) The Influence of Instructional Methods on the
Quality of Online Discussion. British Journal of Educational Technology, 38, 260-271
Pace University/NACTEL Program - Study Guide: Successful Online Learning. (n.d.). Retrieved
October 31, 2015, from http://support.csis.pace.edu/nactel/gotoclass/onlinelearningguide.cfm
Smaldino, S.E., Lowther, D.L., Mims, C., & Russell, J.D. (2015) Instructional Technology and
Media for Learning (11th ed.). Columbus, OH: Pearson.
Simonson, M., Smaldino, S., & Zvacek, S. (2015). Instructional Design for Distance Education.
In Teaching and Learning at a Distance: Foundations of Distance Education (Sixth ed., pp. 188203). Charlotte, North Carolina: Information Age Publishing.

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