Learning from a distance : the experience of remote students

While there has been research into the provision of &lsquo;distance&rsquo; and &lsquo;off-campus&rsquo; education, both in relation to technology and to curriculum, little attention has been given to the experiences of students studying in geographically remote locations, where the remoteness has been an aspect of investigation. This study aimed to investigate the experiences of such students, and to suggest strategies to support them. The students recruited for this project were undergraduate and postgraduate students from remote locations around Australia who had studied at Deakin University between 2003 through 2007. They were interviewed by telephone. The three key issues identified by participants were a sense of isolation, the attitudes and knowledge of the teaching staff; and students&rsquo; knowledge and use of learning technologies.<br /

Motivación y aprendizaje del inglés en la educación virtual de estudiantes de la Selva Peruana

Motivation is one of the cycles that produces significant changes in human behavior and is stronger in the learning system. This study tries to know the connection between inspiration and acquisition of the English language in students from the Peruvian jungle. Two instruments were applied; the motivation scale, with 28 Likert-type items, and the language knowledge questionnaire, made up of 4 dimensions, to 73 students in the 4th grade of IE 0778, Santa Lucia. Amotivation is related to distance learning of the English language (X2c = 63.811). Intrinsic motivation in students is related to learning (X2c = 27.672) and extrinsic motivation in students is also related to distance learning (X2c = 40.370). In addition, we found that 71.23% of students have a medium level of motivation and 17.81% have a high level. For its part, in the English learning variable, we find 43.84% at the regular level and 32.88% at the good level. Finally, it is concluded that the motivation and distance learning of the English language in students show a relationship with a positive significance level of 0.05 and a X2 = 122,603.La motivación es uno de los ciclos que produce cambios significativos en la conducta humana y resulta más fuerte en el sistema de aprendizaje. Este estudio trata de conocer la conexión entre inspiración y adquisición del idioma inglés en estudiantes de la selva peruana.  Se aplicó dos instrumentos; la escala de motivación, de 28 ítems tipo Likert y el cuestionario de conocimiento del idioma, conformado por 4 dimensiones, a 73 estudiantes del 4to grado de la IE. 0778, Santa Lucia.  La motivación se relaciona con el aprendizaje a distancia del idioma inglés (X2c = 63,811). La motivación intrínseca en los estudiantes, está relacionada con el aprendizaje (X2c = 27,672) y la motivación extrínseca en estudiantes también se relaciona con el aprendizaje a distancia (X2c = 40,370). Además, encontramos que los estudiantes en un 71,23% presentan un nivel medio de motivación y el 17,81% presenta nivel alto. Por su parte en la variable aprendizaje del inglés, encontramos un 43,84% en el nivel regular y el 32,88% en el nivel bueno. Finalmente se concluye que la motivación y aprendizaje a distancia del idioma inglés en estudiantes, muestran relación con un nivel de significancia positivo 0,05 y un X2 = 122,603

An investigation of the formation of learning community in Web-based distance education.

This study examined the interactions that occurred in an on-line university course. The study used the verbal interaction categories identified in the Flanders Interaction Analysis Protocol (1970) and the Criteria for a Learning Community by Palloff and Pratt (1999). A qualitative research design was selected in order to analyze the content of the individual student posts, as well as to identify the strengths and weaknesses of the instruments used to measure interaction and community.The NVivo7™ research software was used to categorize and analyze the content of student interaction in threaded discussions for four individual cases. The results showed that students did form community to varying degrees and that the degree of community formed differed based on developmental factors and previous classroom experience. From the Flanders protocol, Lecturing-Citing Opinions and Agreement-Building on the Ideas of Others were the most common types of interactions. The study also identified several types of interactions that the Flanders instrument did not classify, such as Relating Personal Experience, Reflective Comments, Use of Flames/Emoticons/Text Message Language, and Expressions of Courtesy. The discussion text met many of the criteria identified by Palloff and Pratt (1999) for a learning community. The cases involving graduate students were more likely to meet the criteria for collaborative learning and socialization than the cases comprised of undergraduate students. None of the cases identified any instances of offers to evaluate the work of others, a Palloff and Pratt (1999) criteria.Recommendations were made for improving the design on on-line courses to be more intuitive and to allow for visual reinforcement of interaction types. Additionally, training for faculty utilizing on-line courses that identifies strategies to encourage and develop different types of interactions in the on-line classroom was recommended. Other recommendations included development of a series of Indicators that signify the development of community in the on-line classroom

Factors Affecting Student Satisfaction In Different Learning Deliveries

This study addressed the relationship between student satisfaction and four interaction variables--student-content, student-instructor, student-student, and student-technology--in online, blended, and traditional learning settings. Demographics, previous experience with the Internet, and discussion-board applications were also investigated. There were 916 respondents, including 185 in online settings, 90 in blended settings, and 641 in traditional settings, to Strachota\u27s (2002) Online Satisfaction Survey. Participants took the survey either in an on-site classroom (traditional learning) or through e-mail, website link, or the Blackboard course management system (online setting). Participants in the blended setting could choose between completing the survey on-site or online, but were asked to respond only once. Distance learners were less satisfied with their interactions with content, instructors, and other students than were traditional learners, but more satisfied with technology. Technology orientation sessions and more interactive online programs, such as leading discussions, participating in a learning community, and receiving timely and detailed feedback, should be developed for quality interaction and satisfaction with instructors and learners in a virtual environment. What learners\u27 and instructors\u27 perspectives are and what content is optimal for learner satisfaction should be studied further. Future research could also determine which populations or characteristics are associated with difficulty in using computer technology and which instructional substitutions could be made for future technology novices to improve their satisfaction and completion. Blended learning with well-designed content and orientations has proven to be a good solution for improving student satisfaction with interaction in virtual environments. More research on student satisfaction with interactive variables should be conducted to enhance retention and performance

Relationship Of Student Satisfaction Levels In Distance Learning And Traditional Classroom Environments at Embry-Riddle Aeronautical Unviersity

The purpose of this study was to determine (a) what differences, if any, exist between Embry-Riddle Aeronautical University (ERAU) students enrolled in distance learning and traditional courses during 2004 with regard to their satisfaction with course quality and (b) the level of satisfaction of distance learning students with regard to online delivery technology and administrative services provided to them in distance learning. Data were gathered using information from 400 distance learning undergraduate students using the Distance Learning Student Response Questionnaire (DLSRQ) and 400 traditional undergraduate students using the Student Survey Form (SSF). These students were enrolled in at least one of the four courses selected from the general education competency areas of Communications, Mathematics, Humanities, and Social Sciences during 2004. It was concluded that distance learning and traditional classroom students experienced a high level of satisfaction in regard to almost all aspects of course quality. It was also determined that there was very little difference in the levels of satisfaction between the two groups. Unlike traditional classroom students, distance learning students did not express a high level of satisfaction with the timeliness of instructor feedback. They did, however, express a high level of satisfaction with online delivery technology and administrative services. Implications and recommendations addressed a mentoring program, expanded quality control and professional development initiatives. Recommendations for future research were also offered

The Motivational Impact of a Digital Student Response Tool During Text-Dependent Writing Instruction in a Concurrent Middle School Classroom

While the Common Core State Standards initiated the instructional shift that promoted technology to achieve a student-centered, process-oriented blended reading and writing classroom, the COVID 19 pandemic demanded innovative technology applications in K-12 public schools. This qualitative, phenomenological action research study explored the motivational effects of a digital student response system tool used to facilitate reading and writing instruction in a seventh-grade ELA concurrent classroom. Overall, using a student response tool to facilitate the text-dependent writing process positively impacted students’ self-determination. Incorporating a digital student response tool as a facet of a formative assessment system promoted the efficient use of best practices in reading and writing instruction, such as student mentor texts, constructive feedback, and close reading strategies delivered through the gradual release of responsibility method. The intervention allowed the teacher to quickly diagnose student deficits, monitor and adjust instruction, and provide instant and individualized feedback. Furthermore, the digital tool’s features enabled instant use of student responses as instructional resources. As a result, this digital intervention sustained the necessary engagement levels required for critical thinking and increased writing achievement by serving as an external stimulus of accountability that fulfilled the students’ intrinsic needs of autonomy, relatedness, and competence. First, there was increased peer interaction to activate the social construction of knowledge and move students into their zone of proximal development. Next, these pedagogies provided students with the skills they need to be in control of their performance. The students also appreciated the organized and systematic approach to reading and writing and found value in seeing their peers’ responses. Additionally, these learners grasped the power and necessity of revising and editing, two elusive steps to the writing process that have been difficult to achieve with middle school students. The opportunity to revisit their responses after seeing additional examples and feedback promoted a growth-mindset necessary for these learners to experience improved writing abilities. Most importantly, the intervention empowered the students to feel confident when released to independent reading and writing tasks. On the other hand, connectivity issues, system failure, and the lack of digital literacy contributed to increased frustration and loss of motivation during some instructional intervention lessons. More specifically to distance learners, the study’s findings suggested that the use of a student response tool during reading and writing instruction contributed to the autonomy, competence, and relatedness required to motivate these students intrinsically; however, additional supports are needed to initiate and sustain the desired levels of engagement and motivation in Virtual Learning Academy students

The Effect of Collaboration on Online Student Motivation in a College Biology Course

Online coursework in higher education is an accessible, cost-effective alternative for students and institutions. As demand for online courses grows, the need to address discrepancies in online student success and elevated attrition rates is a pressing issue in higher education. Instructional methods in online classrooms are a potential lever for minimizing these gaps. Research indicates motivation is a key indicator of student success and can have a positive impact on student achievement and persistence, whether online or in a traditional classroom setting. Collaboration, including social interaction, has also been shown to have a positive impact on student outcomes, and can potentially lessen the isolation online learners report feeling. Using a college online biology class, this action research study employed quantitative methods to examine the effect of collaborative activities on student motivation through the administration of the Motivated Strategies for Learning Questionnaire (MSLQ). Additionally, student achievement was compared on independent discussion posts and on collaboratively constructed posts, and student perceptions of collaboration were evaluated through administration of a questionnaire at the conclusion of the study. No significant change was seen in student motivation levels after the introduction of collaboration; yet, the students recognized the advantage of the introduction of collaboration as the exposure to new perspectives and social connection. The significance of this study is the examination of an instructional technique’s effect on motivation of students in an online biological sciences course taught at a technical college, in an effort to increase student success and limit attrition