U. 3: Activity 3.2

Problems-Solutions

When a person is taking distance classes there is the possibility of finding a series of "problems" at any time. In this brief essay I will try to postulate three possible solutions to three common problems. But before that, we have to explain that these advices do not apply for every student but for those who are taking distance classes, so I would like to explain who is a distance student. In the words of Talbot “Distance learning or distance education, as the word ‘distance’ implies, takes place when you, the student, are geographically remote from the educational institute in which you are registered. You also be remote from your tutor and other students for most or all the time.” (2007; p. 6) In other words, Talbot tells us that there is no contact between the student and the teacher or among the students themselves. However, although this definition is not old, with the excessive advance of technology, it has become obsolete. Nowadays a distance course can be taught to a whole class through electronic platforms, and not necessary from a different city or country but from the institution in which the class studies. With this in mind, let's move to the main topic: possible solutions to common problems.

The first major problem faced by distance education is the next one: “For many years one of the weaknesses of distance education was thought to be its quality –that it was inferior in every respect to conventional higher education.” (Ormond, 2012; p. 5) And although this thought is slowly disappearing, the truth is that there are still a lot of people who do not trust in distance education because thy see it somehow less important than a face-to-face class. How can we respond to this problem? The answer lies not only in one person, but in all those persons who surround distance classes: the one who designs distance classes should make them easy to understand (though not necessarily easy to do); the teacher who taught distance classes must know how to teach in order to make these type of classes less boring, and finally the student must do his/her best when taking this type of classes. Thus the quality of a distance course will increase and those who ask “how is a distance course?” will find better answers.

Following with the problems faced by distance education, we find the lack of computer equipment at home. Unfortunately not all students in a distance course have the resources to take the class from home which is a very big problem. This happens more in developing and third world countries. To solve this problem, the schools where such classes are taught should have a computer room, with the necessary equipment so that these students can actually do their assignments. So, if a student has no computer at home, s/he is free use of this equipment.

Last but not least, we have that distance education deals with the misuse of the technology itself. “Besides the cost of the technology, there is the possibility of not utilizing all its potential.” (Valentine, 2002) And it is true. When studying, many people is not focus only in his/her class, but they get distracted at every moment by anything, or they waste time doing other things on the same computer. The solution to this problem lies in the student again. It is assumed that a student who takes a distance class knows what is s/he going to face and that is autonomous and responsible enough to carry it out the class without problems. That is why, at least in this point, students are the solution.

These are just some of the problems distance education faces every day. Certainly there are many more, but every problem has a solution. In addition, the benefits of taking a distance classes are also many. The most important thing to remark is, as I mentioned before, that there will always be problems. Fortunately, most of their solutions lie on the teacher or the student, so that the solution tends to be simple.

References

Talbot, Christine (2007). Studying at a Distance: A guide for students. New York: McGraw.

Simpson, Ormond (2012). Supporting Students in Online, Open & Distance Learning: Third Edition. New York: Taylor & Francis.

Valentine, Dough (2002). Distance Learning: Promises, Problems, and Possibilities. Online Journal of Distance Learning Administration. Retrieved March 21st, 2014. http://www.westga.edu/~distance/ojdla/fall53/valentine53.html

U2: Activity 2.2

Autonomy in distance classes

As we already know, nowadays there is a tendency to take classes via internet. However, even when this opportunity is within the possibilities of many people around the world, not everyone has the "ability" to take such classes. Similarly, for a distance course to be effective, students must develop and enhance their autonomy in learning. Which ones are these characteristics that students must have in order to learn effectively in a distance class? It is not just one condition which must be met, but is a mixture of several factors that must be balanced so that learning in students is the ideal, for instance; the skills and qualities of teacher and students; the virtual environment in which the class takes place; the activities that are developed during the course, among others. Then, I will try to explain how to promote and improve independent learning in a distance class.

To begin, we must clarify that even though distance education takes place in a "universe" totally different from face to face education (the "virtual” world), both styles are based on the same principle: The environment must be suitable for learning to be profitable. As Elena Barberà (2006 ) mentioned " ... to describe a virtual learning environment we must take into account all the spaces, tools and functionalities it offers with regard not only in the field of education but also of information, communication, management and services ." What does this mean? The fact that the virtual environment in which any kind of distance class is developed should not be exclusively related to it, but it must integrate the class tools that provide useful information to the student. Not just information about the course/class, but important information related to the course/class from different points as well.

Just as in face -to-face education, teachers have specific roles to play. In fact, since distance education " ... continues using the same elements and characters than a traditional classroom situation (students, instructors, training materials, tools and resources, learning strategies, the class, the group, evaluation, social relations, the procedure, the institution, etc.). . " (Barberà 2006) the role of the teacher in a distance class is not so different from the role of a face-to-face class teacher; however, there are certain key points that need to be "improve" in order for the teachers to fulfill a distance class.

As Dr. Viñas (2000) explained, the roles that distance teachers should use more in their classes are the followings:

1.      To orientate students towards the achievement of objectives.

2.      To set constant motivation actions for the student to find appropriate styles for their individual learning characteristics.

3.      To provide constant feedback about student progress, clarifying doubts, using unconventional learning materials and electronic media...

In the same way, there are certain characteristics that students must have/demonstrate when taking a distance class if they want to learn in an optimal way. Among all these, the most important is the “Autonomy”.

We should always remember that a fundamental part of any distance class is the autonomy of students. If a student is unable to find information by himself or if he is unable to work alone, then a distance course is not "appropriate" for him. Does this mean that a student who does not meet these characteristics is sentenced to live without distance classes? Of course not. When a student decides to take a class like this, the responsibility for their autonomy is divided. This responsibility will now be shared with the teacher. The teacher must find the right way to make students develop their autonomy so that this type of class becomes “nice” and “enjoyable” for them.

According to some authors, situations where students exercise their autonomy can be provided, thus helping them to improve it. These are some examples that can be performed during a distance class:

1.      To create contexts of self-learning as an alternative. These will work as an extra or as an integral part of a course.

2.      To provide different options to ensure that learners have the opportunity to make decisions.

3.      To ask for tasks outside the class.

4.      To suggest projects (group or individual) or activities not directed by the teacher.

5.      To make learning contracts.

The point one, two and three focus on the development and the creation of additional course materials, therefore students not only focus their learning on what the course offers but rather, they are somehow "forced" to look/search "beyond" what the course offers. The point four talks about free activities. Activities that may or may not affect the student´s evaluation (grades). Finally, in a learning contract, the teacher and the student agree in how much the student intends to learn within a certain period of time. If the contract is accomplished, the student gets a reward.

To finish, and just remarking what I already said, it is vital for students to be self-sufficient in a distance class if they want to get positive results. Therefore, it is a shared responsibility between the student and the teacher to get these skills developed and improved.

Elena Barberà; Educación Abierta y a Distancia; 2006.

Jaime Roman Viñas; Educación a Distancia; 200.