U2: Activity 2.1

Reflection: Opportunities and difficulties that a distance student might have...

We have already mentioned several times the opportunities presented by distance education, however it is important to remark the fact that it improves student autonomy and responsibility. It is also a system that can be adapted to the student needs, so if the time or distance is a problem for a student to attend to face to face class, by having distance classes these problems do not exist.

However, this time I would like to focus a bit more on the problems that can be presented when taking and teaching distance classes.

When new students take distance classes the first problem they might have is the simple fact that they are not used to look for information by themselves. They are used mostly to get what they need from the teacher, so at first, this would be the main problem. This problem needs to be solved (most of the times) not by the students but by the teacher because, since there is a kind of disinterest by the students, s/he needs to find a way to make the class attractive. Teachers need to encourage their students so that they do not lose interest in the class.

As I said before, most students are used to have a figure of “teacher” in front of them; a teacher who will help them to solve or answer their questions, so when in a distance class students have a doubt or find a trouble, it might take them plenty of time to solve it. However, students are not the only ones that need to face difficulties in taking a distance class; teachers also have problems because they need to find the appropriate and understandable material for their students so that, what I mentioned before is avoided.

Eventually, once students have taken several distance classes, they gain confidence in these types of classes. The same applies for teachers who teach distance classes. When they have taught several times these classes, they get to know what is better for the students; what is better in order for them to avoid misunderstandings, etc.