RESEARCH PAPER TEMPLATE
RESEARCH PAPER TEMPLATE
North American University
Education Department
M.Ed. in EDLE & CUIN
EDUC 5324: INTEGRATING TECHNOLOGY INTO EDUCATION
Name: Aizhan Tagaibek kyzy Date: 11/25/2020
Topic Selected:
Traditionally, distance education courses lack face-to-face interaction. What are the
consequences of lack of interaction in distance education? What can be done to increase
interaction in distance education (online courses) so that same type of learning can occur with
face-to-face learning?
Literature Review:
Distance learning and its relationship to emerging computer technologies have together
offered many promises to the field of education. In practice however, the combination often falls
short of what it attempts to accomplish.Some of the shortcomings are due to problems with the
technology; others have more to do with administration, instructional methods, or students.
Despite the problems, many users like technologies such as compressed video and see continued
growth in the area. This paper will examine some of the current research and thought on the
promises, problems, and the future possibilities in modern distance learning, particularly types
that are delivered via electronic means.
Before any discussion of distance learning, we need to look at the way the term has been
defined in the past and how it is currently defined in the literature. The term can be used to
describe any of a number of instructional situations. Although it is thought of as a new term,
distance learning has been around for well over 100 years. One of the earlier forms of distance
learning was done through correspondence courses started in Europe. This stayed the primary
means of distance learning until the middle of this century when instructional radio and
television became more popular. As technology has changed, so has the definition of distance
learning. Videotaped lectures have been a standard in university and professional courses for the
last two decades (Moore & Lockee, 1998). Audiotapes and lessons sent through the mail have
been used in correspondence courses to teach subjects such as foreign language for quite some
time. Today, the Internet and compressed video have taken distance learning in new directions,
allowing distance learning to occur in real time. Live video instruction is the most popular and
fastest growing delivery mode in the United States.
With the history of distance learning encompassing so many different learning
environments, we need to find a definition that fits in all situations. There have been many
definitions put forward in a modern literature. defines contemporary distance learning as “a
planned teaching/learning experience that uses a wide spectrum of technologies to reach learners
at a distance and is designed to encourage learner interaction and certification of learning”.
Teaster and Blieszner say the term distance learning has been applied to many instructional
methods: however, its primary distinction is that the teacher and the learner are separate in space
and possibly time”. Desmond Keegan gives the most thorough definition. He says that distance
education and training result from the technological separation of teacher and learner which frees
the student from the necessity of traveling to “a fixed place, at a fixed time, to meet a fixed
person, in order to be trained”. From these definitions we can see that the student and teacher are
separated by space, but not necessarily by time. This would include compressed video, which is
delivered in real time. As stated earlier, this type of live video instruction is the fastest growing
means of distance learning today. Because of this, much of the discussion here will be dedicated
to the promises and problems of this technology.
Problems of Distance Learning
Despite the promises and obvious advantages to distance learning, there are problems that need
to be resolved. These problems include the quality of instruction, hidden costs, misuse of
technology, and the attitudes of instructors, students, and administrators. Each one of these has
an effect on the overall quality of distance learning as a product. In many ways, each of these
issues relates to the others. We will examine each of these issues separately.
Misuse of Technology
Besides the cost of the technology, there is the possibility of not utilizing all its potential. Some
of these problems arise from a lack of training, some from the instructor's attitudes about using
the technology, and still others by hardware problems. It is self-evident that instructors need to
be trained to use distance learning technology, but too often they are not. Once again, it appears
that administration may feel that the technology itself will improve the course. Advancement in
technology does not lead to effective distance education. The best distance education practices
depend on creative, well-informed instructors (Greenberg, 1998). Bates suggests that newer
technologies are not inherently better than old ones and many of the lessons learned from the
application of older technologies will still apply to any newer technology. Again, the instructor
should be trained to take advantage of both their experience and being able to adapt that
experience to the new environment of distance learning. The instructors must be trained “not
only to use technology, but also to shift the way in which they organize and deliver material”
(Palloff & Pratt, 2000, pg. 3).
Student Concerns
Finally, there are the students and their concerns with distance learning classes. Not all students
are suited to this type of learning and not all subjects are best taught via this medium. More
mature students are the most likely to find success with distance learning. The successful student
needs to have several characteristics such as tolerance for ambiguity, a need for autonomy, and
an ability to be flexible. Hardy and Boaz (1997) found that “compared to most face-to-face
learning environments, distance learning requires students to be more focused, better time
managers, and to be able to work independently and with group members” (p.43). Many distance
learners are different from traditional undergraduates in that they are already in professions.
They have well defined goals and are more motivated. As we saw earlier, distance education
students need to feel a part of a community. Greenburg (1998) describes this as a virtual learning
community.
Students in these communities often feel less pressure to perform individually, and more pressure
to collaborate and be part of the team (Kantor, 1998 cited in Greenberg, 1998). Being involved in
a collaborative learning process is an important part of forming the foundation of a learning
community. When this is not encouraged, participation is low and dialog is absent (Palloff &
Pratt, 2000). Students also need the attention of the instructors. This may be truer in a distance
situation than in a traditional classroom. In a situation where eye contact and proximity are
limited, students cannot be disciplined nor affirmed by eye contact and body language. Students
may also have a tough time reading the reactions of the remote location class members. This lack
of interaction can cause problems when there is a dissenting opinion that cannot be noticed with
non-verbal cues, and is misperceived as a verbal attack. This type of miscommunication can
cause the community problems as the class progresses. It is fair to say that compressed video can
magnify the strengths and weaknesses of the instructor. Students are prone to notice a lack of
organization and direction and respond with apathy and absenteeism (West, 1994).
Reflection:
What may we conclude from the promises and problems of distance learning? Are there
possibilities for improvement in the future? The technology will undoubtedly keep improving
and the price will drop, as technology is prone to do once it comes into typical use. Already we
see improvement in the delivery systems of compressed video and computer assisted instruction.
Despite student problems with distance learning, studies indicate they are satisfied with what
they are receiving. A study of students at Indiana University of Pennsylvania found 75% were
very satisfied with the instruction they received and 90% rating the technology as satisfactory.
Another study by Harner et al., was done on a distance learning accounting course at the
University of Connecticut. They found that 57.5% would take another such course. Two other
findings were favorable and included comments on how the course could be improved. The first
suggested the instructors needed to be comfortable with the medium, and that the students
needed to have more guidance on how to fully take advantage of the presentation. The second
showed that students were highly satisfied with the instructors and the course, but that direct
interaction with the instructor played no role in the students' satisfaction.
It would seem one element that needs immediate improvement is with instructors. The literature
indicates a need for instructors to adapt their teaching methods to the distance learning format.
Keegan shows many excellent ways that instructors can better prepare for the classroom
including multimedia use, speaking voice, and even font size considerations. Instructors also
need to realize that the technician is an integral part of the experience of distance learning and
treat them as such. Many times, opinions and communication between the technician and the
instructor are not shared either because the technician's role is unclear, or there is a shared
perception of a difference in status between the two. Instructors must be motivated to prepare for
classes. Part of the responsibility for motivation must lie with the administration and their
support of the program. “Because teaching a distance learning class involves a new role for
instructors, administrators must provide them with the time, the tools, and the training to meet
these new responsibilities”. Administration needs to train and educate instructors on this role and
how to meet the challenges. Sherritt (1996) found in her survey of higher education
administrators that “for whatever reasons, higher education administrators and politicians
understand the need for technology. But, lacking the heart for distance education, they cannot
bring themselves to support it with adequate personnel, simple supplies, and a reasonable
operating budget” (pg. 4). This sort of attitude from administration can do nothing but
trickle down into the instructors and the students. Administrators need to carefully weigh their
goals and objectives when taking on a distance education program.
Despite the need for improvement, the future of distance learning seems bright. Increasing
numbers of students enrolling in distance learning classes underscore the need for
“comprehensive and thoughtful evolution of distance education if it is to become the educational
model of the future”. Despite the cost, coordination, and training that must be put into a program,
it has “great potential to deliver and receive educational programs to and from remote sites”.
Perhaps Keegan (1995) puts it best when he says “the challenge is to design cost-effective and
educationally-effective systems for use in the new millennium of the new technologies that
permit for the first time in history (electronic) teaching of students face-to-face at a distance”
(pg. 53).
References:
Palloff, R., & Pratt, K. (2000). Making the transition: Helping teachers to teach online. Paper
presented at EDUCAUSE: Thinking it through. Nashville,Tennessee. (ERIC Document
Reproduction Service No. ED 452 806).
Moore, D.R., & Lockee, B.B. (1998). A taxonomy of bandwidth: considerations and principles
to guide practice in the design and delivery of distance education. Unpublished manuscript:
Portland State University.
Greenberg, G. (1998). Distance education technologies: Best practices for K-12 settings. IEEE
Technology and Society Magazine, (Winter) 36-40.
