Ranting & Raving on Instructional Design, Education & Technical Training

Although distance and online learning have become staples in today’s colleges and corporate classrooms, they are not regarded as approaches without problems. Statistics for completion of online courses are typically quoted at around 30%, leading many to conclude that the means and methods of online instruction are unappealing to the learner and less than effective for the teacher. Furthering concerns about the overall effectiveness of online instruction, a 2007 study at the University of Missouri suggests that online learning (or e-learning) may not be a good match for some learners.

“Distance learning was designed to provide learners with more opportunity and flexibility for learning. Distance learning allows the learner to overcome traditional barriers to learning such as location, disabilities, time constraints, and familial obligations. However, not every learner will be successful in a distance learning environment.”

Comparing demographic (age, gender, ethnicity, employment) and affective (personality, motivation) issues that might form barriers to learning, researcher Shawna Strickland looked at what makes some people successful at online learning while others drop out. Strickland cites some common barriers to successful online learning as:

• Lack of institutional support
• Lack of free time
• Family constraints
• Financial limitations
• Poor time management skills
• Isolation
• Anxiety and stress
• Limited prior experience
• Previous academic failure

Although no correlation with learning style was found (p. 35), Strickland notes that individual motivation and the degree to which the student accepts personal responsibility for his/her learning act as a prime factors in distinguishing the successful from the unsuccessful learners.

“…the major difference between the distance and traditional learner is the motivational level of the distance learner. A possible reason for this increased motivational level is that the learner has accepted more responsibility for the educational experience. Although the authors [see Simonson et al.] have provided rationale for this key difference, they further state that, when comparing the individual attributes of the two types of learners, they are ‘not generally different from each other.’ “

Strickland also sees communication as key to a successful outcome:

“The success of distance learning is dependent on communication between the learner, his or her peers and instructor. To encourage success within distance learning, it is necessary to evaluate each individual’s needs on a case-by-case basis. While successful learners tend to display certain traits, any adult learner with the proper motivation and preparedness could be successful in a distance learning program.”

References.

Strickland, Shawna L., “Understanding Successful Characteristics of Adult Learners,” Respiratory Care Education Annual Volume 16, Fall 2007, pp. 31-38.

Furst-Bowe, J., Dittman W., “Identifying needs of adult women in distance learning programs,” Int J Instr Media (2001) 28(4), pp. 405-413.

Mupinga, D. M., Nora, R. T., Yaw, D. C., “The learning styles, expectations and needs of on-line students,” College Teaching (2006) 54(1), pp. 185-189.

Simonson, M., Smaldino, S., Albright, M., Teaching and learning at a distance: Foundations of distance education 2nd ed., Merrill Prentice Hall (2003)