Running head: STUDENTS OF DISTANCE LEARNING

Module 7: Student Perspective Terry Sutton EDIT 5370 Texas Tech University

STUDENTS OF DISTANCE LEARNING Module 7: Student Perspective The case study assigned for this paper gives the following scenario:

As Tracey Nirldon prepares to take her first online courses, Introduction to Teaching, she discovers that there are a number of things being expected of her. She notes there are technical expectations, assignments and due dates, and the use of a course management tool she's not used before. What can Tracey do to make it easier on herself to get started? What can her instructor provide in the way of assistance to help get started. Characteristics of Distance Learners There is a wide array of individuals who are accessing distance learning. Studies have identified some commonalities within the group that composes distance learning students: Age: Most research indicates that distance learning students tend to be, on average, older than typical students in campus-based programs. In a 2004 survey of potential graduate school students, it was found that 73% of the students were under the age of 35. In an April 2007 survey of distance learning students it was found that only 58% of students are under the age of 35. Gender: In most distance learning programs in North America, distance learning students are predominately female, with different studies indicating that between 60% and 77% of students being female. Employment Status: Several studies indicate that more than half of distance learning students hold full-time jobs outside of the home, with some programs reporting as many as 90% of their students being employed full-time. The students are usually taking courses to help them advance in their careers.

STUDENTS OF DISTANCE LEARNING Marital Status: Various studies indicate that more than half of distance learning students are married with dependents. This means that they are often juggling a family and a job with their coursework. Location: Traditionally distance learning programs have attracted students whose geographic distance from a college campus prevented their enrollment in campus-based classes. This is changing however, with more and more distance learning students living within commuting distance of the college they are attending, but who choose to take distance learning courses because of their convenience.

Status: In one program, 83% of distance learning students have been formally admitted to a graduate degree or certificate program, with the remaining just taking individual courses; 77% of distance learning students are attending on a part-time basis. The remaining 23% who are attending full-time are likely enrolled in a combination of campus-based and distance learning courses to provide them with more scheduling flexibility. (Academic Technology Center - Worcester Polytechnic Institute, n.d.) Having a good understanding of the of the characteristics and demographics of students

who enroll in distance learning courses enables an instructor to facilitate the success of the students enrolled in their classes. Students are typically committed to their coursework since many are interested in advancement. Clarity and defining expectations will simplify outcomes and logistics required for completing assignments. Flexibility and empathy are also accommodations that support students as they have many commitments with both family and employment (Simonson, Smaldino, Albright, & Zvacek, 2012). Success Strategies for Distance Learning There are multiple resources to give support to students who are moving from the

STUDENTS OF DISTANCE LEARNING traditional classroom setting to a distance learning course. Most have common suggestions for habits and strategies to ensure success. Goal setting by positive affirmations, analyzing the course materials, breaking lessons and assignments into realistic chunks, and perseverance to

complete assignments are critical. Establishing a regular schedule with ones obligations in mind will help determine the best time to study and complete assignments or assessments. Networking with others sharing her enrollment in the coursework will aid in completion of the program. Selecting another member of the course to share papers for proofing will also help in better papers. Study groups or mentors help increase understanding of a subject through the opportunity to discuss new concepts and skills. Identifying applications for new knowledge and skills as well as analyzing her metacognitive learning styles and what adaptations she may need to make for the requirements of the online aspect of the course material. Keeping in touch with her instructor and asking questions if she needs clarification will also help her be successful. Finally, celebrate along the way and at the completion of the course with fellow students, coworkers, and family is very important (Shirley, n.d.) Reflection on Being a Distance Learner As a distance learner and working as a consultant which requires a great deal of travel, I have had problems with scheduling my learning this semester. There is typically ample time for reading but little time with access to the internet. This is my fourth time working on a degree; my undergraduate coursework was in traditional brick and mortar setting requiring me to leave home for four years and matriculate at college while living in dorms and apartments. My first masters degree took place on campus where I also worked as a graduate assistant teaching classes. When I undertook my second masters degree, I was employed as an administrator working on my educational leadership degree. This coursework required me to drive an hour to

STUDENTS OF DISTANCE LEARNING and from the campus where I attended lectures. A young mother at the time, there were several family events that I missed or activities that my son was involved in that I was not able to attend

due to a scheduled class or paper due. During this current journey, I am thoroughly enjoying the material and research I am exposed to through this program. I have realized that with some of the courses in the degree plan, I must augment my metacognitive style to adapt to online testing and the lack of having an office of a professor I can access when I fail to grasp a concept or skill. I am an old dog, but I am learning new tricks and I hope to be the instructor someday working with my distance students. So I am diligently taking notes on what works with me as well as what my friends that I am traveling with through this process share as we celebrate and commiserate along the path that our lives are taking us.

STUDENTS OF DISTANCE LEARNING References Academic Technology Center - Worcester Polytechnic Institute. (n.d.). Retrieved from http://www.wpi.edu/Academics/ATC/Collaboratory/Teaching/students.html

Shirley, R. (n.d.). 7 Success Strategies for Distance Learning. Retrieved from World Wide Learn: http://www.worldwidelearn.com/education-articles/distance-learning-success.htm Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance. Boston, MA: Pearson.

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