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Running head: Online Learning

Online Learning:

A Case Study

by

Allen Todd

submitted to

Professor Fatih Ari

on

10/28/2014

In partial fulfillment of the requirements for

EDIT 5370 Foundations of Distance Education








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Online Learning
Online Learning: A Case Study
The purpose of this study is to offer strategies of induction into online coursework that provides
ease of access and usability for the learner via instructional methods that are consistent with
student centered approaches designed to engage the student and facilitate learning. The facilitator
of distance education classrooms should organize the material according to instructional setting
and student characteristics, providing clear instructions that motivate the learner to achieve the
expected outcomes. In order for students to be engaged and function successfully within a
course, the instructor must design the curriculum with built in support, being mindful of the
stress associated with technical functions and instructional requirements, especially when
considering the needs of first time participants. This paper will address the quandary of Tracey
Nirldon (as a first time/online student) by identifying various methods of delivery and assorted
tools, which serve to alleviate pressure and facilitate understanding of instruction for the
seasoned as well as the inexperienced distance learner.
As Tracey Nirldon prepares to take an online course for the first time, she encounters a
territory of uncertainty inundated with unfamiliar procedures and expectations. Without clear and
concise directives and support in this situation, the learner is overwhelmed with frustration and
fear of failure and, most likely, will lack the motivation to continue, at least successfully. In other
words, methods of instruction must promote a comfort zone for the learner as well as the
instructor to be successful in delivery and reception. In order for students to become engaged in
the learning process there must be present an ease of accessibility and usability.
One of the ways in which the instructor can assist in the orientation process is to prepare a
highly organized and detailed syllabus that contains all the information for the student to
navigate and meet the expectations of the coursework (Simonson, Smaldino, Albright, & Zvacek,
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2012). Simonson et al. (2012) contended the syllabus is the single most important document an
instructor can prepare and is the primary communication with students at a distance (p. 191).
If a student is having difficulties understanding any part of the assignments or expectations, the
syllabus should contain detailed information addressing those concerns as well as additional
contact information that allows for a means of further, personal assistance - offered via
telecommunication, email, blackboard, or other technical support venues. Accordingly, the
new student of distance learning discovers the transition process becomes easier and more
understandable when reading the given material thoroughly.
Distance learning requires students to become more active than passive; there must be an
element of self-motivation towards discovery. In other words, the learner must become more
motivated to initiate communication and less passive concerning participation in order to
engage in the learning process (Simonson et al., 2012, p. 185). Therefore, it is wise of the
instructor to test if the learner has reviewed the syllabus or if the student is even receiving the
communication as a preliminary way to get things started. This can be achieved by sending an
email to the student with instructions on how to respond and who to contact in the event that
assistance is needed. One way to evoke participation early on in the coursework and to obtain
feedback on learner capability is to require a posting on blackboard as acknowledgement that the
student has read and understood the syllabus. This is also a good way to acclimate the learner to
using blackboard as a discussion tool.
The threaded discussion is one of the most powerful techniques used in distance
education because it promotes active participation, creates a sense of community, and builds
upon the body of knowledge. Without the face-to-face instruction, discussion threads offer an
alternated method of active participation where the instructor is more of a facilitator than a
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Online Learning
presenter, allowing for students to assume responsibility for their learning (Simonson et al.,
2012, p. 189). This forum also provides a means for students to communicate amongst
themselves and/or the instructor concerning questions and concerns that might occur. A separate
discussion thread can be reserved for this purpose and Tracey Nirldon may find it a very useful
tool for ease of acclimation into the distance learning environment.
Another way in which the learner will be more comfortable with the distance learning
setting is by understanding their responsibilities and conduct and how they are measured or
assessed. It is important to realize the structure and rules of the organization in order to be able to
meet expectations and to also be aware of the consequences when performance is below
standard. Students who are performing below average need to receive private feedback from the
instructor and, likewise, students exceeding expectations should be praised for their success
(Simonson et al., 2012). Feedback as to the learners progress should be timely and ongoing
throughout the course in order to facilitate improved performance.
In addition to direct feedback from the instructor, assessments such as pre-assignment
evaluation guidelines that detail awarded points for the submitted work can be valuable tools for
relieving the stress of wondering how the submitted work will be measured. One can determine
the exact requirements for achieving the highest grade before doing the work rather than
guessing how the instructor will evaluate the submission. This also provides a standard in which
all students have equal status in the class concerning a grade scale.
In my personal experience, the online courses in which I have taken at TTU have been, for
the most part very organized and comprehensive. Most of the professors have done an
exceptional job of giving detailed instructions and providing valuable resources. There was one
elective I took, under a professor which shall remain nameless, which was very unproductive and
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Online Learning
frustrating to say the least. If I had not already been inducted into the online environment, I
would have been completely lost and unable to fulfill the requirements because he was
completely inept when it came to technological endeavors. Half of the semester was gone before
blackboard was working properly and postings were done via email before it was up and
running. A new student to distance learning would have thrown in the towel to use an old
clich. However, we all seemed to muddle our way through, but without lasting knowledge in
which to take with me - a result of the disorganization and being left with nothing but
disgruntlement.
Conclusively, there can be much apprehension when one is placed out of ones comfort
zone and, most often, one must overcome many barriers when change is inevitable. When faced
with new challenges, attitude plays a significant role in the success of the endeavor. Likewise,
success can often be attributed to access, cognition, and utilization; whereas, resources are
available, understood, and practically applied. It is up to the instructor to be aware of this in the
distance learning environment and to encourage collaborative learning, overcoming the limits of
technology and involving the students in an environment of interaction. It is also up to the
student to be proactive and motivated to ask questions rather than passive in participation. When
speaking of distance education, the idea of learning as a collaborative process is very important
and appropriate choice and use of tools are vital to all aspects successful learning. It is important
for the instructors to develop a sense of community, achieve maximum participation, and get the
participants to buy in to the process.



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References
Simonson, M., Smaldino, S.E., Albright, M., and Zvacek, S. (2012). Teaching and Learning at a
Distance: Foundations of Distance Education (5th Edition) ISBN -13: 978-0-13-248731-3