Becoming an Online Distance Learner: What can be learned from students’ experiences of induction to distance programmes?

This paper reports the findings of a qualitative study that investigated the experiences of distance learners beginning online Master of Education programmes. The research explored students’ induction (referred to as “orientation” in some contexts) to the programmes, and three key areas are given consideration in this paper. First, the opportunities and constraints provided by the technology in terms of introducing students to their online studies and the online environment are discussed. Second, some human elements are examined; namely, students’ needs, students’ relationships with fellow students, and the role of tutors. Third, there is a discussion on the development of online learning communities; their role and importance, and how students might be effectively integrated into them. Some implications for online teaching and learning are outlined and recommendations for online induction are provided. The paper concludes that a fundamental understanding of both students’ needs and their initial encounters with online distance education are important to ensure effective support is provided when students commence their studies.

[1]  Noriko Hara,et al.  Students’ Distress with a Web-based Distance Education Course: An Ethnographic Study of Participants' Experiences , 2003 .

[2]  L. Schrum.  On-Line Education: A Study of Emerging Pedagogy. , 1998 .

[3]  Terry Evans.  Research in distance education 5 , 2002 .

[4]  Terry Anderson,et al.  E-Learning in the 21st Century: A Community of Inquiry Framework for Research and Practice , 2016 .

[5]  Graham R. Gibbs,et al.  Qualitative Data Analysis: Explorations with NVivo , 2002 .

[6]  Alistair Morgan,et al.  Research into Student Learning in Distance Education. , 1991 .

[7]  R. Mason,et al.  Mindweave : communication, computers and distance education , 1989 .

[8]  Christine Dearnley,et al.  Student Support in Open Learning: Sustaining the process , 2003 .

[9]  Dawn M. Poole.  Student Participation in a Discussion-Oriented Online Course , 2000 .

[10]  John T. E. Richardson.  Researching Student Learning , 2000 .

[11]  Alistair Morgan.  A report on qualitative methodologies in research in distance education , 1984 .

[12]  Bill Robertson.  Audio Teleconferencing: Low Cost Technology for External Studies Networking. , 1987 .

[13]  D. Garrison.  A cognitive constructivist view of distance education: An analysis of teaching‐learning assumptions , 1993 .

[14]  Elizabeth Stacey,et al.  Quality online participation : establishing social presence , 2000 .

[15]  Sally Sieloff Magnan,et al.  Research Design: Qualitative and Quantitative Approaches , 1997 .

[16]  Derek Roundtree,et al.  Teaching Through Self Instruction: How to Develop Open Learning Materials , 2004 .

[17]  Denise Whitelock,et al.  Monitoring the on-line behaviour of distance learning students , 1998, J. Comput. Assist. Learn..

[18]  D. Garrison.  Critical Thinking and Self-Directed Learning in Adult Education: An Analysis of Responsibility and Control Issues , 1992 .

[19]  Daniel V. Eastmond.  E-Moderating: The Key to Teaching and Learning Online , 2003 .

[20]  Christopher K. Morgan,et al.  Is Enough Too Much? The dilemma for online distant learner supporters , 2003 .

[21]  Vivien Hodgson,et al.  Co-Operative Learning and Development Networks. , 1995 .

[22]  Yvonne Fung,et al.  Collaborative online learning: interaction patterns and limiting factors , 2004 .

[23]  Rena M. Palloff,et al.  Book Review: The virtual student: A profile and guide to working with online learners. , 2003 .

[24]  John T. E. Richardson,et al.  Researching Student Learning: Approaches to Studying in Campus-Based and Distance Education , 2000 .

[25]  D. Garrison,et al.  Assessing Social Presence In Asynchronous Text-based Computer Conferencing , 1999 .

[26]  Elizabeth J. Burge,et al.  Learning in a computer conferenced contexts: The learner''s perspective , 2008 .

[27]  Etienne Wenger,et al.  Communities of Practice: Learning, Meaning, and Identity , 1998 .

[28]  John W. Creswell,et al.  Research Design: Qualitative, Quantitative, and Mixed Methods Approaches , 2010 .

[29]  Alan Rogers.  Activities in self-instructional texts , 1993 .

[30]  Olivera Marjanovic,et al.  Learning and teaching in a synchronous collaborative environment , 1999, J. Comput. Assist. Learn..

[31]  Diana Laurillard,et al.  Rethinking University Teaching: A Framework for the Effective Use of Educational Technology , 1993 .

[32]  Mike Moore,et al.  Contemporary Issues in American Distance Education , 1990 .

[33]  David McConnell.  Computer Mediated Communication for Management Learning , 1992 .

[34]  A. P. Rovai.  Building Sense of Community at a Distance , 2002, Distances et médiations des savoirs.

[35]  J. Brace-Govan,et al.  Varying expectations of online students and the implications for teachers: Findings from a journal study , 2000 .

[36]  Mary Frances Rice,et al.  Impacts of an online-supported, resource-based learning environment: does one size fit all? , 2003, Distance Education.

[37]  Alan Tait,et al.  Rethinking Learner Support in Distance Education: Change and Continuity in an International Context. RoutledgeFalmer Studies in Distance Education. , 2003 .

[38]  N. Hara.  STUDENT DISTRESS IN A WEB-BASED DISTANCE EDUCATION COURSE , 2000 .

[39]  Terry Evans,et al.  Understanding learners in open and distance education , 1995 .

[40]  E. Stacey.  Collaborative Learning in an Online Environment , 1999 .

[41]  Alan Tait,et al.  Planning Student Support for Open and Distance Learning , 2000 .

[42]  Joi L. Moore,et al.  Student Perceptions as Distance Learners in Internet-Based Courses , 2002 .