Justin
M. Tarradell
October
22, 2016
EME
2040
The Evaluation of Students’
Perceptions of Distance Education
Assoc. Prof. Dr. Aytekin
İŞMAN - Eastern Mediterranean University
Senior Instructor Fahme
DABAJ - Eastern Mediterranean University
Research Assistant Zehra
ALTINAY - Eastern Mediterranean University
Research Assistant
Fahriye ALTINAY - Eastern Mediterranean University
The Turkish Online
Journal of Educational Technology – TOJET July 2004 ISSN: 1303-6521 volume 3
Issue 3 Article 8
Distance education is becoming a bigger and better thing
in higher education as new technology arises. The Turkish Online Journal of
Educational Technology is a massive online journal database that encompasses
many different researches and studies about trivial topics in education, such
as distance learning. The one I will be summarizing today will be called The Evaluation of Students’ Perceptions of
Distance Education. This edition of the Turkish Online Journal focuses on
the students’ side of distance learning, including procedures, opinions, and
evaluations. This summary will correspond to each subsection of the original
piece, in order.
Introduction
The authors begin by setting the scene for the audience
and describing what distance learning entails. The concept of distance learning
is self-explanatory at its core. The journal piece defines it as, “Distance
Education refers interactive, educational process between two people, student
and teacher, separated by physical distance” (Harry, et al., 1993, p.32) The
piece also notes that distance education is far more popular in developed
nations rather than developing nations, as it is a rather new concept. Distance education can be performed through a
variety of different medias, mainly through technological means. Some of these
methods includes video or audio conference calls, emailing, online chat
programs, and more.
Distance learning is divided into three different
subsections by the piece, which are computer aided learning, computer managed
instruction, and computer conferencing. Computer aided learning is the practice
in which the student learns using online medias and software that are
preplanned and preprogrammed. These medias all have the specific purpose of
teaching a child. Computer managed instruction is the method in which
instruction is given to the child. This is where the child is given tasks or
instructions from the teacher. Computer conferencing involves the usage of
different online medias to communicate among teacher and student.
Distance education is an opportunity for equal
educational opportunities for all students, regardless of factors such as place
of birth or socioeconomic status. It can be an easier method of education with
less hassles to those who prefer it. The author uses this quote to describe distance
education, “Distance Education provides opportunity for the student to interact
with teacher as soon as he/she encounters need for this interaction.” This
essentially means that interaction among teacher and student isn’t entirely
necessary on a daily basis if there is no need for it.
Aim of the Research
Distance education is becoming more and more accessible
in correlation with the accessibility of new technologies and the internet. As
students become more aware of these new technologies, their ability to use the
internet in an educational way increases. The more relevant distance education
becomes, the more convenient it becomes. Distance education removes factors
like time, distance traveled, as well as any obstacles encountered in
traditional education (money, time, etc.) It removes some advantages that some students
have over others and levels the playing field, granting more educational
opportunities to all.
This method of instruction includes four different types
of contributors, which are the teacher, student, designer groups, and
directors. Students have the role of receiving instruction, performing the
tasks given, and remaining active in communication to all parties relevant.
Teachers have the role of guiding students, providing instructions, remaining
available for communication when necessary, and aiding them in any troubles
that may arise. Designer groups have the role of establishing methods of
communication using technology, such as email and audio/video conference calls.
Directors are those who plan instruction and implement educational processes.
Distance education is divided into three different types
of interactions, which are learner-context, learner-instructor, and
learner-learner interactions. Learner-context interactions include the students
and how they interact and respond with the context of the course. More
specifically, how they perform their assignments and tasks. Learner-instructor
interactions include the students and their communication with the teacher.
Teachers give instruction to students as well as answer any questions that they
may have. Finally, learner-learner interactions include the communication among
the students in the course. This could mean their communication within a group
project or assignment or if they have general questions and ask their peers
rather than their teacher.
Importance of the Research
It is very important to study the perceptions of the
students’ in regards to methods of communication as well as to general
instruction within distance education. Distance education reduces the barriers
among different types of learners. It reduces the stress of factors such as
travel, time, and finances which gives equal opportunities to all learners. The
author believes that, “If the all attention and evaluation turn to the
perceptions of students toward distance education, it’s inevitable to conclude
the reflections about the effectiveness of process.” In other words, if all of
the contributors of distance education were to focus on the perceptions of
students on the communications and methods of instruction then the
effectiveness of this instruction could be provided and tweaks can be made to
improve it. After all, the students are the party that could benefit the most
out of this style of instruction. It is imperative that all contributors
involved in distance education prioritize the perceptions, opinions, needs, and
capabilities of the students so that the program itself could improve and as a
byproduct improve the education of the student.
Related Researches
Below are related
researches provided by the journal
Ludlow, et. Al, (1998) examined
the instruction and communication between teacher and student and the
importance that it has on distance education. The study focuses on learning
through distance education as a self-directed process. The teacher acts, “…as a
guide, rather than as a transmitter of knowledge.”
Frost
(1998) examined the growing importance and influence that distance education
has on the world. The evolution and advancement of new technologies is enabling
distance education to become more popular even in developing nations. The
article notes that the world is advancing from traditional education to
distance.
Borrowdale (2000) focused
his research on online education and the impact of technology on distance
education. Through his research, he concluded that there can be variations in
all types of distance education based upon the different medias used to
communicate.
Sankaran (2000)
investigated the students’ perceptions about lecture based instruction versus
web based instruction. The study concluded no significant bias, as most
students choose their preferred method of instruction based on their learning
tendencies.
Schmid
(1998) focused on the attitudes of students in the distance education process.
The research demonstrated that the majority of students are self-directed when
choosing distance education over traditional education. They find intrinsic
value in being independent and that is the main reason why they choose this form
of instruction rather than traditional forms.
Willis
(1992) examined strategies in giving out the instruction in distance education
in relation to the students’ needs, wants, tendencies, and expectations as a
student. It is the teachers’ role to make the students more comfortable in
order to improve their distance learning experience.
Schrum
(2002) studied the correlation between interest in distance education and the
technology in today’s educational fields. He notes that distance education will
continue to expand based on the advancement of technology that the world is
experiencing.
Jeffries
(2002) defined distance education and the differences with other forms of
education. He notes that, “Distance Education takes emphasis of dialectical
relationship between teacher and student under the elimination of distance and
time.” This form of instruction emphasizes individuality and
self-responsibility of the student to remain pace.
Rosenthal
(2000) points out that there is a direct correlation between success in
distance education courses and communication among all contributors. Lack of
communication often leads to negative perceptions that the child demonstrates.
Levin
(2001) examines distance education and its effects on post-secondary education.
Specifically, Levin examines distance education in community and technical
institutions. It is important in
knowing what courses are distance friendly, and which requires traditional
instruction.
Rockwell,
et. Al, wrote an article regarding the other side of distance education, the
teachers. The study focused on what goes into planning for distance education
as well as what practices and tendencies need to be followed and had.
Jones
(2000) examined the debate in American education over distance education and its
effectiveness and implications in relation to several Australian educators.
Jones takes both sides to compare and contrast the two countries and their
approaches to education.
Isman
(1999) reviewed the constructivist approach and its effects on distance
education. “Students should search and design their activities with their
self-experience on the subject and the construct all activities under the sense
of instruction,” states the article. Isman places a heavy importance on the
impact of technology to the education of the student.
Findings and Results
According to the journal, students’ perceptions on
distance education have a variety of different factors, like gender, age, and
educational level. However, the similarity across any stipulation of the
factors stated before is the fact that students must facilitate learning
through the use of communication. The journal states that a major weakness to
distance education and perhaps a flaw of students in this method of instruction
is the lack of communication they could exhibit. Most importantly, the
advancement of technology must be present in order for distance education to
work effectively. Without this, inequalities could become prevalent as perhaps
some countries may not have the same access to this technology, which limits
the effectiveness of distance education.
The journal seems to use Borrowsdale’s research the most
out of all the relevant researches presented. He makes frequent references to
the use of internet and its effects on distance education. After all, the
evolving nature of technologies and media lean towards distance education being
through the internet. It is the most effective and efficient way to communicate
and to submit assignments. The internet is what a lot of distance education
courses rely on to flow smoothly.
To conclude this edition of the journal, several key
conclusions are made to sum up the findings of the research. First, the
research presents the fact that distance education should focus on the content
and instruction taught. “…because the most significance relationship was found
to be the content taught and the student perceptions of content,” is the quote
that resonates the most and sums up this ideal the most. Secondly, distance
educators should design their courses based on the demographics of the child,
such as age. This targets and prioritizes the needs and skills of the student rather
than forcing the student to conform to the content. Thirdly, and like the
previous conclusion, the students’ grade level should be considered when
designing the curriculum. The students’ grade level will vary the instruction
given wildly. Fourthly, it is the universities’ responsibility to update the
technology and infrastructure with the evolving world. Without the proper equipment,
the students won’t be able to learn properly. Finally, to the universities or
school which are not familiar with distance education and all its operations, specialized
training will be provided to spread distance education.
Questions
1)
According to the
article, what are the three different types of interactions involved in
distance education?
Learner-content,
learner-instructor, and learner-learner
2)
According to the
article, what are the four different contributors involved in distance
education?
Teachers,
students, designer groups, and directors.
3)
According to the
article, what are the three subsections of distance learning?
Computer aided
learning, computer managed instruction, and computer conferencing
4)
What did Ludlow
conclude in his research about distance education?
Ludlow examined
the instruction and communication between teacher and student and the
importance that it has on distance education
5)
Is the following
statement true or false: Distance education removes or reduces all barriers
present among all types of learners?
True
