Attitudes: classroom vs. distance learning
The question of the differences between conventional teaching experience and distance education is also a factor that impinges on the issue of student attitude and involvement. This refers to the fact that many students have different and often opposing views about distance education and these attitudinal patterns affect the success or failure of a distance learning model. As Chapter seven of the readings state, "...a common question that is examined is how students feel about distance education relative to traditional classroom instruction." (Chapter seven, p.175)
The student responses to this aspect vary from satisfaction with the distance courses or education to views that distance education tends to detract from the overall learning experience. These can include aspects such as technological issues and problems and the experience of instructors or teachers. (Chapter seven, p.175)
One of the primary concerns that were found with regard to students converting from the conventional classrooms to the distance education environment was the lack personal guidance and the "father figure." (Chapter seven, p.175) Another aspect that affects student attitudes towards distance education is that often the work can be perceived to be much harder in the sense that there is no teacher to rely on in a direct and immediately personal way. On the other hand, positive attitudes towards this form of education are also affected by the independence that it offers.
Various studies have also shown the different ways in which students have responded to distance education. These studies indicate that students often find distance education methods and opportunities not instrumental in higher grades and achievement levels. (Chapter seven, p. 176) Other studies have however shown results to the contrary, with students stating that they had better results and an improved learning experience in the distance learning environment than with learning in the conventional classroom situation.
More recent studies indicate that there is a greater acceptance of the distance learning environment among students than in the past. A study by Maki and...
(Chapter seven, p. 176) This could be related to the fact that the Internet and Web-based modes of communication have become almost endemic in the modern work and education environment and this could be the cause of the greater attitudinal acceptance of this mode of instruction among students.
On the other hand, there are a number of negative aspects that need to be considered in assessing attitudinal changes among students. It has been noted that students often cite as an objection to distance learning the fact that there is the perception that distance education is somehow of a lower quality than other forms of education. Another negative factor is that there is the view that distance education is much more difficult and that students felt that they did not have the self-discipline needed to deal with the courses. (Chapter seven, p.178)
Technology is another aspect in understanding the attitudes of students towards this form of learning. In essence, students are more likely to respond favorably to the courses if they are familiar with the technology involved. (Chapter seven, p. 78) major factor is the need for adequate guidance and counseling systems to be in place. Students are likely to react more positively to a distance education course if there are accessible and well structured guidance and counseling facilities. (Chapter seven, p. 179)
In conclusion it is relatively easy to make a rough projection about future attitudes towards distance education. The proliferation of more accessible and user-friendly technologies and the greater ease with which students learn with this technology makes it probable that in the future there will be an even greater acceptance of distance education models of teaching and learning.
References
De Simone, C. (2006). Preparing Our Teachers for Distance Education. College Teaching, 54(1), 183+. Retrieved November 11, 2008, from Questia database: http://www.questia.com/PM.qst?a=o&d=5014218644
Moore, M.G., & Kearsley, G. (1996). Distance Education: A System's View. Belmont, CA: Wadsworth.
