Also, it is almost impossible to assess the classes' collective level of interest from email, papers, and responses, for a particular lesson. Interactive technology, even video conferencing, lacks the cohesive nature of one-on-one interaction in the real world as a class. Even though a video conference, a teacher cannot monitor students as closely, assign in-class team assignments, or have as much flexibility over tailoring his or her lesson plan to suit the immediate dynamics of the room.
Depending on the number of students in the class, the online format can also seem impersonal. Students may subconsciously hold this against the teacher and either feel excessively dependent on or resentful of the instructor, either bombarding the teacher with email on one hand, or turning in assignments late on the other. Peer interaction can provide some support, and ideally may even be more sustaining than in a real world, large lecture hall, although expecting online learning to mimic an intimate seminar may be unrealistic (Moore & Kearsley 2008). Also, communicating with the instructor in a method students are more accustomed to use when communicating with their friends such as email can reduce the level of seriousness they bring to the class, even subconsciously, although it does have the advantage of perhaps encouraging more faculty and student interaction than might be the case in the intimidating setting of a professor's office at a major research university. The distance learning teacher must strive to stay professional in his or her vocabulary and demeanor, even in informal interactions like email.
The type of material being disseminated will also influence the instructor's effectiveness. For dedicated learners in fairly standardized subjects such as the sciences,...
But for less motivated students who are not as disciplined, the lack of a physically present teacher, and a class that they can 'visit' in a relaxed setting they associate more with leisure than work can mean motivation may flag. This is particularly true for subjects that are less clearly defined and more dependent upon discussion to generate interest, like literature and history.
Learning exists on several levels in an online format, according to Moore & Kearsley (2008). Learners interact with the content of the class, but also with the instructor and other learners, even if they may not meet these individuals in the real world. Although online instruction has great potential to enhance the intimacy and informality of learning, it is vital that the instruction use every learning relationship in this triad to ensure that student motivation is sustained, and ideally piqued, throughout the course.
Works Cited
Berge, Z.L. (1995). Facilitating computer conferencing: Recommendations from the field.
Educational Technology. 35(1) 22-30. Retrieved Oct 19, 2008 at http://www.emoderators.com/moderators/teach_online.html
Faculty Development 101. (2008). Lesson 9: Introduction to the Instructing Lessons.
Retrieved Oct 19, 2008 at https://courses.worldcampus.psu.edu/facdev101/student/index.shtml
Moore, Michael & Greg Kearsley. (2004). Distance education: A systems view. 2nd edition. New York: Wadsworth.
Distance learning
