Teaching Challenges in Distance Learning Courses

Introduction: Motivation in the Online Classroom

Even for a fairly unmotivated student, the human, one-on-one interactive nature of the classroom environment can prove to be profoundly motivating. This is one reason why, for "at risk" students, ensuring their continued attendance in class is such an important aspect of the educational process. If students show up, a teacher can energize their interest in learning through his or her charismatic presence. Although a distance learning teacher may not like to admit it, for many students, learning at a distance can feel like not being in class at all. Motivating students is a critical concern of the online pedagogical process from day one. While some online students — because of their greater maturity and desire to complete a degree in a timely fashion — may be intrinsically motivated, a teacher cannot assume this is the profile of all students. At every juncture of the online instructional process, sustaining student motivation must be the primary concern, alongside conveying the course content.

The Role of Feedback in Distance Learning

Motivation is enhanced by ensuring students receive timely feedback, both positive and negative. Distance learning teachers and students often lack the ability to convey and receive immediate feedback, depending on the technology used in the course. It is important that the teacher keeps a watchful eye on students' difficulties and strengths when reviewing assignments, noting when work is turned in late and targeting deficits in basic skills. All courses teaching instructors how to conduct classes online stress the importance of giving strong and detailed feedback. Consistent feedback creates a sense of presence for the instructor, and depending on the student's needs, class size, and course content, can even be more individualized than a real-world course. The expectations for students must be particularly clear at the beginning of the course, to minimize resentment of critical feedback in the detached format of email, where criticism cannot always be softened by physical and vocal cues.

Building Community and Peer Responsibility Online

If a student's internal sense of motivation flags during the course, having a sense of responsibility to the teacher and the online classroom environment can help. Creating a peer community online — such as requiring students to post on a discussion forum — can foster a motivational sense of responsibility for others and sustain interest in the class. Instructors must monitor such boards, however, to ensure content is appropriate and on-topic. Discussion should be free but respectful. Teachers can post comments on various threads, as well as engage in personal email with students. A course webpage where teachers and students can post daily comments and references to issues pertinent to the course as seen in the news and on the web can also foster a sense of community. This can additionally serve as a repository of supplementary data and information about the course, which can boost both student performance and interest in the subject matter.

Conclusion: Sustaining Motivation Across All Learning Relationships

Learning exists on several levels in an online format, according to Moore and Kearsley (2008). Learners interact with the content of the class, but also with the instructor and other learners, even if they may never 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 instructor actively engage every relationship in this triad to ensure that student motivation is sustained — and ideally strengthened — throughout the course.

Works Cited

Berge, Z. L. (1995). Facilitating computer conferencing: Recommendations from the field. Educational Technology, 35(1), 22–30.

Moore, Michael, and Greg Kearsley. Distance Education: A Systems View. 2nd ed. New York: Wadsworth, 2004.