Distance Learning Facilitators 1
Running head: DISTANCE LEARNING FACILITATORS
Final Project Letter of Intent
What Factors Facilitate Distance Learning? Experiences of Counselling Education Graduate Students DATE STUDENT Supervisor: Dr. X
Distance Learning Facilitators 2 What Factors Facilitate Distance Learning? Experiences of Counselling Education Graduate Students Introduction and Rationale for the Study Distance learning is a term that is used to describe an educational format where the instructor and the students are not physically present at the same place (e.g. a classroom). Lessons are delivered to students using a variety of technologies, media and formats (Jerry & Bryson, 2003). This format of education is flexible in time, place and speed, and enables workers to study while still maintaining their employment, and other responsibilities (Holstein, 1997). It is relatively new, so there are many unproven ideas about it. This has resulted in people embarking on distance learning, only to withdraw a short time later because they were not suited for it (Jerry, Dermish, & Collins, 2003). So it is important to have a study that can establish factors that facilitate distance learning so that people can use that as a reference to determine their suitability for this learning format. The 21st Century’s world economy is one that is technologically driven and in a constant state of change. This necessitates workers who want be competitive on the job market to have a college or university training (Fisher, 1997). Even then, the constant changes in technology makes it necessary for workers to continuously re-educate themselves in order to keep up with innovations that invade their workplace (Thomas, 1993). Many of these workers have established careers and family responsibilities, which make it impractical for them to subscribe to traditional face-to-face learning (Zhao, Alexander, Perreault, & Waldman, 2003). For this growing sector of the workforce, distance learning is seen as the answer (Dede, 1990). But is distance learning suitable for everyone?
Distance Learning Facilitators 3 Some who enroll in distance programs do not sticks with it. Informal assessment by Jerry et al., (2003) found some reasons for withdrawals to include a misconception of the nature of distance learning, a mismatch between the instruction delivery system and the student’s level of comfort with the technology involved, and the student’s situational disposition. The inability and discipline to function independently have also been reported as a major factor that influences withdrawals (Bullen, 1998). Other studies have found the fit between the student and the system of distance education delivery (Jerry et al., 2003), the institution and instructor’s philosophy about education and learning (Katz & Rezaei, 1999), and a technology that allows collaborative learning (Brandt & Ellsworth, 1996), all affect student’s satisfaction with distance learning. The ability to develop a sense of cyber community, and self-identity in that community has also been found to foster student’s satisfaction (Jerry & Bryson, 2003). But does satisfaction translate into success? How do these principles of satisfaction operate in the Campus Alberta Applied Psychology: Counselling Initiative Program (CAAP)? How do the students in CAAP perceive and feel about the program? What factors do they perceive as facilitative or non facilitative to their success? Answers to these questions could prove to be very valuable feedbacks to the administrators of this program. It could enable them to either stay the existing course or embark on indicated appropriate modifications that would further enhance success. This is why there is a need for the proposed study. It can help find answers to the above questions, and compile factors that facilitate learning at CAAP.
Distance Learning Facilitators 4 Methods and Procedures This will be both a quantitative and qualitative study. The quantitative aspect of the study will capture the ranking of the factors, while the qualitative aspect will shed light on how and why each participant views each factor as facilitative. The first phase of the project will be a reflective self-study where the investigator will document the factors she found facilitating to her distance learning experience. Thematic analysis approach will be used to analysis and group emerging themes. Validation for the themes will be sought through using them as the basis for a semi-structured virtual questionnaire involving twelve CAAP students. Apart from serving as validation for the investigator’s experiences, the questionnaire will also give voice to the lived experiences of the participants. All the data will be explored in the context of their applicability and importance to distance learning. Potential Implications The results of this study could be very beneficial to CAAP students. For present students, it will serve as a reference to assess what they are doing right and/or what needs adjustments. This will enhance success. For perspective students, it could serve as a “manual” to inform them of what is needed to succeed in CAAP. Such students could use the study’s results as the basis for self-assessment to determine if distance learning at CAAP is suitable for them. It could also alert them of some aspects of their skills that need improvement prior to enrolment in the program. The results could also serve as a tool to dispel myths about distance learning which could result in students being better prepared for the program. All these would foster success.
Distance Learning Facilitators 5 CAAP is a new program, and thrives on feedbacks from, and collaborative working with students to assess what is working and what needs adjustments. The results of this study will therefore be a valuable feedback from students that would provide the administration the satisfaction of knowing that they are doing a great job and/ or alerting them to areas that need adjustments. All these would result in a better service for students which would foster success for both the students and the institution. Since this study could be used by perspective students to self-assess, and those who find that they are not suited for distance learning at CAAP may not embark on the program. This could result in lower attrition rate for the institution, which could translate into savings as more students who enroll in the program, will stay in it and pay fees. Another way that this could also result in savings for CAAP is in the efficient use of instructors. When instructors are hired for 60 students and only 50 students stay with the program, then the instructors are underutilized. This results in higher costs for the institution. Potential Limitations of the Study and Implications for Future Research This is a graduate program, and graduate students function at a higher level of maturity, autonomy and critical thinking than undergraduates. Therefore the findings of this study may not apply at the undergraduate level. Also, research shows that the method, style and format of distance education delivery, the institution and instructor’s philosophy about learning, all affect student’s satisfaction and engagement in the distance learning process. So, some aspects of this study’s findings may not be applicable to another distant graduate program which does not use the same delivery system, or subscribe to the same philosophy about learning. Besides, the number of students involved in this study will be quite small, and this may not be a representative sample of
Distance Learning Facilitators 6 CAAP students. To enhance generalizability, a study with a larger proportion of CAAP students needs to be undertaken. Also, the effects of factors such as gender, age, marital status, family responsibilities, number of children, type of job and hours spent at work each week could be assessed to see if they have any influences on the factors or themes. The results from such a comprehensive study could confirm or dispel some of the findings of this limited pilot study. Seeking explanations for the discrepancies could illuminate some unforeseen facts. However, there is a good chance also that the results could confirm the results of the pilot study. These results could then be used to formulate more survey questions for a large scale study of distance learning programs both at the undergraduate and graduate levels. Analysis of such data for factors which facilitate distance learning, both at the undergraduate and graduate levels, and across different settings could reveal whether those factors are similar or different. If different, what could account for the differences? Finally, a survey should also be done of the people who have withdrawn from distance education programs, to find out what factors were salient to their decision to withdraw. Participation in this study will be voluntary. So it could be that only the students who are doing well and succeeding in their studies may choose to participate. This could skew the results in favor of factors experienced only by such students. However, a survey of those who withdrew from the program should give voice to the factors that influenced withdrawals and bring balance to the overall conclusions from student’s perspective.
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References Brandt, F. J., & Ellsworth, N. J. (1996). Effects of cooperative learning on the academic achievement and self-esteem of urban adolescents with learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 7(1), 9-13. Bullen, M. (1998). Participation and critical thinking in online university distance education. Journal of Distance Education, 13, 1-24. Dede, C. (1990). The evolution of distance learning: Technology-mediated interactive learning. Journal of Research on Computing in Education, 22, 247-265. Fisher, A. (1997). What labor shortage? Fortune, 135 (12), 154-156. Glenn, A.S. (2001). A comparison of distance learning and traditional learning environments. (Eric Document Reproduction Service No. ED 457778). Holstein, W.J. (1997). The new economy: Winners and loosers are being created with vengeance. U.S. News & World Report, 122, 42-48. Jerry, P., & Bryson, B. (2003, May). Building a professional identity in a distributed learning environment: The Campus Alberta experience. A paper presented at the
Building Tomorrow Today 2003 Conference, Edmonton, AB.
Jerry, P., Demish, H., & Collins, S. (2003, June). Defining the challenges: The juxtaposition of technology and humanity in distributed learning environment. A powerpoint presentation at the Canadian Association of Distance Education annual
conference, St. John's, NF.
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Katz, L., & Rezaei, A. (1999). The potential of telelearning tools for collaborative learning. Canadian Journal of Communication, 24, 427-448.
Thomas, A. (1993). Transitions: From school to work and back: A new paradigm. In P. Anisef (Ed.) and P. Axelrod (Ed.), Transitions: Schooling and employment in Canada, (pp 117-127). Toronto: Thompson Educational Publications. Zhao, J. J., Alexander, M.W., Perreault, H., & Waldman, L. (2003). Impact of information technologies on faculty and students in distance education. Delta Pi Epsilon Journal, 45(1), 17-33.