Understanding Distance Learners and Their Needs
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| I must fit learning in between my work hours and responsibilities as a parent. | I like to be in charge of my own learning and work at my own pace. | I want to take a course to improve my skills for my present job. | I take classes on campus, but prefer the teaching and learning strategies used in distance learning. |
Who is the "typical" distance learner?
Though some would argue there is no "typical" distance learner, several research studies have identified trends of who is attracted to distance learning and why.
- Older than the traditional college student, often 25-35 years old
- 60% or greater are female
- Often located 101-200 miles from campus
- May take both face to face classes and distance classes
- Manage multiple roles of employee, spouse, parent and student
- Autonomous, flexible, and somewhat comfortable with ambiguity
- Self-directed learners
- Motivated to learn to overcome barriers to on-campus participation such as: flexible timing, distance, or discomfort with campus
- Attracted to innovative learning environments
Sources:
WorldBank Global Distance EducatioNet
http://www1.worldbank.org/disted/Teaching/Design/know.html
(Site updated August, 2003; accessed 11/30/06)The Institute for Distance and Distributed Learning, Virginia Tech
http://www.iddl.vt.edu
(Site accessed 11/30/06)
How does knowing about learners impact the design of your course or program?
Faculty and staff seldom choose who their learners will be, but understanding the characteristics of distance learners is important in planning your distance learning opportunity. See the links below for additional resources about distance learners and online pedagogy. Other section of this website will also help you in choosing and using distance learning technologies.
Course Format
Many distance learning delivery methods exist, but you will need to put thought into which one or combination of methods will be most effective for this course or program. You may need to take into consideration learner access to technologies, appropriate technologies for the nature of the content to be taught, costs of using technologies, whether distance learning is the primary delivery method or supplement to classroom teaching.
Learners and Learning Style
You may want to consider having a way for students to self assess their readiness for distance learning. Some instructors include an orientation course that outlines faculty expectations of participants. Depending upon the technology used, the learner may need to understand how to use equipment properly. If the delivery method is synchronous, the student or participant must understand that the course or program is scheduled for a specific time period and their attendance or involvement at that time is essential. Some methods require that the participant have computer equipment with specific capacities or that the student possesses a certain level of computer skill. With other methods, the student participates just as if watching television.
Course Content
Knowing that distance learners are often seeking coursework relevant to job and family life, you may want to think about learning activities and assignments for students that help them make this connection. For example, a discussion (web based or face to face) may focus on students thinking about how they can use and apply particular content learned in their daily lives. Case studies could be developed and used in teaching that link the content to job functions and tasks, career growth opportunities, and additional opportunities to learn more about the content area.
Scheduling
As you build your course or program, it is important to know about your target market of students. If the majority are working full time from 8-5 pm, then a synchronous course such as interactive video needs to be accessible during the hours students are available. Could the course/program be coordinated with employers and offered as professional development during lunch time or work hours at job sites? If the students need freedom to schedule the course at their own convenience, then web-based technologies may be most effective.
Promotion
Distance learning courses and seminars may need to be promoted in different ways than through a university course catalog. Direct marketing to target audiences by mail, internet or mass media may be more effective in reaching potential learners. You may need to work with partnering organizations who can help get information about your program to interested people. And you definitely may need to allow more lead time in getting the word out to secure the enrollment you desire. Visit the Marketing section of this website for more tips to assist you in getting the word out about your course or program.
Resources about Distance Learners and Online Pedagogy
Ohio State's TELR site for Online Instruction resources
http://www.telr.osu.edu/resources/onlineinst.htm
(Site accessed 12/01/06)Florida Gulf Coast University's Principles of Online Design
http://www.fgcu.edu/onlinedesign/
(Site accessed 12/01/06)The International Review of Research in Open and Distance Learning
http://www.irrodl.org/index.php/irrodl
(Site accessed 12/01/06)A Report from the University of Illinois on "Teaching at an Internet Distance Seminar" (Dec 1999)
http://www.vpaa.uillinois.edu/reports_retreats/tid.asp?bch=1
(Site accessed 12/01/06)"How Interactive are Your Distance Courses? A Rubric for Assessing Interaction in Distance Learning" from the State University of West Georgia (June 2000)
http://www.westga.edu/~distance/roblyer32.html
(Site accessed 12/01/06)