Challenges in Distance Learning

8/2/2019 Challenges in Distance Learning

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Problems and barriers encountered by the student fall into several distinctcategories; costs and motivators, feedback and teacher contact, studentsupport and services, alienation and isolation, lack of experience, andtraining.

More so than traditional students, distance learners are more likely tohave insecurities about learning (Knapper, 1988). These insecurities arefounded in personal and school related issues such as financial costs ofstudy, disruption of family life, perceived irrelevance of their studies andlack of support from employers. These pressures often result in higherdropout rates than among traditional students (Sweet, 1986).

A second area of concern for the distance student is the perceived lack offeedback or contact with the teacher. Because there is not daily or weeklyface to face contact with teachers, students may have trouble in self-

evaluation. Keegan (1986) believes that the separation of student andteacher imposed by distance removes a vital "link" of communicationbetween these two parties. The link must be restored through overtinstitutional efforts so that the teaching-learning transaction may be"reintegrated" (Keegan, 1986, p. 120). Citing Tinto (1975), Keeganhypothesized that students who did not receive adequate reintegrationmeasures such as electronic or telephone communication, would be lesslikely to experience complete academic and social integration intoinstitutional life. Consequently, such students would be more likely todrop out (Sheets, 1992).

These barriers can be mitigated through technological methods such as e-mail. Computer conferencing and electronic mail can be integrated intothe delivery of the course to provide the missing interactivity. Becauseboth are essentially asynchronous, they continue to leave the student incharge of setting his or her own work times -- a critical success factor forthe distance student. It is important that the student receive promptfeedback in any institutional setting, particularly in distance learningwhere the learner is impaired by the lack of casual contact with theteacher and other students. This is especially important for those students

who live outside metropolitan areas. They may not have access to reliabletelecommunications, computers, and postal mail. The frustrationsresulting from problems with communication between student andacademic institution are factors of which distance education plannersshould be well aware (Wood, 1996).

A third area of concern for distance students is the lack of support andservices such as providing tutors, academic planners and schedulers, andtechnical assistance. The isolation that results from the distance learningprocess can complicate the learning process for adult students. Supportfor distance learners should not be overlooked when planning distanceprograms. Students need tutors and academic planners to help themcomplete courses on time and to act as a support system when stress


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becomes a problem. Planners from Washington State University (WSU)note that "student services are a significant part of the budgeted costs ofthe program." They also believe that " success in attracting, serving, andretaining students will hinge more on excellent student support servicesthan on any technology issues." (Oaks, 1996). Technology costs and

considerations can be a source of budgeting problems; however, studentsupport for distance learners should take precedence.

A fourth problem area is the feelings of alienation and isolation reportedby distance students. Students of all kinds want to be part of a largerschool community, and simply a member of a "correspondence" course.For many traditional students, this is an important part of their sociallives.

The "distance" aspect of distance learning takes away much of the social

interactions that would be present in traditional learning environments.This problem must be mitigated by institutions providing a sense ofpersonal involvement between the student and the institution. One way tohelp solve this problem is through the use of tutors that communicatewith students either electronically or by phone. Students believe thathaving a good tutor is vitally important in helping them get the most outof a course and achieve a credit (Meacham & Evans, 1989). Geographicalisolation has been identified as one of the major problems for distancestudents (Meacham and Evans 1989). In addition to the practicalproblems of contacting academic and administrative staff, obtaining study

materials and borrowing library books, distance students suffer from thedisadvantage of being unable to interact with other students and are oftendenied the perception that they belong to a scholarly community. Thismay lead to feelings of inadequacy and insecurity, and a lack ofconfidence in their own abilities (Wood, 1996).

A fifth problem is prevalent with newer distance students. If distancelearning institutions are serious about providing equity of educationalopportunity to all, then careful consideration must be given to the specialneeds of students undertaking distance education for the first time. Of

particular importance is the design of study materials for distancestudents.

Study materials must take into account the significant proportion ofstudents who enroll with little or no experience of distance study. Thesestudents are at risk of dropping out unless they develop study survivalskills as rapidly as possible (Wood, 1996).

Another problem encountered by students is the lack of student training,particularly in reference to technical issues. Many adult students are notwell versed in the uses of technology such as computers and the Internet.

Using electronic medium in distance learning can inadvertently excludestudents who lack computer or writing skills. These skills are required if


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computer technology is used. Students will typically be offered volumes ofelectronic-based information. Using this information will be a problem forsome non-technical students. They must be taught how to manage, notonly their study time, but the materials presented as well.

If students are undertaking distance learning courses that requireknowledge of computers, then the students must be taught, at aminimum, the fundamentals of operating the system of choice of thedistance-taught course. If distance learning is to be successful, technicalbarriers must be made a non-issue.

Faculty Barriers in Distance LearningFaculty experience problems such as lack of staff training in coursedevelopment and technology, lack of support for distance learning ingeneral, and inadequate faculty selection for distance learning courses.Sometimes the coursework for traditional and distance students is thesame. Often it is not. There can be a lot of up front effort in designingdistance learning material. This can impose a burden on teachers whoalready have material for traditional classrooms. Computers, videoequipment, communications software, and the like, present challengesand frustrations. Faculty must know how to the use these technologies ifthey are to teach distance courses. Training students and staff,

particularly in troubleshooting problems, is imperative to success intechnical distance learning.

Perhaps the biggest problem for distance programs is the lack of supportby the faculty. The endorsement by department faculty is viewed as acritical instructional element in any distance education program. Morethan any other participant, faculty roles must change the most inadministering distance learning programs. This can be difficult adjustmentfor some teachers. They must change teaching styles to that of a mentor,tutor, and facilitator. They must meet the needs of distance students

without face-to-face contact. Since the majority of distance learners areadults, teachers may need to change their teaching style. This may bechallenging for teachers who are used to teaching with 18 to 22-year-olds. Faculty is responsible for changing their course content toaccommodate diverse student needs and expectations. So long as collegefaculty feels there is a burden associated the distance education programcurrently in place, there will be little support for expanding distanceeducation opportunities. There are a number of reasons for this lack ofsupport.

Teachers may lack the basic skills or hardware to fully participate indistance education.


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The advent of computers, telecommunications, and the World Wide Webprovides an unprecedented opportunity for faculty and students to learnin a cooperative environment. It is interesting to note, however, thatstudents respond to this changing environment more adeptly thanteachers do. At California State University, for example, more than 50%

of the student body own home computers while less than 50% of thefaculty (Syllabus Magazine, 1996). Obtaining proper equipment andtraining is critical in teacher acceptance of distance learning.

Another problem perceived by faculty is the threat to tenure and humanresource staffing. Depending on the school and the academic department,courses taught as part of a distance program may not always counttoward tenure considerations, thus causing a disincentive for participationby some non-tenured faculty (Oaks, 1996). Additionally, if one professorcan serve thousands of students there will obviously be fewer professors

and fewer departments and faculties. Schools must not underestimatethis resistance and should be very aware of the possibility ofoverburdening faculty and staff.

Teachers also have problems respecting the academics of distancecourses. One way of enhancing commitment is by forcing distance coursesthrough the same approval process as on-campus courses. In 1994, Chouwrote, "By going through the same stringent approval process as on-campus courses, the acceptance...among college faculty is enhanced." (p.25). The final barrier is the teacher's acceptance of distance learning

programs. Teachers with enthusiasm for this non-traditional courseworkare best suited to teach them. One way to mitigate these potentiallyserious problems is by selecting teachers who are relatively senior people,good teachers, like the idea of distance learning and want to participate init. Interest and motivation are not success factors reserved only for thestudent. Faculties who want to teach distance courses are certainly morelikely to be successful than faculty that are forced to teach these courses.

Organizational Barriers in Distance Learning

Student and teacher concerns represent the human aspects of distanceprograms. Organizational problems, especially infrastructure andtechnology problems, also present challenges. Faculties who teachdistance education courses need organizational and administrativesupport from the institution. Funding should be provided to create anadministrative unit that is to be responsible for managing the program.Institutional leaders must be committed to distance programs. Marrs(1995) agrees when he says, "Without this support, distance education isat risk of becoming a peripheral activity, without commitment from orsignificance to the institution." (p. 21)


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Technology considerations are self-evident but are the most easily solved.Technology problems include; financing new technology,telecommunications, hardware issues, course production and technology,and Internet problems.

A primary concern for both learning institutions and students isavailability of funds. When technology is used, the costs increasesubstantially for both the student and the institution. Universities mustconsider the initial costs as well as the continuing costs of installing,maintaining, using, and upgrading technology to support distanceservices. Telecommunications and connectivity costs such as thoseneeded to use the Internet, are ongoing costs. Washington StateUniversity (WSU) did not anticipate connectivity costs and subsequentbarriers in planning their distance program. This led to additionalinvestments in toll-free lines and computers (Oaks, 1996). Institutions

must also plan to have competent computer staff to support Internet use.These staff must then be kept up-to-date on the newest, fastest,cheapest technology available; therefore, ongoing staff training costsmust be considered. The student must also incur technology costs. If theInternet is used, then the student must have access to a computer,modem, and associated software. Additionally, telephone charges to theInternet service provider will be incurred. For many institutions; however,technology pays for itself in terms of allowing more students toparticipate, thus increasing tuition funding. This sounds good on paperbut technology must not be abused to save money. Regardless of cost

issues, distance education should be instituted to advance the cause ofeducation for the institution, not as a sole effort to save money.Kinnaman (1995) cautioned that "It's about a collaboration betweenteachers and technology that overcomes the restrictions of time andspace, enabling students to learn more in less time, and with far lessoverhead." (p. 58).

In addition to cost considerations, the technology itself presents manyproblems. One issue is inadequate telecommunications facilities. Harry(1992) mentions that "the existing telecommunications systems are

inefficient and/or expensive to use, so that educational institutions areunlikely to place too much reliance on them for teaching, support, orinformation searching" (p. 190). That is the reason why some developingcountries still use print, cassettes, and radio delivery methods. Suchcircumstances prevent some instructors from producing or usingadvanced media and providing higher quality material for students.

Distance education via simultaneous two-way audio-visual interactionsystems such as video teleconferencing, brings an additional set of issuesto be considered by the instructor and effective models for this deliverysystem need to be identified (Sweet, 1986).


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Some students, particularly those without home computers with modemscould have difficulty communicating with the university or teacher. Lackof adequate hardware and the subsequent cost barrier of obtainingequipment could place undue hardship on some remote students.However, implementing other communications systems (phone mail, etc.)

could help overcome this barrier.

Learning institutions must develop distance learning course material orpay a hefty price to order materials from distributors. For someinstitutions, the investment in production technology may be worth thecost; however, a significant investment is necessary for productionfacilities, equipment, and personnel to produce videotapes. Using theInternet instead can overcome some of this problem but it posesadditional difficulties in insuring all students have adequate access to theInternet.

The Internet is proving to be an effective delivery medium that enablescommunication of knowledge at the student's convenience. It has thepotential, in fact, to change the nature of distance learning. But it is notwithout problems. Some fear the existing world wide telecommunicationsnetwork is ill equipped to handle the rapid expansion of the Internet.Relying solely on the Internet for courseware and communicationstransmission is risky. In addition, using the Internet can degrade of thequality of interactions between and among staff and students. Due to theperceived anonymity provided by the Internet, abusive behavior could

become a problem; however, these problems can be mediated withproper care and regulation.

The newest of the technological challenges lies in complying withgovernment regulations. Course content may need to be limited based onthe requirements in the decency section of the 1996 TelecommunicationsAct (Oaks, 1996). This section describes material deemed suitable for theInternet. Some courses, such as Anthropology or Human Sexuality, maynot be appropriate for the Internet. Distance learning institutions must beaware of, and plan for, regulatory issues if the Internet is used for

conveying course content.

Certainly not all distance courses use the Internet. Other technologiespresent ergonomical problems. For distance programs that implementvideo teleconferencing techniques, the physical environment andequipment set up is important. Because a classroom is often a noisyplace, sensitive microphone equipment and non-sound absorbing roomscan seriously diminish the sound quality. Likewise, inadequate lightingand improper camera placement can diminish the video quality. Someexperimentation may be needed to solve these ergonomic problems.


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Problems and Challenges Of Distance Education

The acceleration in distance education brought on by the

development of sophisticated computer network tools is pushing

discussion and action on a variety of challenges faced by distance

educators. Answers need to be worked out before the field is

swamped in a morass of conflicting instructional and institutional

directions.

6.1 Technological Literacy - Including Computer Literacy The target

population will require training in the use of the tools, and so will the providers.

Instructors will need focused training in order to make effective use of thetechnologies involved.

6.2 Program Evaluation and Accreditation Care must be take to ensure thatdistance education programs are as well developed as their in-house counterparts.Mechanisms need to be developed for faculty evaluation of programs originating at

their institutions. There need to be standards for course evaluation and program

accreditation. Successful programs need to be reevaluated before implementingthem in a different cultural environment in this increasingly global village.

(Mugridge 1991)

6.3 Losing the Content in the Technology There is a need to avoid simply

providing information, rather than instruction; or of simply transmitting lecturesthrough this new medium. This would be a disservice to the learners, and

a reduction in content and functionality over the intended result. Avoid focusing onthe technology rather than the instructional design and support (Douglas 1993)

6.4 Alienating Instructors Faculty should be involved in the whole process, andshould understand that while one goal may be to reduce costs, this will not be at

the expense of faculty jobs. Distance education technologies are not alternatives toteaching. Failing to address these issues can lead to significant faculty rejection of

the proposals, and may include Union confrontation (DeLoughry 1995 -Distance

learning...Maine)

6.5 Non-Native Language Instruction Many of the tools available, whether on

the Internet or not, have severe limitations in their ability to accommodate non-

native language instruction. 2-byte character systems like Chinese are especiallyproblematic. This is slowly becoming less of an issue on the Internet

as standards begin to coalesce.

6.6 Institutional Support for Distance Learners Academic

institutions must remember that course content is just one element of

the education they provide. If distance learners are being sought,they will need to be provided with similar support to that received by on-campus
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users. This includes everything fromfull library support to academic counselling in addition to more mundane administrative assistance. (Jacobsen 1994)

6.7 Increasing Regional Focus It is not credible to expect that learners who are a

dozen time zones apart will be interested in participating in live programs whenthey would normally be asleep. As interactive programs develop, we may see an

increase in two alternatives. First, institutions seeking to market their educational

products beyond their shores will offer sessions tailored to the needs of students inspecific areas. Second, regional consortia or education hubs may begin to form.

There is a danger of becoming isolated from the more global learning environment.

In most cases there will be benefit in designing programs which include challengeand stimulation, and which involve the learner in discussion and collaboration with

those outside their immediate circle of fellow 'classmates'.

6.8 Copyright Issues While few researchers raise the issue explicitly, all are awarethat many questions of copyright in an electronic environment remain unanswered.

It is important to examine the goals and intentions of the program, and make sure

that the necessary clearances have been obtained as needed.

The first challenge faced by online distance learners is in balancing the combination of work and education. Most of the Open and Distance education students are older,

have jobs and families. Job responsibility is already intimidating, let alone the family and the learning. The task of balancing all of the above responsibility is truly

challenging for most of them.

The second issue is in acquiring go online distance study habits. The students' everyday environment is very distracting for most of the students. Unlike traditional

university students who are always in their learning community which supports them most of the time, online distance students are not. Distractions such as friends asking

for night supper and wife demanding to go shopping at the mall every weekend are among other distractions faced by students. Acquiring some time in a day to study is

quite a hard task to complete.

Online distance learners also have a hard time in being independent and responsible to their own self. Most of the time, there is no one around to monitor the students

learning process. The openness of the online distance program gives students the freedom to do their learning process whenever they like but most of the time,

procrastination is the culprit. Unfocused view of their learning goals also will make the students act irresponsibly towards their learning.

Online distance learners also face problems in recognizing and mastering strengths and skills. In online distance learning, technology is the main conduit which

information and communication flow. A computer with internet access is usually needed for this process and its application will need the user to master certain level of

acquirement. The students will also need to have some basic writing skills and a go online distance command of English language. Unfortunately, not all of the students

possess the above-said skills.

The fifth challenge is in motivating themselves as well as maintaining and increasing self-esteem. In online distance education, learners are usually isolated from peers

and tutors. The motivational factors are absent due to lack of contact and competition with other students. The lacks of immediate support of a teacher who is able to

motivate will also affects the learners. In the long run, students might feel uneasy with their teacher and uncomfortable with their learning situation and environment.

Online distance learners also face some problems in relating and interacting with peers. Most of the time, learners will learn most effectively when they have the

opportunity to interact with other students. Sadly, forming of the study group is not easy. This is caused by the difference in the usage of time between students. One
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particular student may have some free time for meeting with peers at 10am every Saturday, but another student who works in the government sector may still be at work

at the exact time.

The next one is in coping with distance learning strategies apart from printed material package the students are familiar with. There might be audio/video tape material,

television-aided learning, overhead projectors, computer referencing and computer-assisted instruction using the internet. Some students might feel uncomfortable with

these learning strategies due to lack of skills and knowledge in using those strategies.

The second last challenge is in preparing for and taking examinations. In order to excel in examination, learners have to start early in understanding the course content

and preparing and revising the content. However, not all students do start early in their learning process. Do not have enough time, lazy, too many works to be done are

among other reasons given by this type of students in order to avoid studying for exams.

The final challenge faced by online distance learners is in using library facilities to access information and references. Most of the library only opens during office hour and

the learners would not be able to go to the library during office hour due to demanding works at the office. This will definitely cause problems to students who want to gain

access to the reference material. Library database program such as the OPAC will also require the students to have proper training and skills in order to maximize the

usage.

The Open and Distance Learning courses are very different from a traditional classroom setting. Due to a number of challenges and obstacles, it often requires a high

degree of commitment on the part of the learner.

In order to overcome these online distance challenges, learners must first plan and manage themselves effectively in order to balancing work, family and study. They

have to apply smart time management. Avoiding procrastinating is a must. They must be more responsible and have a focused view towards learning. They must also

learn to improve themselves in areas they are lacking (such as writing skills, note taking skills, computer skills and English language skills) because not all skills will be

taught by the tutor. They need to motivate their own self by setting achievable goals and have a positive attitude. Due to lack of meeting time with peers, they have to

make an effort to interact with peers and tutors frequently.

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Challenges in Distance Learning