Running head: NAVIGATING DISTANCE EDUCATION 1

Navigating Distance Education: Tips for the Novice

M. Kate York

Texas Tech University





































NAVIGATING DISTANCE EDUCATION 2

Navigating Distance Education: Tips for the Novice

"As Tracey Nirldon prepares to take her first online courses, Introduction to Teaching,
she discovers that there are a number of things being expected of her. She notes there are
technical expectations, assignments and due dates, and the use of a course management tool
she's not used before. What can Tracey do to make it easier on herself to get started? What can
her instructor provide in the way of assistance to help get started."

The first time attempting anything can be challenging. For many people, this easily
includes enrolling for the first time in a distance education course. As evidenced in the short case
study above, Tracey is no exception to this. However, there are several suggestions that could be
given to Tracey to increase her success as she navigates her first distance education course.
Navigating the Concerns
The first thing to address would be the technical know-how (Simonson, Smaldino,
Albright, & Zvacek, 2012, p. 233), which would encompass both Traceys concerns regarding
the technical expectations and the course management tools. While there is the hope that the
professor might anticipate some of the technology concerns for students and provide upfront
support, this cannot be assumed. As the authors go on to explain, it is the students
responsibility to obtain the technology required.[and] ultimately the students responsibility to
know how to do these things to ensure full participation in a class (p. 234). In any event, Tracey
should take the initiative to become intimately familiar with the course management tools and
technology requirements. Workshops, tutorials, and online tech support can assist with this.
Additionally, maintaining appropriate communication with the course instructor is important,
especially in the event that technological difficulties arise. However, technology difficulties or
personal incompetency should not delay [student] participation in a course- nor should
[students] let it alter their desire to participate (p. 234).
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The second concern that Tracey has involves assignments and due dates. While these are
consistent pieces to any course, distance education adds several compounding factors. For
Tracey, that will likely mean understanding that she will need to assume a greater responsibility
for [her] own learning (p. 233). Distance education requires that students understand the
nuances of the amount of time, the manner of communication, and the means for submitting and
retrieving materials (p. 233). That said, however, Tracey should also be able to expect clearly
defined course expectations, timelines, grading structures, and feedback from the instructor.
Third, Tracey needs to carefully review class participation requirements. Tracey need[s]
to be aware of [her] personal responsibility related to distance class time and how to best balance
[her] personal time (p. 229). She needs to consider such questions as, Is this a synchronous or
asynchronous course? How will communication be handled, both with the instructor and other
students? And, how will class attendance be factored?
Positives of Distance Education
For all of the challenges, however, there are many benefits that Tracey can experience by
enrolling in a distance education course. Many students report flexibility, academic
achievement, and opportunity for shy students to participate as important reasons for their
decisions to enroll in distance education courses (p. 221). One important distinction, that may or
may not apply to Traceys circumstances, includes the fact that more women mentioned family
and children as a primary reason. The opportunity to study at a distance makes it possible for
members of this group to accomplish their academic goals (p. 221). Additionally, distance
education provides students with access to other students and learning opportunities that
otherwise might not have been possible.
Personal Advice to Tracey
NAVIGATING DISTANCE EDUCATION 4

I have been enrolled in two degree programs (both my Masters and Doctoral programs)
that are solely instructed via distance education. Largely, it has been successful. I appreciate the
freedom and flexibility to be able to create my own learning in both space and time, something
that traditional classrooms cannot offer. And, I am still able to connect with other learners, both
synchronously and asynchronously.
That said, it does take more self-discipline and responsibility for learning. Time
management is a huge component that I have had to work at in order to successfully stay on top
of the assignments. Additionally, I at times miss the face-to-face discussion of traditional
learning environments. While discussion boards and the occasional video conferencing session
attempt to simulate that experience, it is not always as impactful or relevant. And, the instructors
of the courses in which I have been enrolled have had varied approaches to designing courses-
some have been wildly successful in their organization and inclusive communication, while
others have lacked significantly in student engagement, feedback, and instructor availability to
students.









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References
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a
distance: Foundations of distance education. Boston: Pearson.