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ISSUES AND CHALLENGES OF DISTANCE LEARNING EDU 711 NUR AMIRA SYAFIQA BT MOHAMAD RAUS (2015492426) PREPARED
ISSUES AND CHALLENGES OF
DISTANCE LEARNING
EDU 711
NUR AMIRA SYAFIQA BT MOHAMAD
RAUS (2015492426)
PREPARED FOR
AP DR. IZAHAM SHAH BIN ISMAIL

THESIS STATEMENT

Distance Learning has grown into an important global strategy in resolving problems of access to education (UNESCO, 2004). However, distance learning have their own problems. The technology misuse, equipment problems and the attitudes towards distance learning are some of the issues and challenges of distance learning. Each one of these has an effect on the overall quality of distance learning as a product (Valentine 2002).

MISUSE OF TECHNOLOGY

The possibility of not utilizing all its potential.�

Some of these problems arise from a lack of training, some from the instructors attitudes about using the technology, and still others by hardware problems.�

It

seems

to

be

self evident that instructors need

to

be

trained to use distance learning technology, but too often they are not- they felt that the technology itself will improve

the course. (Valentine, 2002)

Mossberger et al (2003) observes that technical competence needed in order to have effective access to contemporary ICT is a challenge to distance learners.

Technical competence refers to the skills needed to operate

the hardware

and software of

ICT, including the

skills of

using network systems to access and share information. Lack of these skills is a critical challenge as learner may fail

to use the various physical digital and human resources

PROBLEMS WITH EQUIPMENT

The failure of the hardware can be a very frustrating things for all involved in distance learning.�

In

a

distance

learning in

which

the

Internet or

a

video

conference is utilized, if a connection is lost, the entire class

must wait indefinitely until the problem is resolved.

Other than that, the factors that hinder the student learning are audio problems and technology glitches and delays.

The compressed video had connection problems and did not

work

well

broadcasting

lecture.�(Valentine, 2002).

information

delivered by

ATTITUDES TOWARDS DISTANCE LEARNING

Student concerns

Not all students are suited to this type of learning and not all subjects are best taught via this medium.

Students need the attention of the instructors.�

In a situation where eye contact and proximity are limited, students cannot be disciplined nor affirmed by eye contact and body language (McKnight, 2000).�

The lack of student-to-student communication- did not rely on much peer-to-peer interaction.

In various parts of the world, subjects such as philosophy, languages, and debate were taught with a reliance on peer- to-peer interactions. Without this interaction, distance education programs would serve only as mediums of information transfer, and not quite a true class.

CONCLUSION

The distance learning providers should be trained on all the equipment they will be using to deliver the material or course. It is imperative that instructors be up to date on all of the technology so that if a problem does arise, they can help solve each issue with the respective student or learner. Students should be required to provide feedback to instructors on what they can do to improve the course. The improvement of course by the technology used can be modified or adjusted in order to provide a smoother and more effective distance learning program for future learners. There is no single solution to delivering perfect distance education, but it will continue to be an effective teaching and learning method, if conducted with motivated instructors and students alike.

REFERENCES

Kofahi, N. A. and Srinivas, N. (2004). Distance Learning: Major Issues and Challenges.

McKnight, M. (2000). Distance education: Expressing emotions in video-based classes. Paper presented at the Annual meeting of the Conference on College Composition And Communication, Minneapolis, Minnesota.

Mossberger, K., Tolbert, C. and Stansbury, M. (2003). Virtual inequality: Beyond the digital divide. Washington, D. C.:

Georgetown University Press.

Musingafi, M., Mapuranga, B., Chiwanza, K., Zebron, S. (2015). Challenges for Open and Distance learning (ODL) Students: Experiences from Students of the Zimbabwe Open University. Journal of Education and Practice, 6 (18),

59-66.

UNESCO

(2004).

Final

report

of

the

meeting

of

higher

education

partners

(World

Conference

on

Higher

From Massive Open Online Courses (MOOCs), to college courses blended with real-time and recorded seminars, to small group real-time video classes (DLS e-Studio), there are various types of effective distance learning. They employ forums, video chatting, online libraries, practice materials, and feedback systems to break through the barriers of communication, and provide rapid responses to students. Students similarly use these tools to ask questions, both to the instructional team as well as fellow students.