RESEARCH PAPER TEMPLATE

North American University

Education Department
M.Ed. in EDLE & CUIN
EDUC 5324: INTEGRATING TECHNOLOGY INTO EDUCATION
Name: Kerime H. Sari

Date: 10/28/16

Topic Selected: What are the consequences of lack of interaction in distance

education? What can be done to increase interaction in distance education (online
courses) so that same type of learning can occur as in face-to-face learning?

1. LITERATURE REVIEW:
What does the literature/research say about this issue/topic? By using NAU
Library or Online Search engines, conduct a literature review.

You need to include 5 different sources (book, journal article, web article
etc.) in your review. Try to use current sources as much as possible.

You need to summarize and synthesize your sources by discussing a

common theme or issue.

You don't need to critique your sources

You don't need to evaluate your sources (if the sources are trustworthy,
weather the author has a bias or not)

You need to provide background information such as history and

definitions

Brief Literature Review:

Recent developments of technology and the demand of diverse population forced
traditional education systems to provide additional educational opportunities,
which is the point distance education emerges and becomes so popular. The
initial questions which are waiting to be resolved by institutions offering distance
education are currently concerning about the effectiveness of program taught by
distance learning and is there a sufficient replacement for traditional face to face
education. Moreover, the effectiveness of online instruction is measure by the
level of interaction (Dabaj, Isman, 2003).
Since the effectiveness of online instruction measured by the level of interaction,
I wanted to make some research and write a literacy review about the
consequences of lack of interaction in online education and what can be done to
increase the interaction in online courses. The literature reviewed provided very
useful aspects for the concern of interaction in distance education.
The article Communication Barriers in Distance Education by Dabaj and Isman,
talks about the communication barriers which reduce the interaction in online

education, also points out that fear of a new concept and lack of experience
decreases the communication between the participants. As stated in the article
physical distance between members, insufficient technology skills, difficulties
using media, time constraints and restrictions, and lack of experience with
distance education are some but crucial barriers for a healthy communication
and interaction in online education. Moreover some recommendations provided
by the article and one of them is a term beginning orientation to give brief
explanations and instructions which will reduce the feeling of fear of a new
concept and lack of experience. Also group email addresses and chats are
helpful to let students feel belong to the group, not isolated in the program.
Moreover letting the information, resources and instructions be accessible by
students will increase students engagement to the content. With these methods
student-to-student, student-to-content and student-to-instructor interactions could
be enhanced.
The book, Trends and Issues in Distance Education: International Perspectives
underlies many beneficial and efficient international trends of distance education.
With more than 30 international authors from five continents the book is as
diverse as it is interesting. The books highlights the idea of experiences of how
students engaged in online classes in China can help to improve learner to
learner interaction in Chicago. In chapter 3, Brent Wilson notes that equity is an
essential point for interaction and distance education is absolutely appropriated
at reducing the difference in access and equity for better interaction within
student and online education. The chapter also promotes the use of technology
such as social media, wikis, 3D technologies for better student engagement and
interaction.
The article Issues And Problems In Distance Education by N&M Rashid states
that the communication in distance education should not be one sided and it
requires inter-communication between student and teacher/tutor. Also there must
be reaction and interaction with constant reciprocal feedback. Article also brings
many suggestions for improvement of interaction in distance education, some of
them are as follows; adequate preparation of instructional materials required,
sufficient funds should be provided for best technology and instructional design,
and coordination should be conducted among the different departments/institutes
of distance and open education institutions/universities.
When it comes to the discussion of consequences of lack of interaction, it can
decrease motivation and responsibility of faculty and other students in distance
education courses (Raj, Harsha, Raju, 2013). In the article besides the emphasis
on ethical issues in distance education, there are many detailed and well thought
suggestions for increasing the interaction in distance education. For instance,
most distance education students are adults between the ages of 25-50.To
effectively design courses for adult students it is necessary to understand how
adults learn and interact besides face to face communication. If the online
classes would be designed accordingly, the interaction and engagement could be
enhanced.
At last but not least, in their article Dr. Chauvot and Dr. Lee provides the

outcomes of their online masters program for middle-graders teachers

experiences, also highlights methods which increased effectiveness and
enhanced the interaction. They suggest that prior to programs start; a face to
face orientation which includes workshops on how to use technology for online
classes would motivate, engage, and prepare both students and instructors.
Another important point is using the chat box in online classes more effectively,
its crucial to follow the discussion going on in the chat box because as it was
experienced during some semesters of online classes, students questions or
responds can be ignored or missed to read, not given feedback demotivates
students to interact. On the other hand, the website or platform should be as
simple as possible to let calendars, events, updates and students progresses be
more accessible by students because these are essential points to engage
students to the other students, to the instructor and to the platform which
program delivered. At last but not least, having webinars though synchronous
instruction decreases flexibility however it is a key point of interaction for distance
education.
2. REFLECTION:

What is your personal opinion on this issue? Do you agree with the
research? If you agree or disagree, please explain why?
Provide examples/experiences regarding this issue from school
perspective or If you are not working in a school, from your profession. Be
specific with your examples. You can mention software/hardware names,
specific methods that you plan to use, etc.
How would you implement this research in your career? (At least 1
paragraph)

Reflection:
Distance education is a very essential also effective way of education offered worldwide
by so many institutions and because of its accessibility, convenience, and availability its
a very popular type of education. Since distance education is lack of many essential
components of face to face education such as interaction, its very essential to think
about its consequences and find ways to enhance interaction so that same type of
learning can occur as in face to face education.
I think we can easily say that the level of interaction corresponds to level of learning
happening in distance education. Physical distance between members and lack of
experiences in technology usage for interaction within class members and instructor
makes the quality of communication insufficient. And this can cause one to feel isolated,
unmotivated even lost in the online platform which could take students to a failing grade.
This is something I experienced in my first semester in graduate school and as person
who is not intrinsically motivated I really ended up with a failing grade.
So how to increase interaction so that students will be able to get best out of distance
education? I agree with the articles I made research on, and a term beginning orientation
(preferably but not necessarily face to face) should be organized especially for the ones
who enrolled in online class for first time and they should be informed about how flow of
class going to be, a training should be held for the technological materials which will be
used and specific tools for student-student and student-teacher interaction. For example
if the online platform for the class is blackboard students should know how to find
classroom materials, class/group discussions, chat boxes, library resources,
announcements exc. Those information should be easy to find and group discussions,
chat boxes should be followed by the instructor very carefully (to not to omit any

response by any student). Those suggestions are also very essential for instructors
because according to the articles I reviewed, lack of experience in teachers can cause
the interaction to be insufficient. A well thought and organized online class can be
managed better by an experienced and technologically trained instructor.
If I were to teach or organize an online classroom, I would make sure all students are
trained for online class platform and materials. The class would be both asynchronous
so that some of course material will be on flexible and synchronous with webinars the
whole classroom and teacher will be able to interact. Some assignments will require
group discussions and interactions. The assignments should not have so long or so
short time to be done because both could be disadvantage for students. When its so
short time, less than a week, it conflicts with the idea of being flexible however when its
for so long time there will be some students fail to manage it before time ends.

3. REFERENCES:

Cite at least 5 References in APA.

You may use http://www.citationmachine.net/apa/cite-a-journal for citing
your sources in APA style.

References:
- Dabaj, F., & Isman, A. (2004). Communication Barriers in Distance Education:
"Text-Based Internet-Enabled Online Courses". Online Submission
- Chauvot, J., & Lee, M. M. (2015). Online instruction about integration of
science and mathematics with middle-grades teachers: Four years in and
aiming for sustainability. The Internet and Higher Education, 24, 46-52.
doi:10.1016/j.iheduc.2014.09.004
- RAJ URS, S. e., HARSHA, T. S., & RAJU B. P., V. (2013). Ethical Issues In
Open And Distance Education With Special Reference To Expectations And
Reality. Turkish Online Journal of Distance Education (TOJDE), 14(4), 46-53.
- Rashid, N., & Rashid, M. (2012). Issues And Problems In Distance Education.
Turkish Online Journal Of Distance Education (TOJDE), 13(1), 20-26.
- Watkins, R. (2014). Trends and Issues in Distance Education: International
Perspectives, 2nd Edition. Performance Improvement, 53(1), 44-46.
doi:10.1002/pfi.21392