COMMUNICATION PLATFORMS IN DISTANCE EDUCATION AND LEARNING 1

Communication Platforms in Distance Education and Learning

Victoria Bilger

Department of Library and Learning Technologies

LLT 575: Methods of Research

COMMUNICATION PLATFORMS IN DISTANCE EDUCATION AND LEARNING 2

Table of Contents

Title Page………………………………………………………………………………………….1

Table of Contents………………………………………………………………………………….2

Abstract……………………………………………………………………………………………4

Introduction………………………………………………………………………………………..5

Topic Statement and Purpose……………………………………………………………...5

Relevance………………………………………………………………………………….5

Hypothesis…………………………………………………………………………………6

Guiding Research Questions…………………………………………………………....…6

Definition of Terms………………………………………………………………………..7

Literature Review………………………………………………………………………………….7

Defining Communication………………………………………………………………….7

Platforms of Communication……………………………………………………………...8

A Place for Communication in Distance Education……………………………………....9

Improving Communication in Distance Education………………………………………11

Summary………………………………………………………………………………....12

Methodology……………………………………………………………………………………..13

Hypothesis………………………………………………………………………………..13

Guiding Questions……………………………………………………………………….13

Participants……………………………………………………………………………….14

Instruments……………………………………………………………………………….15

Design…………………………………………………………………………………....16
 COMMUNICATION PLATFORMS IN DISTANCE EDUCATION AND LEARNING 3

Procedure………………………………………………………………………………...16

Data Collection Method and Analysis…………………………………………………………...17

Interviews………………………………………………………………………………...18

Surveys…………………………………………………………………………………...19

Emails……………………………………………………………………………………19

Data Analysis and Management Strategies……………………………………………....19

Ethical Considerations…………………………………………………………………...19

Timeline………………………………………………………………………………….20

Budget……………………………………………………………………………………21

References………………………………………………………………………………………..23

Abstract
 COMMUNICATION PLATFORMS IN DISTANCE EDUCATION AND LEARNING 4

This qualitative research case study will seek to establish effective communication

platforms in distance education and learning. Data will be collected using interviews, surveys,

and anecdotal emails from students in a fourth grade enhanced online classroom, parents of these

fourth grade students, and teachers teaching in a traditional setting classroom. The researcher

will compare different platforms of education and the effectiveness for students. The researcher

believes that utilizing a common platform for communication and streamlining communication

will increase the effectiveness of the communication.

Introduction
 COMMUNICATION PLATFORMS IN DISTANCE EDUCATION AND LEARNING 5

Education is an integral part of everyday life and success. It has followed essentially the

same pattern for the educator. When the COVID pandemic shifted the education system in a

world of unknowns, parents, students, and teachers were left with a lot of unanswered questions.

This created a constant need to not only communicate but to have different platforms of

communication. Many teachers altered their communication plans as best as they saw fit. While

educators have continued in this world of virtual learning, where does communication fit and

how does it fit? Educators, parents, and students all know it is necessary and essential, but how

does this alter the communication plans to fit the new needs of the parents, students, and

teachers?

Topic Statement and Purpose

Communication is an integral part of education. Educators are constantly thinking about

communication with peers, students, and parents. When schools went virtual in March of 2020,

communication possibly became the biggest struggle for educators, and knowing what parents

and students needed while learning from home. Communication inhibited technology and

curriculum. Being thrown into so many unknown situations that people didn’t have answers for

created a constant communication problem.

Relevance

In Fall 2020, school districts are working in a hybrid system, traditional system, or a

virtual system. How does communication impact the students in these different environments

that schools are offering. While teachers know communication is important many saw a whole

different necessity for it. Does communicating on different platforms make a difference to

students and their success.

Hypothesis
 COMMUNICATION PLATFORMS IN DISTANCE EDUCATION AND LEARNING 6

Educators know that communication is important. Data will be collected to support both

students who are in an enhanced online learning environment and students who are face to face

or in person. Students who are communicated with often and parents who are receiving

communications will be a more successful learner than those students and parents who do not

participate in communications. Data will be derived from the amount of communications and on

what platforms parents and students are receiving, how they are interacting or communicating

with two-way communication, and how this may affect the success of a learner. This data will

be collected through interviews, surveys, and anecdotal notes and emails. Data will also be

looked at and analyzed on parent’s perceptions of school and teachers based on their

participation in the communications. The parents and students will be surveyed on their

perceptions of communications. The participants will be teachers, students, and parents.

Guiding Research Questions

The following questions will guide the research on communication in distance education

and learning. Teachers will begin with gathering information from teachers on how they

communicated when teaching virtually. The information to be gathered would also include

information on platforms and rate of communication. Students currently in enhanced learning

will be interviewed to gain insight from students on what communication needs to be had with

them and what type of needs they have as a student. Lastly, information will be gathered from

parents on communication in general from the teachers and district. If needed, educators can

confer their information collected with data provided from our district collection of information

from parents.
 COMMUNICATION PLATFORMS IN DISTANCE EDUCATION AND LEARNING 7

1. What are teachers communicating, how are they communicating, and at what rate are

they communicating?

2. What do parents need as far as communication platforms and information?

3. In virtual learning are students working on their own, and if so, what communication do

they need and how will they access this information?

4. How does communication impact the sense of community in an online classroom?

Definition of Terms

Asynchronous: Forms of education, instruction, and learning that do not occur in the same place

or at the same time.

Synchronous: Forms of education, instruction, and learning that occur at the same time, but not

in the same place.

Hybrid Learning: Any time a student learns part of the time in a brick and mortar school and

another part of the time online.

Distance Education: Teaching and planned learning in which teaching normally occurs in a

different place from learning, requiring communication through technologies as well as special

institutional organization.

Literature Review
Defining Communication

Communication is vital to a successful educational system. Communication is important

for both top down and bottom to top. Debeljuh (2019) defines communication in the literal sense

as, “to make something general or common; it represents the act of transferring information from

one place to another” (p. 1076). Education acts on this literal sense of communication all the
 COMMUNICATION PLATFORMS IN DISTANCE EDUCATION AND LEARNING 8

time creating an environment where students, parents, teachers, and communities can be

successful.

Debaljuh (2019) states that communication is, “a fundamental life activity that meets the

basic human needs for exchange of information, knowledge, experience and learning, as a basic

model of social interaction, it allows people mutual understanding, co-ordination and co-

operation of their activities” (pg. 1076). Communication is imperative to all parties involved in

the educational system. Communication between teachers to parents and teachers to students is

the communication that happens most often in the educational system and the one that directly

affects the successes of the students and the district.

Platforms of Communication

Social media has become intertwined into the daily lives of humans. Understanding the

platforms on which are communicated, will allow for school districts and teachers to be most

effective on those platforms. Within the education system and communicating with students, the

platforms are limited. There are a few common platforms for learning management systems

(LMS) in which schools engage in communication with students. Google classroom, Schoology,

and Desire to Learn (D2L) to name a few common platforms. Also used to communicate with

students, is email. When it comes to communication through email teachers need to understand

the level of complexity that coincides with this platform. There are a few concerns when it

comes to emailing including: “misinterpretations, impact on student responsibility, reductions in

face-to-face communication, new boundaries crossed, and future concerns” (Thompson, 2008).

Emailing students in an appropriate and logical manner with logical information, will play a role

in the reception of the communication and the success of the student.

 COMMUNICATION PLATFORMS IN DISTANCE EDUCATION AND LEARNING 9

These platforms in which are chosen can make a difference in perspective of both

communication and relationships. Berge (2013) mentions that “social media is changing the way

we communicate” (p. 374). These platforms of communication have become the preferred ways

to communicate, but do they have an appropriate place and need in education. With COVID 19

putting all schools across the country in a situation where teachers and students were learning

from home, these communication platforms received a real test of success for all systems of

education. It becomes a question of do these social media platforms and channels of new

communication create less or more barriers to communication, education, and student success.

Berge (2013) states, “this is true within the distance education environment, too, the future of

distance education will be determined in large part by the innovations made in communication,

and the ability the educators have to overcome the communication barriers associated” with

different cultural contexts (p. 374). To what extent are these barriers combatted and how is that

to be done. When working with distance education, not only does this communication make a

difference, but can it create more student successes.

A Place for Communication in Distance Education

Distance education takes place away from the traditional classroom. In person education

allows for students to partake and participate in the classroom, feet away from their teacher.

They are the recipients of the direct instruction and communication from their teacher. Not only

is the student receiving this communication, but they also can participate in the conversation and

have two-way communication. The students can respond, create, infer, question, and challenge

their teacher’s communication within a second of the delivery when in person education takes

place. When working in a distance educational setting, Moore (2012) defined distance education

as, “teaching and planned learning in which teaching normally occurs in a different place from
COMMUNICATION PLATFORMS IN DISTANCE EDUCATION AND LEARNING 10

learning, requiring communication through technologies as well as special institutional

organization” (p. 2) While this communication is important in distance education, it is also

important to notice the reception from students as well as their interaction with the

communication. It is not immediate interaction with their teacher’s communication because the

communication being received is through the distance education model. Being what the model

of distance education is, there are naturally barriers that are added to the difficulty of

communication within distance education. Berge (2013) categorizes the different barriers of

communication associated with education and learning:

- “cognitive distance refers to how homogeneous students are among themselves, or

between a student and teacher, with respect to conceptual understanding. The more

cognitive distance there is, the more difficult it is for conceptual development through

discussion” (Carr, Gardner, Odell, Mumsch, & Wilson, 2003, p.12).

- “contextual distance is defined here as the difference in learning or problem solving

between the abstract situation presented to the student versus that found in an authentic

situation” (p. 376).

- “cultural distance include persons have patterns of thought, action, and values that are

distinctive and that characterize members of a social group” (Winthrop, 1991, p. 50)

- “Emotional distance are person feelings at the moment regarding the learning experience

such as fear, mistrust, and suspicion” (p. 376).

- “language distance is expressed in the use of second or third languages for teaching or

learning, accent, and the use of dialect, slang, jargon, colloquialisms, acronyms and

abbreviation” (p. 376).

COMMUNICATION PLATFORMS IN DISTANCE EDUCATION AND LEARNING 11

- “Pedagogical distance involved teachers and students managing transactional distance

(Moore, 1993) during educational experiences” (Pereira, Lisbon, & Lohmus, 2005)

- “physical distance: geographical space” (p. 377).

- “psychological distance referred to perceptions about the closeness of presence of another

person when interacting with that person” (p. 377).

- “social distance referred to perceived differences in class and socio-economic status” (p.

377).

- “Technical distance refers to differences in access to technology or technical capabilities

across various people throughout the world; it may also refer to difference individual

competency with technology” (p. 377)

When thinking about all the possible barriers to communication is important to see how these are

diffused or combated in the classroom and in distance education and learning.

Improving Communication in Distance Education

While the concept of communication is not new to education, it is new in terms of

administering the communication. The modes and models have become to look different than a

traditional classroom when applied to a distance education and learning environment. According

to Berge (2013) “there are several design elements” in which improve communication in

distance education and learning (p. 381). Some of these elements are:

- “providing clear statements about the foals of the course and the purpose of online

activities and assignments”

- “providing navigation assistance so students know where course activities and resources

are loaded and calendars so students know when, where, and how assignments are to be

submitted”
COMMUNICATION PLATFORMS IN DISTANCE EDUCATION AND LEARNING 12

- “clearly linking content, activities, and assignments to assessment and the course goals”

- “using clear, concise, unambiguous language in assignments, syllabus and postings”

- “using communication channels that students prefer when possible, to reduce cultural and

communication barriers”

- “provide summaries, additional resources, and feedback to help students evaluate their

learning”

- “provide guidance on suitable group processes and appropriate division of labor”

- “design some elements of the online classroom that promote students gaining some

familiarity with one another, and having the opportunity to build trust, especially before

assignment group work”

All of these are creating an atmosphere of what would typically take place in the classroom, but

it is about adjusting to fit the needs of distance education and learning.

Summary

Providing students with the appropriate communication during distance education and

learning can be challenging and difficult. As teachers, it is important to make sure to continue

the same level of education and communication with these students to continue to have student

achievement and success. The goal of this integration appropriately and successfully is to

decrease the amount of students dropping out and/or decreasing in achievement and success

(Bordalba & Bochaca, 2019). Understanding the communication implementations and the

effects on student achievement will ideally allow for greater success for educational institutions

and the use of distance education and learning.

COMMUNICATION PLATFORMS IN DISTANCE EDUCATION AND LEARNING 13

Methodology

Hypothesis

The purpose of this case study is to investigate the effect of communication on student’s

success in the fourth grade enhanced online classroom. Traditionally, communication with

students takes place naturally in the classroom throughout the instructional lessons and

independent or collaborative learning and work. Students can advocate for themselves in

relation to their academics in the classroom. Parents are also a part of the communication circle

and are included in many different aspects of different levels of communication. The educator

will determine the current involvement of parents and students in communication that are

partaking in the enhanced online learning model at Governor Mifflin School District at the

elementary level. The research will seek to study or determine the importance of communication

and its role in the success of the student in education. The researcher hypothesizes that students

and parents who are more involved in the communication will have a more successful school

year. Furthermore, with the different platforms in which the teacher uses, the research

hypothesizes that parents and students who are involved on multiple platforms and interact on

those platforms will have more success in their academics. There is the expectation that students

and parents are partaking communication for the benefit of classroom basic knowledge, but will

further their knowledge base through these different communications and communication

platforms and their involvement.

Guiding Questions

The following questions will guide the research on communication in distance education

and learning. Teachers will begin with gathering information from teachers on how they

communicated when teaching virtually. The information to be gathered would also include
COMMUNICATION PLATFORMS IN DISTANCE EDUCATION AND LEARNING 14

information on platforms and rate of communication. Students currently in enhanced learning

will be interviewed to gain insight from students on what communication needs to be had with

them and what type of needs they have as a student. Lastly, information will be gathered from

parents on communication in general from the teachers and district. If needed, educators can

confer their information collected with data provided from our district collection of information

from parents.

1. What are teachers communicating, how are they communicating, and at what rate are

they communicating?

2. What do parents need as far as communication platforms and information?

3. In virtual learning are students working on their own, and if so, what communication do

they need and how will they access this information?

4. How does communication impact the sense of community in an online classroom?

Research Participants

The research participants for this study are the entire collection of students in both Mrs.

Bilger, fourth grade mathematics and science and social studies teacher, and Mrs. O’Connor’s,

fourth grade ELA teacher, homerooms. The number of participants will be 68 students.

Information will also be collected from their parents based off of communication that takes place

in both selected homerooms. The students make up a diverse group, consisting of different

cultural and socioeconomic backgrounds. There are different representations from all three

elementary schools, Brecknock Elementary, Cumru Elementary, and Mifflin Park Elementary.

Being that there are equal numbers of students represented from all three elementary schools

between both of these homerooms, will ensure that an accurate makeup of the school district is

presented.
COMMUNICATION PLATFORMS IN DISTANCE EDUCATION AND LEARNING 15

Instruments

There will be different instruments used to access successful communication with

students and parents. Interviews will be conducted with teachers, students, and parents. Teacher

interviews will gather information on basic forms of communication, feelings of communication

with students in class, communication with parents, and platforms used for communication. One

teacher from each grade level in enhanced online learning will be interviewed. For teachers in

the traditional setting, one teacher in the kindergarten to second grade will be chosen from each

school. One teacher in the traditional educational setting from the third to fourth grade level at

each school will also be interviewed. There will be six students interviewed. All students will be

from the fourth grade homerooms. Of the six students, two students from each of the three

elementary buildings will be selected. Interviews that are conducted with students will assess

their feelings on communication and their connection with their classmates and teachers based

on the communication. The students will also provide feedback to the research on the ways in

which they are comfortable with communicating with students and teachers in the enhanced

online learning environment. Both of the interviews will have a set of predetermined questions,

but will also follow the lead of the interviewee.

Surveys will also be used for collection of data. Surveys will be used for collecting data

on parent’s feelings about communication. Information will be gathered from parents on their

generalized feelings or concerns with communication and its connection to their student’s

success in the classroom. The parents will also be surveyed on their preferred method of

communication and platforms. The remaining students who have not been interviewed will

receive a survey. This survey will collect the same information the interviews do, but will

provide all students the opportunity to submit their responses. Lastly, any teachers who were not
COMMUNICATION PLATFORMS IN DISTANCE EDUCATION AND LEARNING 16

interviewed will have the opportunity to fill out a survey as well. The survey will gather the

same information collected from the teacher interviews, but administered through this survey for

collection of data.

Anecdotal data will be collected through the forms of email communication. This

includes email communication from both parents and students. Also, the research will note any

importances on the district wide communication as it pertains to the elementary level.

Design

This case study will determine the importance of communication and its role in the

enhanced online learning environment as it relates to the student’s success. The study will

include quantitative data in the form of interviews. Quantitative data will supplement the

qualitative data by providing further insightful information through surveys and email

correspondence.

Procedure

1. The researcher will present the information to the school administrator and staff to

present the purpose of this study. During this meeting, faculty will be introduced to the

study and plan of the research. If any faculty member or the administrator has any

questions at this point, they will be answered by the researcher.

2. The researcher will gather parental consent for the study for each student participation in

the study. The researcher will also answer any parental questions or concerns at this

time. As the study continues, the researcher will address any questions or concerns as

presented and on an as needed basis.

3. Prior to the start of the study, the researcher will make appointments with all teachers and

students to interview them on their perceptions of communication in the traditional

COMMUNICATION PLATFORMS IN DISTANCE EDUCATION AND LEARNING 17

classroom and the enhanced online learning classroom. Interviews will be conducted at

two different times throughout the year to gauge the effectiveness and perceptions of

communication throughout the learning process. The researcher will start with teacher

interviews. Student interviews will be conducted when parental consent was returned.

4. Once consent forms from the parents are returned, the researcher can send the surveys to

students, parents, and teachers.

5. After collection of surveys, the researcher can assemble the data from students, parents,

and surveys.

6. The researcher will record findings and analysis from interviews, surveys, and anecdotal

emails in a research report.

7. The research report will be communicated to the school, families, and community (if

appropriate) during a faculty meeting and board meeting.

Data Collection Method and Analysis

Primary data collection will be through interviews and surveys. The interviews will be

the first data collection set, with surveys to support the data. Anecdotal data will be collected

through emails from teachers, parents, and students. All students participating in the research

will have parent permission to take part. All students who are chosen will be randomly selected.

One teacher from each grade level in enhanced online learning will be interviewed. For teachers

in the traditional setting, one teacher in the kindergarten to second grade will be chosen from

each school. One teacher in the traditional educational setting from the third to fourth grade

level at each school will also be interviewed. There will be six students interviewed. All students

will be from the fourth grade homerooms. Of the six students, two students from each of the

three elementary buildings will be selected. Interviews that are conducted with students will
COMMUNICATION PLATFORMS IN DISTANCE EDUCATION AND LEARNING 18

assess their feelings on communication and their connection with their classmates and teachers

based on the communication.

Interviews

The researcher will interview the selected teachers. The interview will gather

information on basic forms of communication, perceptions of communication with students in

class, communication with parents, and different platforms of communication that are used. The

researcher will ask specific scripted questions, and will follow up with unscripted questions if

appropriate. The researcher will record down the answers. One teacher from each grade level in

enhanced online learning will be interviewed. For teachers in the traditional setting, one teacher

in the kindergarten to second grade will be chosen from each school. One teacher in the

traditional educational setting from the third to fourth grade level at each school will also be

interviewed.

The researcher will interview the selected students. The interview will gather

information on student’s feelings on communication and their connection to their classmates and

teachers based on their communication. The students will also provide feedback to the

researcher on the ways in which they are comfortable with communicating with students and

teachers in the enhanced online learning environment. The questions will be asked by the

researcher. The questions will be scripted, and will follow up with unscripted questions if

appropriate. The researcher will record down the answers. There will be six students

interviewed. All students will be from the fourth grade homerooms. Of the six students, two

students from each of the three elementary buildings will be selected.

COMMUNICATION PLATFORMS IN DISTANCE EDUCATION AND LEARNING 19

Surveys

The surveys will be sent out to students, parents, and teachers. The surveys will be

predetermined questions that align with the interview questions. Being that survey questions

should be straightforward to not cause confusion, the questions will vary slightly from the

interview questions. The researcher will strive to gather the same type of information from the

surveys as the researcher does from the interviews. This protocol for surveys will be for both

students and teachers, as they are the only participants being interviewed.

For parent surveys, the researcher will design questions that gather information on

parent’s feelings about communication. Information will be gathered from parents on their

generalized feelings or concerns with communication and its connection to their student’s

success in the classroom. The parents will also be surveyed on their preferred method of

communication and platforms. The researcher will collect and analyze this data.

Emails

Anecdotal data will be collected through emails. If information is communicated through

email and there is a response that is connected to the research, there will be a note made. The

email will be filed and saved. Emails can be collected for analysis from both students and

parents.

Data Management and Analysis Strategies

Recorded interviews will be transcribed into a document, online. The survey data will be

input into a system that creates graphs and groupings of information from questions. The data

will be analyzed and coded by the researcher. The researcher will look for common themes that

emerge from the data collected. The researcher will be looking for information as it pertains to

communication in distance education and learning.

COMMUNICATION PLATFORMS IN DISTANCE EDUCATION AND LEARNING 20

Ethical Considerations

All persons being interviewed will have the opportunity to decline a recorded interview.

The interviewees will sign off on consent of being recorded. If they decline the recording, the

researcher will continue with handwritten notes.

All students participating will have parent consent for research to collect information

from students and for six participating student interviewees.

Parents will also be made aware that their answers will be recorded for research purposes.

Teachers will be made aware that their answers will be recorded for research purposes. All

participants will also be made aware of that anecdotal record may be kept based on

appropriateness within email communication. Lastly, all pieces of data will be kept confidential.

Timeline

July-September

During the months of July through August the research plan will be presented to the

Governor Mifflin School District School Board. Once approved, the researcher will present the

research proposal to the elementary faculty, including traditional teachers in the in person setting

and the teachers in the enhanced online learning environment. From here, the researcher will

select randomly selected teachers who were chosen to participate in the interviews. The teachers

will also have the opportunity to ask questions and voice concerns during this presentation. The

researcher will also have randomly selected the students based on their class list. The teacher

will mail home parental consent forms to selected participants for interviews. In the mailing,

there will be information regarding the research as well as contact information for the researcher

in the event a parent has follow up questions.

COMMUNICATION PLATFORMS IN DISTANCE EDUCATION AND LEARNING 21

October-April

During these months the researcher will be collecting both qualitative and quantitative

data for the case study. The researcher will follow up as needed with participants. The

researcher will be taking anecdotal notes as needed throughout these months. During these

months the researcher will have scheduled and concluded interviews with both teachers and

students. The researcher will work to distinguish any important themes emerging throughout the

data collection. The researcher will also field any ongoing questions or concerns with teachers,

parents, students, or community members.

May

The researcher will use most of May to conclude the research and analyze the data. If

needed, the researcher can follow up with any participants. The researcher will work to

conclude, analyze, and understand the findings of the data collected.

June

The researcher will conclude their research by presenting the information and analysis to

the schools and communities. The researcher will present the findings to the school teachers of

both in person traditional teachers and the enhanced online education teachers. This research

timeline will only be successful if the school district continues to be in person and offering an

enhanced online education experience.

Budget

The researcher will use google suite platforms for communication of surveys and data

collection. The researcher will use google meet for recording of interviews, being that they will

be held virtually. Because the researcher is an educator with a google educator account, these

services are available at no charge to the researcher. Google meets have the capability to record,
COMMUNICATION PLATFORMS IN DISTANCE EDUCATION AND LEARNING 22

so no recording device will be needed. The researcher will use a school provided computer to

appropriate and collect information. The researcher will need basic office materials for

collection of data and analysis, costing about $100.00. The researcher will need to mail out

consent forms to parents for students to participate. The cost of mailing will be about $50. The

total cost of the research will be around $150.00.

COMMUNICATION PLATFORMS IN DISTANCE EDUCATION AND LEARNING 23

References

Berge, Z. L. (2013). Barriers to communication in distance education. Turkish online

journal of distance education (TOJDE), 14(1), 374-388.

Bordalba, M. M., & Bochaca, J. G. (2019). Digital media for family-school

communication? Parents’ and teachers’ beliefs. Computers & Education, 132, 44-62.

http://doi.org/10.1016/j.compedu.2019.01.006

Carr, K., Gardner, F., Odell, M., Mumsch, T., & Wilson, B. (2003). The role of online

asynchronous interaction in development of light and color concepts. The journal of

interactive online learning, 2(2): http://www.ncolr.org/jiol/issues/PDF/2.2.5.pdf

Debeljuh, A., Kadum S., & Carla-Emilliam D. (2019). Communication with parents

using modern communication media: Attitudes of future preschool teachers. TEM

journal 8(3), 1076-1083

Moore, M. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical

principles of distance education (pp. 22-38).

Moore, M.G., & Kearsley, G. (2012). Distance education: A systems view of online

learning, (3rd ed.).

Pereira, A. Lisbon, A., & Lohmus, K. (2005). Chapter 4: Pedagogical issues in ODL. IN

K. Depryck (Ed.), Getting started with open and distance learning. (pp: 43-55). Garant

Publishers. http://www.odlexpert.net/getstart/chapter4.pdf

Thompson, B. (2008). Parent-teacher E-mail strategies. Conference papers -- National

Communication Association, 1.

Winthrop, R. (1991). Dictionary of concepts in cultural anthropology (Vol. 11).

Greenwood Press.
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