RESEARCH PAPER 2

North American University

Education Department
M.Ed. in EDLE & CUIN 2021
EDUC 5324: INTEGRATING TECHNOLOGY INTO EDUCATION

Name:__Yusuf Bektas Date: _06/27/2021_

Topic Selected:
What does the research say about advantages and disadvantages of distance education? 
1. LITERATURE REVIEW: (250 Words)
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

Literature Review:
Distance Learning

Teaching and learning is an interactive social activity between teachers and learners
(Noreen, 2020). Delivering education and interactions between teachers and learners has
changed since rapid information and communication technologies (Baki et al., 2021;
Noreen, 2020). The developments in ICT led to the emergence of distance learning,
relying on learning resources anytime and anywhere (Snoussi & Radwan, 2020).
Distance learning is a learning type that happens remotely without sharing the same
classroom with an instructor (Snoussi & Radwan, 2020; Noreen, 2020). It is different
than E-learning which has much broader than distance learning. E-learning can be
happened inside and outside the classroom (Al-Assaf, 2021). Distance learning is limited
to virtual classes in which teaching occurs synchronously and asynchronously (Al-Assaf,
2021; Snoussi & Radwan, 2020). Distance learning also fits the needs of a large body of
students from the Z generation, considers the technology as a part of their life, lives fast,
thinks in a target-oriented way, and has a relatively shorter attention span (Baki et al.,
2021).

Components

Distance learning depends on online courses and software programs that establish a
connection between teachers and learners. Learning management systems (LMS) are
widely used as an essential part of DL (Noreen, 2020; Snoussi & Radwan, 2020). LMS
made DL possible for a greater number of students removing time and geographical
limits.
In addition to LMS, assignments, workshops, evaluation, peer collaboration,
self-assessment are essential components of DL. (Noreen, 2020). Snoussi & Radwan
(2020) added participation, interaction, student engagement, well-maintained intuitive
and well-planned website design as necessary components of DL. Active participation is
essential for efficient learning in DL (Noreen, 2020). Students’ perception of the DL,
expectations, and their beliefs in the time effectiveness of DL are other factors that affect
the efficiency of learning (Baki et al., 2021).

Challenges

Al-Assaf (2021) identified students’ challenges as psychological readiness, technical

readiness, geographical and time differences, and familiarity with online learning
methods. Moreover, Teachers’ challenges are psychological conditions, technological
readiness, preparation, and understanding of academic materials and educational content.

Advantages

Digital learning promotes that every learner can learn and share learning material without
physically being in a traditional classroom (Noreen, 2020; Snoussi & Radwan, 2020). DL
is cost-effective both for providers (auditor’s fund, utility costs, etc.) and from the
learners’ side (travel, accommodation, etc.) (Machynska & Dzikovska, 2020). Learners
have the flexibility of using their time and accessing the latest available online learning
material. (Noreen, 2020). The flexibility allows them not to physically attend lessons and
take ownership of what and where to learn (Noreen, 2020; Machynska & Dzikovska,
2020). DL provides an alternative, substitute, and various learning materials to learners
(Norren, 2020; Snoussi & Radwan, 2020). DL enriches learning, increases collaboration
(Noreen, 2020), and allows learners to interact and communicate with each other and
teachers through various tools (Baki et al., 2021). It removes psychological barriers in
communication between learners and teachers (Machynska & Dzikovska, 2020).
Learners can improve their job and academic skills by using LMS in DL (Noreen, 2020)
to develop their knowledge of computers and the internet (Snoussi & Radwan, 2020). DL
provides immediate and constant monitor learners’ progress (Machynska & Dzikovska,
2020). It allows teachers to give instant feedback (Snoussi & Radwan, 2020) through
leading educational platforms and technologies (Machynska & Dzikovska, 2020)
DL may provide quality service and an equal chance of instruction to many learners
(Noreen, 2020). It enhances communication and overcomes the shyness and tension of
learners (Snoussi & Radwan, 2020). It allows recording and listens to lectures (Norren,
2020; Snoussi & Radwan, 2020). DL provides the public access to information
((Machynska & Dzikovska, 2020) through less expensive internet (Noreen, 2020)
without considering weather conditions (Snoussi & Radwan, 2020). It also creates new
opportunities for people with disabilities (Snoussi & Radwan, 2020).

Disadvantages

DL uses advanced IT technology compare to face-to-face learning. Technological

challenges for learners and teachers (Machynska & Dzikovska, 2020) are one of the
disadvantages. Internet speed and technical difficulties are common disadvantages
(Noreen, 2020; Al-Assaf, 2021; Snoussi & Radwan, 2020; Machynska & Dzikovska,
2020). Some teachers and learners lack competency and training to use DL technology
(Noreen, 2020; Machynska & Dzikovska, 2020). There is a lack of a regulatory
framework to check and maintain the quality of DL (Noreen, 2020). Academic staff
needs to spend considerable time preparing educational material and content for DL and
remains busy with their face-to-face teaching and daily work schedule (Noreen, 2020;
Machynska & Dzikovska, 2020).
Establishing an adequate DL is costly for institutions (Baki et al., 2021). Learners need
to spend many on internet service and computer equipment (Noreen, 2020; Machynska &
Dzikovska, 2020; Al-Assaf, 2021). The reliability of examinations (Al-Assaf, 2021),
plagiarism (Snoussi & Radwan, 2020), and technical problems during the tests
(Machynska & Dzikovska, 2020) are disadvantages for assessing learners’ knowledge.
Low motivational readiness for self-education and self-study of learners (Machynska &
Dzikovska, 2020) and psychological challenges for students and teachers’ (Al-Assaf,
2021) need to be considered. Some students feel socially isolated during the DL (Snoussi
& Radwan, 2020; Machynska & Dzikovska, 2020). Al-Assaf (2020) also argues that
Students will be tired by sitting for long periods in front of computer screens or phones
to follow DL.
The digital divide among students (Noreen, 2020), time and geographical differences
(Al-Assaf, 2021), lack of laboratory work for natural sciences (Machynska & Dzikovska,
2020), less practice and cultural experience opportunities for language learners
(Al-Assaf, 2021), not suitable for applied communication courses (Snoussi & Radwan,
2020), and identify individual needs of distance learners (Machynska & Dzikovska,
2020; Al-Assaf, 2021) are among disadvantages of DL.
Al-Assaf (2021) argues that cybersecurity threats such as information security and
confidentiality and preserving the privacy of classrooms and their educational material
and safety of examinations as disadvantages of DL. Snoussi & Radwan (2020) argues
that DL reduces opportunities for creativity and innovation and less effective than a
face-to-face interaction in the classroom.

Recommendations

Educational institutions need to train teachers and learners (Noreen, 2020; Al-Assaf,
2021; Snoussi & Radwan, 2020) and set a well-establish support system for both ends
(Noreen, 2020). Institutes may establish small campuses in rural areas to support students
living there (Noreen, 2020). All technical problems need to be solved quickly (Snoussi &
Radwan, 2020).
Institutions need to promote, convince and motivate users for DL at the beginning of
the academic year (Baki et al., 2021; Al-Assaf, 2021), modify the system before, during,
and after utilization (Baki et al., 2021). System developers transform DL programs into
more user-friendly and functional formats (Baki et al., 2021).
Snoussi & Radwan (2020) suggested that institutions need to award the distinguished
users of online learning, provide private online lessons for students, increase and support
online group discussions to enhance interaction in the online sessions. Support students
with laptops and some software applications to reduce the economic burden of students.
Al-Assaf (2021) brought attention to language learners’ needs and suggested that
teachers and institutions consider students’ geographical and time differences, set
well-establish goals, apply diverse teaching methods, provide recording of lessons,
prepare audio and video parts of studies in advance, and make a mandatory rule to turn
on cameras during the language classes.

2. REFLECTION: (250 Words)

● 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 Learning is the fastest learning type of teaching and serves a large amount of
student population. Especially during the Covid-19, most institutions moved to distance
education. It triggered the need for online education and changed traditional teaching
strategies. During the post-Covid era, we will depend more on eLearning and distance
learning.
DL removes traditional classroom barriers and limited time frames, and it allows more
people to get an education that motivates people to achieve higher education and skills
for their career plans. It is still costly but comparing fees of the traditional educational
institutions remain reasonable. I agree with researchers regarding the digital divide and
training both teachers and learners. DL programs can be challenging, and users need
motivation and constant support. Both teachers and students need to be motivated, and
programs need to be user-friendly. It is essential that DL provides opportunities and
allows students to set their pacing and study time, but most students did not have a habit
of self-motivation and self-study, especially in an urban setting. Students need emotional
support.
DL provides various learning resources and materials that support diverse learners, but
some students may perform better in a classroom environment. DL has a lack of human
interaction comparing to face-to-face instruction. Natural sciences, language, and some
other fields need physical settings or human interaction. DL does not support all needs of
some fields. Institutions need to consider alternative solutions to provide services for
specific needs of these fields. Exam safety, various assessments, provide alternative
resources, support users to have technology at a reasonable price, and cybersecurity is
other essential aspects that institutions need to provide solutions.
I work in an urban school. During the pandemic, we began online asynchronous
teaching. We provide training to teachers, students and parents. We changed our LMS
during summer 2020 to better serve our community. Our technology coaches and trainers
provide several workshops and training. The district bought new chrome books, and
every student got one. We also provide internet connections to students who cannot
afford the local administrations and state support. In my high school, we establish a
support team that visits and communicates with students regularly. We invite almost
one-third of the population into the school based on their needs.
I completed my Master of Teaching degree online. It was supposed to be an in-person
setting. I observe that some experienced academicians had several difficulties during
online teaching. They tried to cope with the reality. Many of them dealt with
successfully, but some gave up. It was an exciting experience, and I observed most
researchers’ opinions. Institutions need to provide enough training and recorded
supplementary training materials and create a support team for teachers and students.
Teachers are not ready to move digital teaching, and they feel alone. They are trying to
teach with a lack of technological experience to students who have better technical
knowledge. It gives stress and emotional load to most teachers that was my observation
during my graduate study.
I changed my teaching style and provided alternative resources to my students. I
prepared a new pacing guide and materials by using Google forms, Edpuzzle and
Quizizz. During the summer, I will learn more about GeoGebra, Desmos, and
Smartboard to provide alternative resources to my students. Although we will teach in
person, I will use the experience that I got during the pandemic.

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:
1. Noreen, S. (2020). Implementation of Learning Management System: A Way Ahead
on the Digital Journey in Distance Learning. Open Praxis, 12(3), 329.
https://doi.org/10.5944/openpraxis.12.3.1086
2. Baki, R., Birgoren, B., & Aktepe, A. (2021). Identifying Factors Affecting Intention
To Use In Distance Learning Systems. Turkish Online Journal of Distance
Education, 58–80. https://doi.org/10.17718/tojde.906545
3. Machynska, N., & Dzikovska, M. (2020). Challenges to Manage the Educational
Process in the HEI during the Pandemic. Revista Romaneasca Pentru Educatie
Multidimensionala, 12(1), 92–99. https://doi.org/10.18662/rrem/12.1sup2/251
4. Al-Assaf, D. M. (2021). Challenges of Distance Learning in Language Classes: Based
on the Experience of Distance Teaching of Arabic to Non-native Speakers in Light
of the Coronavirus Pandemic. Journal of Language Teaching and Research, 12(3),
444–451. https://doi.org/10.17507/jltr.1203.15
5. Snoussi, T., & Radwan, A. F. (2020). Distance E-Learning (DEL) and Communication
Studies During Covid-19 Pandemic. Articulos, 25(Extra), 253–270.
https://doi.org/http://doi.org/10.5281/zenodo.4155579