Kayla SmithResearch SynthesisED ET 755, Summer I 2012June 19, 2012

Learning Strategies for Students involved in Distance Education

Summary/Conclusion:

I selected a topic on learning strategies for students involved in distance education. Below is a thorough list of both scholarly articles as well as research studies that I have reviewed in order to become an expert in this field of distance education. As you see, these articles contain numerous strategies for students who are enrolled in online education and provide effective means for success and achievement. Both technology and distance education continue to grow and progress. Though there are challenges and difficulties that many students encounter with this type of learning, the development of new, innovative technological tools as well as the complex network of connections that students are given (Internet) allow for success in an online environment. Distance education has impacted the nation because of its convenience, flexibility of pace, location, and time, and opportunity to obtain higher education while working a job and raising a family. In conclusion, the research studies conducted show that all of these strategies assist students with several important components, including, motivation, metacognition, and resource management skills. A student should aim to develop the aforementioned skills in order to promote meaningful learning, engage with other students, the instructor, and the content, and become involved through a deeper approach that allows students to expand their knowledge through personal meaning, prior experience, and applicable real-life examples.

Research Articles:

Learning Strategies

Filcher, C., & Miller, G. (2000). Learning Strategies for Distance Education Students. Journal of Agricultural Education, 41 (1), 60-68.

This article identifies several learning strategies to assist students when participating in distance education courses. These strategies are separated into three categories: cognitive, metacognitive, and resource management. Some of the strategies provided are to promote meaningful learning and to engage students in the material that they are learning about in the course, such as, memorizing information, underlining, highlighting, paraphrasing, or summarizing the text as well as note taking and selecting the main idea through outlines, networks, and diagrams. The article states that only certain

strategies have been assessed in distance education programs and that no considerable differences have been observed in students when both achievement levels and learning strategies have been compared.

Willis, B. (1995). Strategies for Learning at a Distance. Distance Education at a Glance, Guide 8.

This article addresses many issues that students must overcome when involved in distance education courses. It allows others to see an “outside view” of the challenges students encounter while attempting to manage everyday life, including a family, job, and school related activities and assignments. The author presents two approaches to distance education in this article: the surface approach and deep approach. One features memorization while the other focuses on relating ideas to previous knowledge and experiences in order for learning to occur. As stated in the article, there are numerous adversities for students enrolled in distance education courses, but it is important to remember these points for success: Responsibility, Motivation, Learning Goals Awareness, Self-Esteem, Group Interaction, Reflection, and Personal Examples.

Morgan, C., Dingsdag, D., and Saenger, H. (1998). Learning Strategies for Distance Learners: Do they help? Teaching and Learning Centre, 1-22.

This article introduces a new learning strategy employed at Southern Cross University. As discussed in the article, this strategy implements the theoretical foundation of Constructivism where students learn through a hands-on inquiry approach with emphasis on prior meaning and personal experiences. The professors encourage students to develop several skills, including higher-order thinking and reasoning skills, research skills, and written communication skills, to promote a deeper understanding of the acquired knowledge in the course. The strategy, called the Evaluative Learning Process, allows students to divide tasks into smaller portions in order to achieve success. They are required to use this procedure when completing the assignments and activities for each course.

Wetzel, D. (2008). Online Education Learning Strategies for Adults. Continuing Education: Suite 101, 1.

This article displays several ways to be successful when enrolled in a distance education course. A student that decides to take classes or obtain a degree through an online environment must be self-motivated and disciplined in order to reach his/her learning goals. The article relates individual success to the amount of time and effort that a person allows for the requirements in the course. Some strategies that the author mentions for high levels of achievement include: to focus on the BIG picture and to also

make connections with other classmates’ as well as the information being taught and learned. Essentially, it is important for students involved in distance education programs to manage time wisely, be proactive, and remain aware of course expectations.

Guo, S. (2011). Exploring What and How Learning Strategies are used in Distance Education to Improve Students’ Capabilities of Self-Learning. World Academy of Science, Engineering and Technology, 77, 592-596.

This article addresses the need for a learning strategy in distance education. Motivation, student responsibility, and the use of different strategies all contribute to learner success and achievement. However, there are also several factors (e.g. job, family) that affect individuals and present challenges in an online environment. The article identifies numerous strategies, including Time Management, Attention Focus and Environment Management, Interaction, Support, Reflection, and Resource Management, which “provide the most promising tools to enhance adult students’ success in distance education” (592).

Jain, L. (2005). Incorporating Deep Learning Strategies into Distance Education Courses. 1-5.

This article discusses many of the deep learning strategies associated with distance education. As the author states, it is important for each strategy to “lead to high levels of retention” (1). The student should also be able to apply the information learned to other areas of life. The article mentions three different types of online discussions that facilitate critical analysis, such as, Flexible Peer Discussion, Structured Topic Discussion, and Collaborative Task Discussion. Each method of discussion creates opportunities for students to interact with peers about the presented material which ultimately promotes more meaningful and deeper learning. The article also notes that these strategies result in higher student retention levels which prove that utilizing deep learning strategies will be more productive and valuable for the learner. The “Jigsaw Learning Technique” is the last strategy mentioned in this article. It allows the student to assume a leadership position and become the instructor as he/she teaches his/her classmates’ about an assigned topic. In my opinion, this technique would be very effective and allow students to gain a profound understanding of certain material, information, or a given subject area.

King, J., Sattler-Weber, S., and King, K. (2005). Instructional Strategies for Distance Education: Research Based Examples. Conference on Distance Teaching and Learning, 18, 1-5.

This article evaluated fourteen instructional strategies that must be incorporated into distance education programs. These strategies were adapted from face-to-face on-campus courses, and therefore, used to not only promote meaningful learning, but to also improve learning situations and conditions in the online world. Some of the strategies provided include: Process and Teaching Strategies, Reminders, Mnemonic Devices, Transfer of Learning, Teamwork, Student Readiness/Instructional Expectations, Effective Evaluation and Remediation, as well as several others (referenced in the article). Ultimately, the article reminds students that “good teaching is good teaching and that online teachers exhibit the ability to use instructional strategies identified as successful in face-to-face teaching as well” (4).

Valle, R., and Duffy, T. (2005). Online Learning: Learner Characteristics and Their Approaches to Managing Learning. 1-39.

This article addresses different learning strategies involved in distance education courses. The authors identify three approaches: Mastery-oriented, Task focused, and Minimalist in effort. The mastery-oriented approach deals with the self-regulated learner who is motivated and driven from within, the task focused approach relates to the learner who simply desires to “get it finished” in a quick and accurate manner, and the minimalist in effort approach refers to the person who wastes time and is considered a procrastinator. Although there are many challenges presented with online education, students were successful with these strategies because of the “high quality, self-paced learning experiences” (2). Students also displayed a sense of satisfaction with the courses because of the freedom, flexibility, and ability to complete assignments from any location at any time. This refers to the Guided Problem Solving Approach which allows students to fulfill specified duties at a pace of their own (e.g. WebQuest). Ultimately, “it is not just devoting time to a course. We know that what students ‘do’ or do not do is critical to their learning. We expect them to use all or most of the course resources, to overview the course, and to take learning seriously” (4).

Shirley, R. Seven Success Strategies for Distance Learners. 1.

This article mentions seven success strategies for students enrolled in distance education courses. The first strategy is to set goals and stay focused on achieving those goals. The second strategy is to establish a regular schedule for both studying and learning the materials. This requires students to create a calendar and plan a certain amount of time for assignments, projects, and specified readings. Students should also develop a time and place to complete the tasks for the course. The third strategy is for students to effectively communicate with others in regard to the coursework that they are being asked to complete. The fourth strategy is to interact with students in the class and join a study group. Students should explore the information that they are researching as much as possible and

also inquire additional information from professionals in that particular field. The fifth strategy is for students to identify their learning styles and benefit from that information by becoming an active participant in the educational process. The sixth strategy is to celebrate successes upon finishing assignments and projects. This allows students to allocate time to participate in activities of leisure and choice. The seventh and final strategy is to ask questions in time of need or when experiencing difficulties. This will make your life less complicated if you are aware of the course expectations.

Wilson, J. (1997). Self-Regulated Learners and Distance Education Theory. Educational Communications and Technology, 1.

This article elaborates on the characteristics of self-regulated learners who participate in distance education courses. This approach uses the constructivist theory which allows students to create meaning through prior experiences and personal examples. This theory also requires students to become active participants that are involved and responsible for their learning in the course. The article defines self-regulated learning, identifies six dimensions of learning, incorporates how to teach it, and includes five principles for integrating the constructivist approach into class design. A self-regulated learner “approaches education tasks with confidence, diligence, and resourcefulness. They are aware of when they do or do not know something. They seek out information when needed and follow the necessary steps to master it” (1). This type of learner must be inner-driven and extremely motivated to continuously engage in the information with the instructor and his/her classmates. As discussed in the article, the six dimensions of self-regulated learning are epistemological beliefs, motivation, metacognition, learning strategies, contextual sensitivity, and environmental control.

Telg, R. (2009). Instructional Methods for Distance Education. Institute of Food and Agricultural Services, 1-9.

This article explores various instructional methods employed by different distance education programs. There are many models for this type of learning and each one should include these elements: Humanizing (atmosphere), Participation (interaction and collaboration), Message Style (instructor provides information to the learner in a way that is understood and remembered), and Feedback (comments, reinforcement, and encouragement on tasks completed in the course). The article also discusses the ADDIE model which identifies the key components to developing a successful online course. For example, the instructional designer should analyze both the instructional and learner needs, develop and design the content, teaching methods and strategies, media delivery, and implement means for evaluation and assessment. Lastly, the article explores numerous ways for students to interact (learner-learner, learner-instructor, and learner-

content) in an online environment using collaborative tools, such as, video conferences, computer mediated communication, printed material, and auditory information. Teachers may also enhance online instruction by applying several of the strategies discussed in this article.

Milheim, W. (2001). Faculty and Administrative Strategies for the Effective Implementation of Distance Education. British Journal of Educational Technology, 32 (5), 535-542.

This article examines multiple strategies to assist instructors in the implementation of distance education courses. Technology continues to develop and expand in ways that “can be utilized for the presentation of educational materials in a variety of environments” (1). The reason for the sudden demand from students for these types of courses is that they can learn at their own pace at any place and time. As the article mentions, the online world continues to advance, and as a result, students are given the opportunity to explore innumerable amounts of new, innovative technologies which provides them with a more quality, distance education. The article also gives an overview of the characteristics of an online learner, and therefore states that he/she should be an actively involved in the educational process. The author discusses the advantages and disadvantages associated with online learning and emphasizes that institutional staff should be trained in order to implement effective distance education courses.

Ally, M., and Fahy, P. (2005). Using Students’ Learning Styles to Provide Support in Distance Education. Conference on Distance Teaching and Learning, 18, 1-5.

This article discusses two different learning style inventories and their impact on distance education. The first learning style inventory is called the Kolb LSI where “learners perceive, process, and absorb the information around them” (1). The second learning style inventory is labeled the Myers-Briggs Type Indicator which “uses a scale for measuring extroversion versus introversion, sensing versus intuition, thinking versus feeling, and judging versus perception” (1). Instructors who teach in distance education should employ a variety of strategies to support and enhance the online environment for students. This article summarizes four categories of online learners: Concrete (actively involved with the content and their peers), Reflective Observation (examines the information before becoming involved), Abstract (enjoys working with things and ideas through a process of inquiry and discovery), and Active Experimentation (learns by doing and interacting with others). In this article, the authors conducted a study and allowed two groups to participate in one of the two learning style inventories. They utilized several strategies, including computer conferences, e-mail, and telephone communication.

Alford, P., and Lawson, A. (2003). Distance Education: Skills for Being a Successful Online Learner. Information Technology Services, 1-21.

This article identifies several methods of success for students in distance education. A student should handle certain issues in an online course in an efficient manner, such as, time, stress, responsibility, goal-setting, accountability, and self-directed learning (to name a few). All of the skills and strategies mentioned in this article allow students to become actively involved in their education through participation and engagement with the content and also with their peers.

Motivational Strategies

Fendel, B. (2003). Instructor Strategies for Motivating Students in Distance Education. 1-7.

This article identifies several strategies for motivating students in distance education courses. As mentioned in the article, a student will be successful based upon their motivation and “how strong they desire to learn the skills and knowledge required to reach their learning goals” (1). Motivation is classified into two categories, intrinsic and extrinsic. Intrinsic motivation “refers to the student’s desire to learn for their own personal growth” whereas extrinsic “refers to a student’s desire to learn for an external reason” (2). Both of these types of motivation contribute to student effort and achievement. Some of the motivational strategies mentioned in this article include the following: the learning environment should support interaction and feedback from both the students in the class and the instructor, the instructor should define clear expectations so that students are aware of the objectives of the course, and lastly the technological tools should be appropriate and useful for the delivery of the course content.

Radovan, M. (2011). The Relation Between Distance Students’ Motivation, Their Use Of Learning Strategies, and Academic Success. The Turkish Online Journal of Educational Technology, 10 (1), 216-222.

This article summarizes the characteristics of a self-regulated learner. It also explains how many of these factors relating to metacognition and motivation are important in student success when completing a distance education course. The article provides a detailed account of a study conducted by several researchers in the field of Educational Technology. They examined the effects of motivation when combined with a variety of effective learning strategies. As stated in the article, “Studies showed that students who were trained to use learning strategies displayed substantial improvement in their academic performance” (216). Ultimately, the most useful strategies for

students included: Goal-setting, Task value, Self-efficacy, and Effort regulation – all of which confirmed better academic achievement and success when applied to distance education courses.

Evaluation Strategies

Lockee, B., Moore, M., and Burton, J. (2002). Success: Evaluation Strategies for Distance Education. Educause Quarterly, 20-26.

This article discusses a variety of evaluation strategies to implement in distance education courses. Both types of evaluation are examined: formative (informs instruction) and summative (review of instruction after completion). The article divides formative evaluation into six stages, including Design Reviews, Expert Reviews, One-on-One Reviews, Small Group Reviews, Field Trials, and On-going Reviews. Each phase allocates a certain amount of time to skilled individuals for an extensive review of course design and development. Summative evaluation is also organized into three categories, involving Input, Outcomes, and Implementation. All three of these areas are important in summative evaluation, and therefore, when gathering data to ensure the success of the course.

Research Articles (URLs):

1. http://pubs.aged.tamu.edu/jae/pdf/vol41/41-01-60.pdf2. http://www.uiweb.uidaho.edu/eo/dist8.html3. http://net.educause.edu/ir/library/pdf/eqm0213.pdf4. http://epubs.scu.edu.au/cgi/viewcontent.cgi?article=1148&context=tlc_pubs5. http://itec.sfsu.edu/wp/860wp/F06_860_fendel_motivating_students.pdf6. http://www.tojet.net/articles/v10i1/10122.pdf7. http://suite101.com/article/online-education-learning-strategies-for-adults-a626198. http://www.waset.org/journals/waset/v77/v77-109.pdf9. http://itec.sfsu.edu/wp/860wp/F05_860_jain.pdf10. http://www.uwex.edu/disted/conference/Resource_library/proceedings/02_35.pdf11. http://www.gse.harvard.edu/~uk/otpd/participants/papers/duffy_profile_paper.pdf12. http://www.worldwidelearn.com/education-articles/distance-learning-success.htm13. http://www.usask.ca/education/coursework/802papers/wilson/wilson.html14. http://edis.ifas.ufl.edu/wc02615. http://www.umsl.edu/technology/frc/pdfs/strategies_for_effective_integration.pdf16. http://www.uwex.edu/disted/conference/Resource_library/proceedings/02_1.pdf17. http://www.hper.indiana.edu/de/pdf/de_student_primer.pdf

I only reviewed 17 articles because the information in several of the articles was extremely similar. Some of the learning strategies were discussed in numerous articles which became tedious and I didn’t want to write a review on the same information.