Running head: PREPARING FOR DISTANCE EDUCATION

Preparing Students for Distance Education Courses Meredith Bell Texas Tech University

PREPARING FOR DISTANCE EDUCATION

Preparing Students for Distance Education Courses Students who are new to distance education may be surprised by the different expectations of online courses compared to face-to-face instruction. Working with new technology can be overwhelming, classroom culture is established in a very different way, and clear communication is more important than ever. Fortunately, for new students like Tracey Nirldon, there are steps she and her instructor can take to make the transition easier.

Student Preparation for Distance Education Students in distance education courses have to address different issues than students in face-to-face courses. Students must possess the proper technology, attitude and communication skills to be successful in distance courses. Technology One of the most important things Ms. Nirldon must do is to check that she has access to the appropriate technology. My distance education courses require that I have my own computer, access to the internet and special software for some courses. To participate in mandatory videoconferences, my computer must have a webcam with working microphone and speakers. Tracey should find out as soon as possible what type of equipment is required so that she can have everything in place before the start of the course. If trainings are required or available for the software used in the course, she should enroll in those as well. She can ask the instructor or consult the syllabus if she has questions about the course, and she should also find out if her institution has a help desk that can assist her with hardware or software issues. Tracey must also makes sure that she has a proper place to do her classwork. Video or teleconferencing

PREPARING FOR DISTANCE EDUCATION require quiet locations with a strong internet connection, so it is important that she has access to a location like during the scheduled meeting times (Simonson, Smaldino, Albright, & Zvacek, 2012) . The more prepared Tracey is to use the technology, the more time she will be able to spend focusing on the content. Attitude Success in distance education is highly dependent on the attitude of the student. Tracey must be prepared to motivate herself and be responsible for her own deadlines and assignments.

She may need to get a planner or learn how to use the calendar that may be provided online with her course. Flexibility is an attractive feature of distance education, but it can become problematic is students get too far off of schedule. Self-discipline is very important when a course is self paced (Illinois Online Network, 2010). She must also be ready and willing to interact with other students as well as the instructor (Pace University, 2000). Because online learning can feel isolating, it is important to connect with others to establish a solid classroom community (Simonson et al., 2012). Collaboration with others can provide a deeper level of understanding while also making one feel more connected to the class. For this connection to occur, Tracey must be willing to go above and beyond the minimum requirements of the course to create deeper relationships with her peers and instructor. Distance students must be focused, responsible and collaborative to be successful in online courses. Communication Skills Tracey must familiarize herself with the ways that communication will occur in the course. Email, message boards, videoconferencing and online chatting are all tools that may be used, and she needs to know how and when to use them appropriately. She must be prepared to ask her instructor and her peers for help or advice when she needs it to help her stay on track.

PREPARING FOR DISTANCE EDUCATION She must be capable of using correct and proper grammar to communicate her ideas. and she

must be able to keep her communication professional (Lindsay & Davis, 2012). Online etiquette is important for building trust and respect with the instructor and her classmates. Within my cohort, we tend to stay very professional when using course tools like Blackboard message boards or email. As we grew closer, we used other forms of social media like Facebook or Google Hangout to have more casual conversations outside of the class setting. Whether submitting an assignment, asking questions or simply bonding with classmates, Tracey must be prepared to communicate effectively and professionally.

Instructor Preparation for Distance Education Instructors have a responsibility to design distance courses for student success. Failing to consider the needs of the student can lead to problems throughout the course. The framework should include multiple methods of communication, appropriate technology and a clear explanation of course expectations. Communication Effective and efficient communication is important in every classroom, whether face-toface or online. Instructors must have frequent and meaningful contact with each and every student. Students should feel welcomed to contact the teacher in multiple ways, and their issues should be addressed professionally. Email should be checked frequently and responses should be sent in a timely fashion. Message boards are another way for students and teachers to learn more about each other. In a physical classroom, class discussions often serve as formative assessments, and class discussions on a message board can serve the same purpose in an online setting. Teacher intervention can occur early and often if the instructor constantly assesses the

PREPARING FOR DISTANCE EDUCATION progress of students in the course (Lindsay & Davis, 2012). All documents must be extremely clear, detailed and easily accessed so that students have a good understanding of class or assignment expectations. Technology

Instructors will have specific requirements about the resources that students will need for the course. In distance learning, it is important for students to have access to the appropriate technology. Instructors should provide a list of the required materials as soon as possible to students, and a list of appropriate trainings or resources for help may be beneficial. Cost may be prohibitive for some students, and it should be considered when designing the course. At the beginning of the course, the instructor should give basic assignments using the different types of programs to give students some practice and the opportunity to get help (Simonson et al., 2012). For example, in most of my courses I am asked to post an introduction about myself the very first week. Typically this is done to make sure I am comfortable using Blackboard and that I know how to attach documents appropriately. I have also been sent presentations and links on the best way to access the library or use Endnote web. For students to be successful on assignments, instructors must plan ahead to help students master the technology required in distance education. Expectations and Feedback The instructor must clearly communicate the expectations for both the course and individual assignments throughout the semester. A detailed syllabus should be provided early in the semester that explains the required materials as well as the format for instruction (Simonson et al., 2012). Detailed rubrics are helpful for students, and questions should be addressed in a timely fashion. If multiple students ask the same question or make the same mistakes, the

PREPARING FOR DISTANCE EDUCATION instructor should take the initiative to clarify the expectations to the entire class. Feedback should also be given quickly and professionally. Online courses do not always allow for

immediate remediation, so students need that critical feedback as soon as possible. As weeks go by, students will make the same mistakes if they are not aware that their work is incorrect. Expectations of the course should be kept consistent both before and after the assignments so that students have a clear picture of what they should be learning.

PREPARING FOR DISTANCE EDUCATION References Illinois Online Network. (2010). Online Education Resources- Pedagogy and Learning. from http://www.ion.uillinois.edu/resources/tutorials/pedagogy/StudentProfile.asp Lindsay, J., & Davis, V. (2012). Flattening Classrooms, Engaging Minds: Move to Global Collaboration One Step At a Time: Pearson. Pace University. (2000). Study Guide: Five Steps to Online Learning. from http://support.csis.pace.edu/nactel/gotoclass/onlinelearningguide.cfm Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education (Fifth ed.). Boston, MA: Pearson Education, Inc.