ISSUES AND CHALLENGES OF

DISTANCE LEARNING
EDU 711
NUR AMIRA SYAFIQA BT MOHAMAD
RAUS (2015492426)
PREPARED FOR
AP DR. IZAHAM SHAH BIN ISMAIL

THESIS STATEMENT
Distance Learning has grown into an important global
strategy in resolving problems of access to education
(UNESCO, 2004). However, distance learning have their
own

problems.

The

technology

misuse,

equipment

problems and the attitudes towards distance learning are

some of the issues and challenges of distance learning.
Each one of these has an effect on the overall quality of
distance learning as a product (Valentine 2002).

MISUSE OF TECHNOLOGY
The possibility of not utilizing all its potential.
Some of these problems arise from a lack of training, some

from the instructors attitudes about using the technology,

and still others by hardware problems.
It seems to be self evident that instructors need to be
trained to use distance learning technology, but too often
they are not- they felt that the technology itself will improve
the course. (Valentine, 2002)
Mossberger et al (2003) observes that technical competence
needed in order to have effective access to contemporary
ICT is a challenge to distance learners.
Technical competence refers to the skills needed to operate
the hardware and software of ICT, including the skills of
using network systems to access and share information.
Lack of these skills is a critical challenge as learner may fail

PROBLEMS WITH EQUIPMENT

The failure of the hardware can be a very frustrating things

for all involved in distance learning.

In a distance learning in which the Internet or a video
conference is utilized, if a connection is lost, the entire class
must wait indefinitely until the problem is resolved.
Other than that, the factors that hinder the student learning
are audio problems and technology glitches and delays.
The compressed video had connection problems and did not
work
well
broadcasting
information
delivered
by
lecture.(Valentine, 2002).

ATTITUDES TOWARDS DISTANCE

LEARNING
Student concerns
Not all students are suited to this type of learning and not all
subjects are best taught via this medium.
Students need the attention of the instructors.
In a situation where eye contact and proximity are limited,
students cannot be disciplined nor affirmed by eye contact
and body language (McKnight, 2000).
The lack of student-to-student communication- did not rely
on much peer-to-peer interaction.
In various parts of the world, subjects such as philosophy,
languages, and debate were taught with a reliance on peerto-peer interactions. Without this interaction, distance
education programs would serve only as mediums of
information transfer, and not quite a true class.

CONCLUSION
The distance learning providers should be trained on all the
equipment they will be using to deliver the material or
course. It is imperative that instructors be up to date on all
of the technology so that if a problem does arise, they can
help solve each issue with the respective student or
learner. Students should be required to provide feedback
to instructors on what they can do to improve the course.
The improvement of course by the technology used can be
modified or adjusted in order to provide a smoother and
more effective distance learning program for future
learners. There is no single solution to delivering perfect
distance education, but it will continue to be an effective
teaching and learning method, if conducted with motivated
instructors and students alike.

REFERENCES
Kofahi, N. A. and Srinivas, N. (2004). Distance Learning: Major
Issues and Challenges.
McKnight,
M.
(2000).Distance
education:
Expressing
emotions in video-based classes.Paper presented at the
Annual meeting of the Conference on College Composition
And Communication, Minneapolis, Minnesota.
Mossberger, K., Tolbert, C. and Stansbury, M. (2003). Virtual
inequality: Beyond the digital divide. Washington, D. C.:
Georgetown University Press.
Musingafi, M., Mapuranga, B., Chiwanza, K., Zebron, S.
(2015). Challenges for Open and Distance learning (ODL)
Students: Experiences from Students of the Zimbabwe
Open University. Journal of Education and Practice, 6 (18),
59-66.
UNESCO (2004). Final report of the meeting of higher

From Massive Open Online Courses (MOOCs), to college

courses blended with real-time and recorded seminars,
to small group real-time video classes (DLS e-Studio),
there are various types of effective distance learning.
They employ forums, video chatting, online libraries,
practice materials, and feedback systems to break
through the barriers of communication, and provide
rapid responses to students. Students similarly use these
tools to ask questions, both to the instructional team as
well as fellow students.