The Virtual Classroom – The Student

At the core of the concept of an asynchronous learning network is the student as an active- and socially interactive-learner (Hilts and Shea in Hilts and Goldman, 2005).

The students who participate in distance learning programs have a variety of educational needs. Some want to complete a subject while some want to complete a whole course. Some complete a course as part of a group and while some work on their own (Porter 1997).

Student profile

Hilts and Shea (2005) profile the student conducting online education as mature, motivated and welcoming or in need of an anytime, anyplace mode of education. Further, the student needs to be able to express themselves well in writing and have the willingness, and ability to collaborate/cooperate well with other students.

According to a study conducted by the State University of New York, the most common and growing reasons for choosing an online course is related to schedule conflicts stemming from academic, work, family, and other commitments.

Requirements

Students will need access to learning places and learning packages in the form of internet access and the software necessary to complete an online course (Ford et al 1996). Students will also have to have access to teachers and to each other, for small-group discussion, peer collaboration, one-to-one tutoring, and chat (Ryan et al 2000).

Changes students are experiencing in higher education and which is fundamental for the distance learner (Ryan et al 2000):

• increased use of computers and IT for word-processing, data-processing and library and bibliographic searching

• use of multimedia resources

• accessing web, e-mail, CD Rom and web-based materials

• increased flexibility and less need to be on campus, blurring on-campus or distance learning, full- or part-time study

The range of learners who use distance learning programs is wide. Portman (1997) has identified people and situations where people would benefit from distance learning:

• adult learners; often termed non-traditional students, adult learners may work part time or full time, or they may be currently un- or underemployed

• children or Youth; some younger learners, for one reason or another, may not be able to meet the educational requirements for their state or home institution

• people at a distance from an educational centre; living in rural areas, or areas where educational providers are unavailable or difficult to access on a regular basis

• people who have difficulty attending classes or programs regularly; adults whose work and personal schedules don’t permit them to attend classes scheduled by a university in their area

• people who want to attend courses and subject areas not available at their university and don’t want to relocate or change course.

The line between those who need information and those who provide it is becoming blurred. Learners may also become educators/trainers or vendors, once they have gained more expertise or knowledge about a subject area. In the same way, for educators/trainers and vendors to remain current with technology and the subject matter they present, they also have to keep learning (porter, 1997).

References

Ryan, S. Scott, B. Freeman, F. Patel, D. (2000) The Virtual University, The Internet and Resource-Based Learning. Kogan Page, London

Porter, L (1997) Creating the Virtual Classroom: Distance learning with the Internet, Wilew, New York

Ford, R et al (1996) Managing Change in Higher Education: A learning environment architecture, SRHE and Press, Buckingham

Hiltz, S,R. Goldman, R. (2005) Learning Together Online, Research on Asynchronous Learning Methods, Lawrence Erlbaum Associates, London

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Kjetil Joa 18:07, 27 Oct 2005 (EST)