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Take the Distance out of Distance learning –

leveraging online Presence & e-Collaboration

Distance learning in the past & even in our current technological world battles against negative perceptions, miscues, or obstacles caused by the distance between teacher/ facilitator & learner.

Frustration Loneliness Discontent Dropping Out

Introduction

Distance learning—and e-learning—have struggled with high dropout rates & discontent from learners (Bonk & Khoo, 2014; Lehman & Conceição, 2010). The literature offers theories & models to help course developers & instructors better understand online learning dynamics (Elander, 2015; Lehman & Conceição, 2010; Palloff & Pratt, 2005).

◦Moore’s Transactional Distance Theory;

◦Mehrabian’s Teacher Immediacy Model and

◦Garrison, Anderson, & Archer’s Community of Inquiry model (2003)

Introduction

Moore’s Transactional Distance Theory

Mehrabian’s Teacher Immediacy

Community of Inquiry (COI)

Introduction

All three frameworks provide crucial principles for course developers & instructors to reduce the distance between themselves and learners (Baker, 2010; Garrison, Anderson, & Archer, 2003; Wheeler, 2003).

Resulting conclusions suggest we can reduce learner isolation by using

e-collaboration approaches and expanding social presence

Introduction

Current research suggests special attention focused in two approaches can overcome the problems associated with learning at a distance.

A. E-collaboration Approaches

B. Increasing Social Presence During Learning

The Problem is Not the Distance but how it is managed

The first way we reduce learner isolation

through e-collaboration approaches that

make the issue of geographical distanceMoot (Borup, West, & Graham, 2011; Palloff

& Pratt, 2005). Moore’s Transactional Distance TheoryPosits that distance learners need regular

interactions w/others (their instructor & classmates) during the learning process in order to feel engaged, connected, & task-focused (Baker, 2014).

A. Reducing Learner Isolation by using e-collaboration approaches

Creating a Community of Inquiry(Garrison, Anderson, & Archer, 2003) at the core of the class provides a constant sense of connectedness without instructor pressure to continually communicate one-to-one with every learner (Dron & Anderson, 2014; Elander, 2016).


Whether distance learning is synchronous or asynchronous e-collaboration approaches can be used to meet 4 crucial needs distance learners have. The need for… Interactivity Human presence Learning motivation Authentic learning settings


Interactivity: Online learners express a real need to communicate and interact with the instructor & fellow learners to receive affirmation, confirmation of assignments, guidance, advice, & feedback (Borup, West, & Graham, 2011; Elander, 2015; Palloff & Pratt, 2005; Vakoufari, Christina, & Mavroidis, 2014) Collaborative classes provide numerous channels for these interactions.


Interactivity: Occasional instructor asynchronous group

comments or observations – possible mentioning individual student posts & using student posts as examples for others.

Occasional instructor personal communications w/each student – via email, discussion reply, social media, phone calls, Skype calls, or personalized (perhaps even video) feedback on assignments.


(Cont.) Direction to communicate or work together –

to work on a projects creating regular, spontaneous, eclectic communication between students keeping them tuned into the class & calendar timeline.

Discussing/presenting in a group – Perhaps 1 or 2x a synchronous meeting can be scheduled for student teams to present their projects & field questions providing interactions.


Need #2…Human presence: Learners express a feel human presence in their e-learning courses (Borup, West, & Graham, 2011; Lehman & Conceição, 2010). Recent studies have examined whether instructor immediacy techniques from classrooms can be adapted for e-learning to enhance human presence (Baker, 2010; Elander, 2016).


Human presence: The COI framework helps communicates human presence throughout a course (Dron & Anderson, 2014; Garrison, Anderson, & Archer, 2003).

◦Informal or non-course discussion w/ instructor & fellow learners

◦Personal communication via phone, Skype, or web conference

◦Learning about instructor & classmates


Need #3…Learning motivation: Course designers can engage & motivate their online learners by setting expectations, timelines, & learning activities that are compelling to learners. Collaborative team projects create accountability that motivates learners by making them feel valued, needed, & crucial to peer success, as well as their own (Elander, 2015).


Need #4…Authentic learning settings: Many of today’s work settings require team interaction, online meetings, & remote work. Learners want to feel like they are learning the skills & information that will help them in their jobs in the real world. Collaborative e-learning courses can use authentic project work scenarios to help learners view appreciate their coursework as relevant & vital (Elander, 2015). Project-based assignments/work Real-world or nearly real world assignments


Online Instructors reduce learner isolation & expand their social presence through at least 6 different practices in distance learning Careful course design Strategic communication and posts Spontaneous communication Planned “appearances” Immediacy techniques Vicarious presence

B. Reducing Learner Isolation by Expanding Social Presence

Practice #1…Careful course design: According to the COI framework learners perceive instructor presence through the course design, including the syllabus, schedule, & assignments as well as through active communication (Dron & Anderson, 2014; Garrison, Anderson, & Archer, 2003).


Practice #2…Strategic communication & posts: Providing personal, 1-on-1 feedback to every learner comment in a large class can be very difficult & burdensome. One strategy is to anticipate learner questions & then provide demos to meet expected concerns (Elander, 2016). Additionally, instructors can periodically comment mentioning multiple learners in 1 post (Elander, 2016).


Practice #3…Spontaneous communication: It is difficult to respond to every learner post. But, if instructors monitor class posts, they can determine when to respond every so often to the individual w/praise or a comment, especially when it will benefit other learners (Elander, 2016). The instructor should also plan to occasionally communicate personally w/learners so that a personal connection is made.


Practice #4…Planned appearances: The instructor should schedule set times when the learner knows he will be present & available (Elander, 2016). This can be done w/live scheduled meetings, set office hours, or special Q&A sessions. Not every learner will attend or use these access points but will feel the instructor is available.


Practice #5…Immediacy techniques: Recent research in the area of social presence has explored how to adapt classroom immediacy techniques for the online environment (Baker, 2010; Elander, 2016) such as communicating personality, emotion, & intent may unlock a new depth to e-learning (Elander, 2016).


Practice #6…Vicarious presence: 1 aspect of the learner’s perceived social presence has to do w/timely responses. The instructor should provide this whenever possible, especially after grading assignments. However, it may be possible to enlist others in the task of responding to learners (conversational automated comments, teacher assistant comments, or other manners of response) (Elander, 2016).


ConclusionPhysical & emotional distance between the learner, instructor, & fellow learners can be an obstacle but it can also be managed by taking cues from learning frameworks such as Moore’s Transactional Distance Theory, Mehradian’s Immediacy Model, & the Community of Inquiry. Specifically these insights can be exercised through e-collaboration & activities designed to enhance social presence. Properly prepared course designers & instructors can expect success in online instruction that matches any physical classroom.

Baker, C. (2010). The impact of instructor immediacy and presence for online student affective learning, cognition, and motivation.

The Journal of Educators Online, 7(1). Baker, J. D. (2014). Perceptions of immediacy, cohesiveness, and learning in online courses.

Christian Perspectives in Education, 4(1), 1- 14.Bonk, C. J., & Khoo, E. (2014). Adding some TEC-

Variety: 100+ activities for motivating and retaining learners online. Bloomington, IN: Open World Books.Borup, J., West, R. E., & Graham, C. R. (2011). Improving online social presence through asynchronous video. Internet and Higher Education, 15, 195-203. 87-99.

References

Burgess, J. V. (2006). Transactional distance theory and student satisfaction with web-base distance learning courses. (Doctoral dissertation, University of West Florida).

Cleveland-Innes, M. & Campbell, P. (2012). Emotional presence, learning, and the online learning environment. International Review of Research in Open and Distributed Learning, 13, 4. Dockter, J. (2016). The Problem of Teaching Presence in Transactional Theories of Distance Education. Computers and Composition, 40, 73-86.Dron, J. & Anderson, T. (2014). Teaching crowds: Learning and social media. Series: Issues in Distance Education doi:10.15215/aupress/ 9781927356807.01Elander, K. R. (2015), “The Role of E-collaboration in | E-learning: Why E-collaboration is Crucial”. In A. Kok & H. Lee (eds.) Cultural, Behavioral, and Social Considerations in Electronic Collaboration. Hershey, PA: IGI Global.

References

Elander, K. R. (2016), “‘I’m Here for You.’: Instructor Presence Online” In S. D’Agustino (ed.), Creating Teacher Immediacy in Online Learning Environments. Hershey, PA: IGI Global.Fahara, M. F. & Castro, A. L. (2015). Teaching strategies to promote immediacy in online graduate courses.Open Praxis, 7, 4.Garrison, D., Anderson, T., & Archer, W. (2003). A theory of critical inquiry on online distance education. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education, 113- 127. Mahwah, NJ: Erlbaum.

References

Giesbers, B., Rienties, B., Tempelaar, D., & Gijselaers, W. (2013). Investigating the relations between motivation, tool use, participation, and performance in an e-learning course using web-videoconferencing.Computers in Human Behavior, 29, 1. Doi:10.1016/ j.chb.2012.09.005.

Kostina, M. V. (2011). Exploration of student perceptions of autonomy, student-instructor dialogue, and satisfaction in a web-based distance Russian language classroom: a mixed methods study. (Doctoral dissertation, University of Iowa).

Lehman, R. M. & Conceição, S. C. O. (2010). Creating a sense of presence in online teaching: How to “Be There” for distance learners. Francisco: Jossey-Bass.Lehman, R. M., & Conceição, S. C. (2013). Motivating and retaining online students: Research-based strategies that work. John Wiley & Sons.

References

Mehradbian, A. (1969). Methods and designs: Some referents and measures of non-verbal behavior. Behavior Research Methods & Instrumentation, “ 1(6), 203-207.Mencini, S. J. (2016). Student Perceptions of Faculty's Social Presence in Online Health Science Courses (Doctoral dissertation, Cleveland State University).Palloff, R. M. & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.Vakoufari, M., Christina, A., & Mavroidis, I. (2014). Self- esteem and loneliness as factors affecting distance learning students. European Journal of Open, Distance and e-Learning, 17(2), 100..

References

Wheeler, S. (2003). Web-based learning and transactional distance theory. In N. Nistor, S. English, S. Wheeler, & M. Jalobeanu (eds.), Toward the virtual university: International online perspectives. In Perspectives in Technology and Distance Education

Series. Greenwich, CT: Information Age Publishing, 87-99

References