Challenges of distance learning

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Challenges of Distance Learning

Challenges of Distance Learning

Introduction

Distance learning provides a good opportunity for learning for students who cannot fit into the traditional classroom setting. It affords students the flexibility that they need to achieve success in education and life. Like all models of learning, distance learning has some common problems, especially in areas of support, isolation, discipline, and technology. In this paper, the common challenges and problems associated with distance learning are discussed.

Common Problems in Distance Learning

Lack of support is one of the major problems associated with distance learning. The physical absence of a teacher or instructor means that there is no one to provide support and further guidance to the student when it is required (Ezeonwurie, 2018). The availability of an instructor depends solely on the distance learning program that a student enrolls in. Support available also depends on the ability of a student to formulating questions and ask for assistance, which may be difficult for some students. When a student does not understand a lesson or concept, they may not realize it and ask for further explanation or clarification. Such an issue can only be resolved when students work one-to-one with a tutor, which is mostly not feasible in distance education. It becomes difficult for students to understand any difficult or complex concepts and subjects.

Distance learning is affected by feelings of isolation since most learning is usually peer-based. In conventional models of teaching, students are expected to use discussions and work in groups to accomplish learning tasks. Students learn through teaching others, answering questions, explaining concepts, and defending positions. In distance learning, students are isolated from peers and may miss out on the opportunity to learn through group discussions. Students may also feel isolated socially and miss out on the interaction that students in the traditional classroom setting enjoy (Rannastu-Avalos & Siiman, 2020). This is a common problem that tutors try to manage by providing distance learning courses that give students an opportunity for interaction and discussion through wikis, webinars, blogs, and discussion boards.

Discipline is also a major challenge in distance learning. With the traditional classroom setting, there is a certain level of regulation and social pressure on students. Students must show up to class on time, with all homework done, and dressed appropriately. They are also guided during class time, reminded of all tests and upcoming assignments, and have a strict daily routine to follow. While some students may be self-disciplined and not pose any challenge during distance learning, others may feel lost and not adhere to any developed schedules (Ezeonwurie, 2018). Instructors can assist such students by establishing routines and structures for studying. They may also teach them skills such as task prioritization, organization, time management, and study skills.

Technology is a major challenge associated with the provision of distance education. While students can interact with each other and with their instructors using audio, video, and text, some students have no access to technology and the internet, especially at home (Rannastu-Avalos & Siiman, 2020). This becomes a hindrance since such students have to move to areas with the necessary technology access whenever a lesson is available. This may be costly for some students and families.

Conclusion

Distance learning is an incredible asset for learners who are not able to fit in the traditional classroom model of education. However, it is only effective when students and instructors understand the challenges involved and find ways of eliminating or minimizing such challenges. Understanding the challenges associated with distance learning makes it easy for instructors and students to work together to ensure effective and enjoyable teaching and learning.

References

Ezeonwurie, O. A. (2018). Challenges of distance learning: implication for business education. Nigerian Journal of Business Education (NIGJBED), 3(1), 283-292.

Rannastu-Avalos, M., & Siiman, L. A. (2020, September). Challenges for Distance Learning and Online Collaboration in the Time of COVID-19: Interviews with Science Teachers. In International Conference on Collaboration Technologies and Social Computing (pp. 128-142). Springer, Cham.