Chapter 8 Focus Question: The Distance Education
Student
Julie Barbadillo
EMC 598
Arizona State University
Summer 1998
Introduction
Background
In Chapter 8 "The Distance Education Student" of Moore and Kearsley's
Distance Education: A Systems View (1996), the authors examine the
characteristics of distance learners, factors affecting their success,
and student perceptions and expectations regarding distance learning. Much
of Moore and Kearsley's discussion in this chapter centers around issues
addressed in Chapter 7 "Teaching and Tutoring" and Chapter 6 "Course Design
and Development." Particularly significant is the role of the distance
instructor as tutor/facilitator rather than presenter of information. These
three chapters are important because, together, they contribute to rounding
out the total systems model of distance education advocated by Moore and
Kearsley.
According to Moore and Kearsley (p. 170), "Most students involved
in distance education at the present time are adults." However, a minority
of distance students will not be able to cope with the absence of the teacher-as-authority
figure in distance learning (Moore and Kearsley, p. 166). The majority
of distance students, after overcoming their initial anxiety, "find distance
education that is well designed and well taught to be an exciting, even
exhilarating experience because they have the structure and interaction
provided by a teaching institution yet have freedom to conduct much of
the learning themselves" (Moore and Kearsley, p. 171).
Scope
This paper will first address the factors affecting student success
and failure in the distance classroom, then discuss the Billings' model
for predicting distance learner completion rates, and finally offer a personal
perspective on the three most important factors contributing to my successful
completion of EMC598: Distance Education.
Predicting Student Success in the Distance Classroom: The Billings'
Model and Other Research Findings
According to Moore and Kearsley (p. 170), factors affecting the success
of students in distance learning programs include:
-
educational background;
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personality characteristics;
-
extracurricular concerns; and
-
course-related problems.
The more formal education a person has, the more likely he or
she is to complete a distance education course or program, note Moore and
Kearsley (p. 161). Further, a number of researchers, including Billings,
point out that, as in traditional education, SAT scores and college preparation
are indicators of student success in distance learning programs (as cited
in Moore and Kearsley, p. 162). Personality characteristics are
another predicator; and individuals who are more "field independent," less
dependent on the surrounding/social environment are "better suited" to
distance learning (Moore and Kearsley, p. 163). Also, persistence, determination,
and a need to achieve are also qualities that positively influence a student's
success (Moore and Kearsley, p. 163). Extracurricular concerns--employment,
family responsibilities, health, and social interests/obligations--all
affect student completion rates for distance education courses (Moore and
Kearsley, p. 163). And, finally, academic concerns such as these
all impact student retention:
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perceived relevance of the content to career or personal interests;
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difficulty of the course/program;
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degree of student or administrative support available;
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nature of media used for course delivery and interaction;
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nature of the pacing or scheduling;
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amount and nature of feedback received from instructors/tutors on assignments
and on course progress; and
-
amount and nature of the interaction with instructors, tutors, and other
students. (Moore and Kearsley, p. 163)
The Billings' model, a model designed to predict the completion rate
of correspondence courses, holds that the single most important variable
for completion is the students' intention to complete (Moore and
Kearsley, pp. 160-161). Other related factors in the Billings' model include
timely submission of assignments and history of previous course
completion. The Billings' model represents a series of relationships
among causal, additive, and correlational variables (Moore and Kearsley,
pp. 160-162). Causal variables include organizational variables such as
GPA, class level, experience with correspondence courses, and classmate
support. Additive variables include outcome/attitudinal variables such
as practical value, educational goals, loyalty, satisfaction with course/lessons,
difficulty with course, feedback, and isolation. Correlational variables
include environmental variables such as employment, employer support, family
responsibilities, family support, and proximity to instructor.
When used in conjunction with institutional supports such as academic
tutoring, psychological counseling, and extracurricular clubs and student
organizations, the Billings' model can be used to increase student completion.
By providing for students' needs, such institutional mechanisms can assist
students by providing them with services they need. Further, staffing extracurricular
activities and academic counseling with instructors would likely improve
the quality of instructor-learner interaction and completion rates.
Three Factors for Successful Completion of EMC598: A
Personal View
The three most important factors assisting me with completion of
this course are:
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prior experience,
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educational goals, and
-
satisfaction with course/lessons.
Since this is my second distance course in the Educational Media and
Computers Department, I have the benefit of successfully completing a prior
course, which positively motivates me. Also, this is the last class I need
to fulfill my Master of Public Administration degree at Arizona State University.
Therefore, I have a great incentive to complete the course. However, even
if I had no prior experience or educational goals to draw on, I would still
feel motivated to complete the course. This probably is because I possess
the persistence and determination that Moore and Kearsley mention as so
important to the success of distance learners. And, finally, I would complete
this course even if I were a non-degree student without any experience
because the course is so well-designed and -supported. The class website
is easy to navigate and complete, and the personnel are all specialists
who are always eager and able to assist.
References
Print
Moore, M. G., & Kearsley, G. (1996). Distance education: A
systems view. Belmont, CA: Wadsworth Publishing Company.
On-line
McIsaac, M.S., & Gunawardena, C.N. (1996). Distance education.
In D. Jonassen (Ed.), Handbook for research on educational communications
and technology: A project of the Association for Educational Communications
and Technology. New York: Simon & Schuster Macmillan. [Available
on-line]. http://seamonkey.ed.asu.edu/~mcisaac/dechapter/intro.htm.