March 2002 — Features
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Adding Up the Distance: Can Developmental Studies Work in a Distance Learning Environment?
Conclusion 1: Development of effective, individualized 'E/'E programs for developmental learners via distance education. Faculty should enhance distance education services and curriculum to include a more comprehensive plan with the following variables:
Easy access to the Internet and easy navigational courseware. Although the majority of learners who enrolled in the distance learning courses expressed high levels of comfort and expertise with computer-based applications, suc-cessful learners cited the beneficial courseware that made logon/logoff functions and transitions between the lessons as smooth as possible.
Technical support. Again and again, technical support via college help desk or program contact was the most important factor cited by both learners and faculty in making the program successful.
Alignment of online courseware and course objectives. Pro-grams that correlated course objectives with online lessons in a meaningful way, whether as supplemental or primary content, and connected assignments and class activities were more successful than programs that used online content as drill-and-practice exercises.
Individualized instructional format. Faculty who used computer-adaptive components and offered individualized, targeted assignments received higher ratings from learners and more favorable comments on learner surveys. The self-paced, individualized, anytime/ anywhere functions of distance learning were noted as the "best" features of the project by learners and faculty.
Conclusion 2: Development of successful learner profiles using distance learning technology.
Learner recruitment and counseling. Proactive selection, preparation and counseling with learners entering distance learning programs were key factors for success and course completion. Learners who demonstrated a sense of motivation, time management, and program/academic goals were more successful in the project than those who transferred from more traditional courses and wanted to avoid class meetings.
Orientation. Learners who attended mandatory group orientations cited fewer technical problems, reported greater ease of navigation, and had more successful program outcomes.
Conclusion 3: Cultivation of learners' motivations through the use of technology in developmental studies programs using distance education.
Learner connections. Inter-active and frequent contact was important for success. Although many learners appreciated the self-paced and individualized format of distance learning programs, they were quick to note that when questions or issues were resolved via e-mail or help desk, there were higher levels of satisfaction with the course and their expressed comfort level with technology. The more successful programs in this study had structured assignment schedules with learner contact requirements as part of the course.
