understanding distance education learners

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Understanding Distance Education Learners

By :Nurulhana Hussain (PGC 070011)Izawany Ibrahim (PGC 070026 )

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www.themegallery.com

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1

Learners’ Profile

2What Information should wegather about DE Learners?

3

Highlights of focused readings

4

Why is it important to understandDE learners?

Characteristics of DE Learners

Engaging DE Learners

Roles and Responsibilitiesof DE Learners

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Learners’ Profile

Visual

Aural/auditory

Read/write

Kinesthetic

V A R K

ZamiahChunFazueWanLimNormieMozayebPat

1257711547

78699583

6711510821

879117595

What can we tell by looking at the table below?

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Learners’ Profile

What do we do when we have multimodal learners?

What do we do with the learners’ profile?

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Characteristics of DE Learners

What are common characteristics of distance learners?

Let’s brainstorm

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Common characteristics of Distance Learners

Have job responsibilities

Have less time to study

Adult learners with families

Married and single

Both young and old

Pay their own fees

Highly motivated

Both males and females

May be technology phobic

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Design a learner centric

programme

Why is it important to understand DE learners ?

Develop suitable learning materials

Design and arrange for

support services

Learning styles

Level of knowledge

Language ability

Ability to use technology

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What Information should we gather about DE Learners? (Dighe, 2002)

Resource factors

Subject background

Learning factors

Motivation factors

Demographic factors

Five categories of information

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Highlights on focused reading

i. Self – transitional of Distance Learning

ii. Meeting the Needs of Distance Learners

a) Why are the studies significant ?b) Discuss the findings of both studies focusing on the

learners' characteristics.

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The prospective learners are: So, the course must:

Poor in understanding English Language.

Majority are female with a small number of male learners.

Busy with work and have little time for study.

Returning to study after a gap of 5 – 10 years

Technophobia may be an issue since learners are mainly senior citizens.

Having considerable experience in the field / subject

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The prospective learners are: So, the course must:

Poor in understanding English Language. Level of English Language used should be at the level of readability index

Majority are female with a small number of male learners.

Use non- sexist language for communication Provide examples that address both sexes

Busy with work and have little time for study.

Use the ‘must do’ knowledge and skill components in the learning units Cover little of ‘should do’ and nothing of ‘nice to do’

Returning to study after a gap of 5 – 10 years

Provide sufficient guidance in the study materials to develop confidence

Technophobia may be an issue since learners are mainly senior citizens.

Provide trainings on learning skills Take focus off technology but focus on learning

Having considerable experience in the field / subject

Use a lot of activities/ examples to appeal their experiences

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New context and conditions

Awareness and adjustment

On task time

Roles and Responsibilities of DE Learners

Adapted from Simonson (1999) and White (2004)

Equipment Requirements

Learning spaces and technology

Attendance and participation

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Wrapping Up

Graphic acknowledgement: International Rice Research Institute

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References Links

H Atan, I. J., S K Guan, N A Azli, Z Z Rahman, R M Idrus,. (2003). Self-Transitional Characteristic Of Distance Education Learnes: A Case Study Of Three Malaysian Univerties. Turkish Online Journal of Distance Education- TOJDE, 4(4). http://tojde.anadolu.edu.tr/tojde12/articles/Jaafar.htm Sampson, N. (2003). Meeting the needs of distance learners. Language Learning & Technology, 7(3), 103 - 118. http://llt.msu.edu/vol7num3/sampson/default.html Simonson, M., Smaldino, S., Albright, M., Zvacek S. Teaching and Learning at a Distance: Foundations of Distance Education (forth ed.): www.pearsonhighered.com. WikiEducator. (21 December 2007). Understanding Distance Learners. Retrieved 25 January 2009, from http://www.wikieducator.org/Session_2

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