Académique Documents
Professionnel Documents
Culture Documents
Page | 1
Jheroma Simon
OMDE 603 Section 9040
March 8th, 2015
Face-to-face interaction
Word count: 1130
Jheroma Simon
Page | 2
students into two groups. Group 1 was assigned to an online course, Group 2 to a traditional inclass course. At the end of the study, based on responses from the students, the face-to-face
classroom was more favorable for participation by all members (Yang et al, 2011) unlike the
online class.
Looking at the study by Yang et al (2011), Group 1, the online students, were not as
engaged in discussions as seen with the students in Group 2, they interacted less with their
classmates and they did not put forth as much effort studying as the students in Group 2. The
online classroom can offer a variety of written text excluding lecture notes but including the
opinion of the teacher, written preparation for exams, and a focal point on written papers, done
independently with technology as the sole means of communication. A students motivation and
commitment to learning is proportionate to their instruction and sense of belonging (Yang et al,
2011). The interactive or emotive characteristics of transactional distance were more important
in the face-to-face medium (Hauser, Paul & Bradley, 2012). Not only are students affected
emotionally but for those who work in careers where open dialog and a more personable
approach is required, face-to-face interactions is a better medium to deploy. Hockridge (2013)
addresses a common trend of formation in people-related careers.
Challenges for educators using distance and online education to prepare students for
relational professions such as theology, nursing, social work, counselling or medicine
(Hockridge, 2013), leads to the introduction of the term formation. Based on a research study in
Australia to investigate DE and the concerns that arise within the subject of theology, Hockridge
(2013), coined the term formation as the development of character and spiritual maturity. It is the
inclusion of practical hands-on skills, academia, and non-intellectual learning. Engagement and
functionality the two study modes that reveal doubts shared by students about the quality of
Jheroma Simon
Page | 3
Jheroma Simon
Page | 4
Jheroma Simon
Page | 5
References
Hauser, R., Paul, R., & Bradley, J. (2012). Computer self-efficacy, anxiety, and learning
in online versus face-to-face medium. Journal of Information Technology Education, 11, 141154. Retrieved from: http://eds.b.ebscohost.com.ezproxy.umuc.edu/
Hockridge, D. (2013). Challenges for educators using distance and online education to
prepare students for relational professions. Distance Education, 34 (2), 142-160.
doi:10.1080/01587919.2013.793640
Maebuta, J, & Maebuta, H. E. (2010). Delivering distance learning in rural Soloman
Islands: Practical issues and concerns. International Journal of Learning, 17 (8), 115-126.
Retrieved from: http://eds.a.ebscohost.com.ezproxy.umuc.edu
Todhunter, B. (2013). LOL- Limitations of online learning- Are we selling the open and
distance education message short? Distance Education, 34 (2), 232-252.
doi: 10.1080/01587919.2013.802402
Yang, Y., Cho, Y. J., Mathew, S., & Worth, S. (2011). College student effort expenditure
in online versus face-to-face courses: The role of gender, team learning orientation, and sense of
classroom community. Journal of Advanced Academics, 22 (4), 619-638.
Retrieved from: http://dx.doi.org.ezproxy.umuc.edu/10.1177/1932202X11415003