Challenging Characteristics of Online Learning

Table of Content

1.0 Introduction 2.0 Challenging Characteristics of Online Learning 2.1 Technological problems 2.2 Lack of a sense of community or feelings of isolation 2.3 Delay in feedback or response 2.4 Lack of essential group work skills 2.5 Difficulty of understanding the goals or objectives of the course 3.0 Solutions to Overcome Challenges in Online Learning 3.1 Solutions to overcome the technological problems 3.2 Solutions to overcome lack of a sense of community or feelings of isolation 3.3 Solutions to overcome delay in feedback or response 3.4 Solutions to overcome lack of essential group work skills 3.5 Solutions to overcome the difficulty of understanding the goals of the course 4.0 Conclusion 5.0 References

3 4 4 4 5 5 6 6 6-7 7

8 8 9

9 - 10 11

1.0 Introduction Learning is the process of gaining knowledge or skills through education and experience. Nowadays, there are many working adults who wish to continue their studies to improve their education level as well as to raise their standard of living. Many educational programs offered require people to attend classes on certain schedule. This method is sometimes not practical for certain individuals as they are bound by commitments and problems such as family demands, geographic location, irregular working hours and lack of access to transportation. Online learning offers a great solution to the barriers that exist in accessing traditional classroom based education.

Online learning is one of the most developments to have taken place in the world of latest education in many years. It is where learning content is delivered via a computer and the Internet. According to Carliner (2004), online learning refers to learning and other supportive resources that are available through a computer. Course work is conducted through e-forums, online discussion groups, social rooms and online submitted assignments. Online learning is an excellent option for those people who want the flexibility of being able to participate in a class on days and at times and places that are convenient for them. It doesnt require face-to-face interactions with tutors or classmates. Online learning is growing in popularity since it offers greater flexibility for people who have demanding careers and busy personal life. With the range and power of the Internet, online learning offers a convenient and relatively inexpensive way to deliver education to working adults. However, though online learning has made studying much more convenient, there are still challenges to be overcome. There are few suggestions to improve the learning experience proposed by Roberts and McInnerney (2007) to overcome the challenges in online learning.

2.0 Challenging Characteristics of Online Learning There are several challenges faced by online learners. The challenges include: 1. Technological problems 2. Lack of sense of community or feelings of isolation 3. Delay in feedbacks or responses 4. Lack of essential group work skills 5. Difficulty of understanding the goals or objectives of the course

2.1 Technological problems One of the main challenges the online learners must cope is technological problems. According to Song et al. (2004), technical problems have long created challenges with the use of technology for learning. Once oriented to the computers online, learners may still experience some kind of technological problems. The problems include troubles with hardware, software and network. Another technological problem which often serves as a hindrance to online learners is Internet speed. With low Internet speed connections, learners experience difficulty when accessing their online learning programs. Educational content with audio, graphics and video requires fast Internet speeds for access. Research shows that adult learners with low speed connections become frustrated and also experience loss of valuable time when trying to download applications and waiting for pages to load in their educational content (Gatta, 2005).

2.2 Lack of a sense of community or feelings of isolation. According to Song et al. (2004), lack of a sense of community or feelings of isolation is other challenge faced by online learners. Different from blended model of learning, online learning doesnt require face to face interaction with the tutor. Learning online can sometimes be a lonely experience for many people. This physical separation also reduces the sense of community and giving rise to feeling of isolation. It limits the amount of interactions between students and tutor. In other words, it tends to remove any feelings of connection between student and tutor. Feeling isolated as a student
3

may lead to feelings of inadequacy and insecurity, and a lack of confidence in the student's own abilities. In Rovais (2002) study, cited in Song et al.(2004) indicated a significant relationship between students perceived sense of community and perceived cognitive learning. The stronger the online learners sense of community, the less isolated they felt.

2.3 Delay in feedback or response Since the majority of work takes place online often through a combination of discussion boards, written lectures, chat rooms, and even web-based video technology, another challenges in online learning is delay in feedback or responses. Online learners often experience lack of immediacy in getting responses back from the online tutor. In Petrides (2002) study, cited in Song et al. (2004), some participants reported they felt a lack of immediacy in responses in the online context in comparison to what could typically occur in a structured face-to-face class discussion. This appears to be especially obvious in asynchronous online discussions when students have to wait for others to read and respond back to their bulletin board postings or e-mail messages. This challenge make students feel frustrated and it will affect the learning process.

2.4 Lack of essential group work skills The next challenge is lack of essential group work skills. Students who are not used to this approach sometimes feel anxious about managing the group work process, and indeed, it is often difficult to keep a team together. Roberts and McInnerney (2007) noted that in situations where students who have not previously been introduced to group work, and lack the necessary skills, any instructor who uses group work as a major component, and does not prepare the students appropriately, is almost inevitably condemning the students to a traumatic and probably unproductive experience. This is certainly one of the major reasons why some instructors choose to revert to more traditional methods.

2.5 Difficulty of understanding the goals or objectives of the course Lack of understanding goals and objectives of the course also is one of the challenging characteristics in online learning. According to Benson (1998) and Schrum& Benson (2000a), cited in Discenza, Howard and Schenk (2002), the realization of these goals, however, is often subject to the strength of the motivation that drives these desires. Motivation describes the internal and external conditions that influence behaviour and is one of the most significant factors in persistence in online learning. A non-motivated student may experience difficulty in completing an online course.

3.0 Solutions to Overcome Challenges in Online Learning Despite the rapid growth in the use of computers and the Internet to deliver skills and knowledge, few limitations or challenges remain. There are several solutions that can be implemented in order to overcome the barriers in learning online. Solutions for overcoming the barriers mentioned earlier are provided below:

3.1 Solutions to overcome the technological problems With the growth of online education, technology plays the important role to ensure the online learning process is successfully implemented. There are several suggested solutions that can be applied to minimize technical problems. Song et al. noted that technical problems have long created challenges with the use of technology of learning. It is important to minimize the issues as much as possible from the beginning of the learning experience. This can be accomplished in a variety ways, including providing overviews of the tools used for the course and/or hands-on workshops with the technology that will be used in the online learning experience. According to Gatta (2005), cited in McKay and Gatta (2009), research demonstrates that in-person computer and Internet orientation sessions are the best way for online learners to develop a general familiarity with computers and the online environment. A clear technical assistance plan must be developed and implemented. Discenza,
5

Howard and Schenk (2002) proposed that technical support is a mandatory requirement. Technical support goes beyond providing continued technical training and includes the ongoing support that faculty and students need. With an adequate support system, technical problems such as problems with hardware, software and network can be minimized. Another technological problem is slow Internet speed. McKay and Gatta (2009) noted that broadband access can help to facilitate online education. It allows learning to be more interactive and to employ video streaming and conferencing. Broadband also offers the benefits of enhancing online learning course curriculums by providing the capacity to support communication between learners and tutors through voice, data and video sharing. Internet speed is related to successful completion of online learning programs.

3.2 Solutions to overcome lack of a sense of community or feelings of isolation Sense of community is very important in students learning experiences. Students with strong sense of community will feel less isolated. Tinto (1993), cited in Rovai (2002) emphasized the importance of community in reducing dropouts when he theorized that students will increase their levels of satisfaction and the likelihood of persisting in a college program if they feel involved and develop relationships with other members of the learning community. According to Song et al. (2004), meeting at a specific time on line each week will able to form connections with the tutors and other classmates. The connections formed among the learners and the tutors are important in that they assisted with the formation of a community within the online learning environment. Online students can share problems, experiences, ideas and can help each other to find solutions together. Song et al. (2004) also noted that having a face to face meeting at the beginning of the course would encourage the process of community formation. These can help to limit feelings of isolation that may arise in the process of online learning.

3.3 Solutions to overcome delay in feedback or response Delay in feedback or response is the next challenge to be overcome. Problems occur when students have to wait for the online tutors to respond back to their questions. In Song et al. (2004) study stated that tools such as chat and bulletin boards can be used as the primary forms of communication in the online courses. These tools are very useful as they will be used as a platform for the students to get feedbacks from other learners and students can have sort of a one on one conversation with that particular person. The participation in the bulletin board should be driven by the tutor in order to facilitate communication and the building of a community.

3.4 Solutions to overcome lack of essential group work skills Placing individuals within a team can either reduce or increase their potential. According to Roberts and McInnerney (2007), the most powerful way to ensure the students are both enthusiastic and appropriately prepared for group learning is the introduction of a core course to cover the requisite skills. This has the dual effect of instilling in students the idea that the university regards such skills as of significant importance, and of providing a sound preparation for future courses. Roberts and McInnerney (2007) also noted that a short course for staff should be run on a regular basis and an introductory core course for students in the first year of the program should be introduced. Both staff and student courses should cover key generic skills, of which group work, team building and effective communication would form an integral part. This solution enables any courses within the program to utilize group learning and the students will already be familiar with it prior to the commencement of the course. The short course also helps the student without any prior formal training in group skills to get the main idea and the benefits of group learning. Benne and Sheats (1978), cited in Rovai (2002) described group building and maintenance roles as those roles that are oriented toward the functioning of the group as a group. They are designed to alter or to maintain the group's way of working, to strengthen, regulate and perpetuate the group as a group. Some of these group maintenance roles might be: encourager, harmonizer, compromiser, gatekeeper, standard setter,

observer, or follower. Skill in performing these roles is useful to the instructor in facilitating group discussion and in promoting a sense of community.

3.5 Solutions to overcome the difficulty of understanding the goals or of the course It is important to have clear goals or objectives to ensure the learners have a better understanding of what is expected in learning online. Students expectations must be made clear so that the desire outcomes can be met. According to Dick, Carey, & Carey (1999), cited in Song et al. (2004), there are many models and processes that can be used to assist with the creation of goals and objectives. Song et al. (2004) also noted that the ability to clarify perceptions of goals and objectives is also important. Providing mechanisms where learners can ask questions to improve their understanding of expectations can assist with this effort. These efforts are important components of a successful online learning experience.

4.0 Conclusion

Online learning is becoming increasingly prominent in the latest educational world. It is an excellent method of learning for working adult learners. It allows educators and students to exchange ideas, information and work on projects from any place in the world, 24 hours a day. However, along with the great opportunity of online learning also come some challenges. These challenges include lack of ICT skills, technological problems, lack of social interactions, delay in feedback or responses and lack of essential group work skills are all barriers to successful online learning.

There are several proposed solutions to overcome the barriers and to improve online learning experiences and satisfactions. The role of technology takes on greater responsibility in ensuring the integrative process of online learning. Overviews of the tools used and hands on workshops must be provided to the students. A technical assistance plan, with a contactable key unit or person also must be developed. Providing a high speed Internet connection is a must in order to make sure students can utilize the available technology and to develop
8

improved technical skills. The connections between learners, coursemates and tutors also must be formed to limit feeling of isolation. The lack of immediacy in getting feedback or responses from the tutors can be overcome by participating in online chat rooms and bulletin board. Online students must also be introduced to group work to prepare the students for group learning. Short courses can be organized to give students the main idea of group learning and also to provide the students with the necessary group work skills. Lastly, the goals or objectives of the online learning must be stated clearly to ensure that learners have a better understanding of online learning.

(2365 words)

5.0 References

Benson (1998) in Discenza, Howard and Schenk (2002). The design & management of effective distance learning programs. IGI Publishing. In Book24x7 (OUM Digital Collection). Assessed on 20 November 2011. Schrum & Benson (2000a), in Discenza, Howard and Schenk (2002). The design & management of effective distance learning programs. IGI Publishing. In Book24x7 (OUM Digital Collection). Assessed on 20 November 2011. Carliner, S. (2004).An overview of online learning.(2nd Ed.). HRD Press. In Books24x7 (OUM Digital Collection) Discenza, R & Howard, Caroline & Schenk, Karen. (2002). The design & management of effective distance learning programs. IGI Publishing. In Book24x7 (OUM Digital Collection) Assessed on 20 November 2011. McKay, H &Gatta, M. (2009) Online learning for low skill adults. Rutgers Center for women and work. The state university of New Jersey (online). Assessed on 11 November 2011 from http://files.speedmatters.org/online_learning_for_low_skill_adults.pdf Roberts, T. S., &McInnerney, J. M. (2007). Seven problems of online group learning and their solutions. Educational Technology & Society, 10(4), 257-268. Rovai, A. (2002). Building sense of community at a distance. International Review of Research in Open and Distance Learning: 3(1). Assessed on 15 November 2011 from http://www.icaap.org/iuicode?149.3.1.x Song, L et. al. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7, 59-70.

10