The Isolation of Experienced by Student Working Online - Literature review Example

Research problem and literature review The Isolation of experienced by student working online is due to limited interaction with other students Name of student: Student No: Date: Name of Supervisor: Background Context of the Problem Distance education taught via online media has grown in popularity and this disguises the challenges of preparation, delivery, and study that assail such programmes. The preparation and provision of quality material and a learning experience that is rich is fraught with challenges. The material and temporal separation between teacher and learner and between various learners can result in feelings of isolation. The dearth of communication and discussion amongst learners decreases the richness obtained from the learning experience and removes a critical facet of the constructivist view of learning. These issues are aggravated by the flexible, lesson plans which make it possible for learners to schedule classes and study at their own hours of choice. Therefore according to Liu (2008) we can define distance learning as the process where teacher and learner are separated by space and time. It refers to those courses whose study is done completely off-campus. This type of education is also called e-learning, online learning or distance education (Liu, 2008). A number of issues contribute to how well the student learns and these are different depending on the student’s individual circumstances such as learning style, ICT skills, personal situation, attitude and confidence (Webster and Hackley, 1997) as well as familiarity (Mason and Bacsich, 1998). Other factors are the background subject knowledge that the student has; their motivation as well as the effectiveness of teaching, interaction between teaching staff and learners, study time, ICT support available, and group working encounters (Alexander, 2001). The learner experience can be said to be effective when the student is able to master new knowledge and skills, engage in the stimulating, concerted pursuit for insight and personal holistic growth as well as critically scrutinize their assumptions and viewpoint (Eastmond and Ziegahn, 1995). The understanding of the manner in which learning takes place is important in order to comprehend how best distant learning courses should be delivered in order to minimise challenges that arise from this mode of learning, including isolation. According to Weller (2002) constructivism is the assumedly the primary educational approach used in online course design. This approach fundamentally relies on the student’s ability to actively construct their own learning, based on their personal experience (Quilter and Weber, 2004; Weller, 2002; Gulati, 2008). Another approach used is the ‘resource based’ approach that needs consultation and engagement from students with a plethora of materials and sources without the assistance of the teacher, and they are at liberty to explore information in a way that is compatible with their learning style (Weller, 2002). The internet is a source of a wide range of literature and information that students can use. However, much as this technology can enrich the learning experience (Carswell et al., 2000), its use does not automatically add interest to learning or make it engaging (Cleveland and Bailey, 1994) and it is not an automatic assurance of academic achievement (Wegner et al, 1999). Constructivism also requires experiential learning (Kolb, 1984), interaction with other stakeholders in the learning process and collaborative learning (So and Brush, 2008). The Problem Research carried out by The Higher Education Academy (2008:16) reported that a challenge mentioned by 22% of distance learning students is the ‘risk of feeling isolated’; this mirrors other research that cited personal interaction as an important facet of student learning (Ipsos MORI, 2007). Isolation manifests as time in terms of concurrent study; space in terms of geography or dispersal; social awareness of others; intellectual or experiential; professional; sensory; ICT experience; cultural and subject. The result of physical or temporal isolation may be psychological isolation according to Lake, (1999); Barett and Lally (2000); Dickey (2004) Stodel et al, (2006) and others. The range of backgrounds of student participating in a particular discipline may vary widely and may be working under different jurisdictions and therefore regulations. England, Wales, and Scotland for example, all use different approaches when it comes to planning and therefore students involved in built environment disciplines may be dealing with different challenges that face them professionally depending on where they are living. This means that the language used in course material must take these differences into account if the students are not to feel isolated through cryptic phraseology. In order to overcome this feeling of isolation, what is needed is appropriate support (Lake, 1999) reassurance and peer contact (Venter, 2003). This however, becomes a problem due to the lack of face-to-face contact in distance learning. Furthermore, the learning style and motivation levels of individual students may impact upon their keenness and necessity to interact with others (Liu, 2008), exacerbating their feelings of isolation. This can be overcome by encouraging participation in online discussions and communities. This would facilitate interaction among peers and reduce feelings of isolation. However, compelling this by making it compulsory may reduce its effectiveness (Gulati, 2008). There is a high dropout rate among distance learners for various reasons including isolation (Lake, 1999). This is especially so if there is no appropriate support for students (Gammie et al, 2002). Literature Review Preparation is necessary for neophytes in non-traditional learning according to Kember et al (2001) because although they may believe that it is the same as a traditional learning environment and due to the lack of detailed guidance from the teacher they may not know what to do. It is important for them to receive orientation classes in order to adapt to e learning. Psychological preparation is necessary to prepare the students for e-learning (Kember et al, 2001). A lack of skills in ICT is a bottleneck to e-learning according to Carr (1999) because it is a product of advanced technology. It is necessary for e-learners to acquire new skills (Angelina, 2002a). Because of the technical skills necessary, Hamid (2002) states that frustration could result because of the non-traditional environment as well as the isolation caused. This could therefore be a bottleneck for e-learning. A lot of self-discipline is involved in distant learning. There is independence and freedom in distant learning but it is necessary for learners to have initiative and self-discipline in order to cover the stated work. The success of their endeavours is dependent on this (Schott et al, 2003). Those who are not self-motivated may find web-based learning very difficult (Rivera and Rice, 2002) and therefore they have higher dropout rates as compared to traditional learners (Abouchedid & Eid, 2004). There is need to provide additional support and encouragement for web-based learners to make up for the isolation they may feel (Lessons from the e-learning, 2002). Interpretive/Constructivist Paradigm There are twenty-six differing types of qualitative research according to Tesch (1990) which is the research method most closely associated with interpretive/constructivist paradigm. This label was selected for this paradigm because the theoretical construct is social in nature. This paradigm was born of the Edmund Husserl’s philosophy of phenomenology as well as hermeneutics. What guides the study of this paradigm is the premise that knowledge is a social construct created by the participants in the research process and it is important for the researchers to comprehend the intricate environment which guides the experiential point of view of those living it (Mertens, 1998). In order to determine the reality of the effects of isolation on students undergoing web-based learning, it is crucial to take into account their individual reality and their experience as an online student. The feelings of isolation are subject to interpretation. Challenges of Online Learning A number of contradictions have been recognised by Brennan (2000) to online learning which includes contradicting views such as the fact that online learning may create isolation or else it creates a community of learners. Another view is that this mode of teaching generates innovative and stimulating ways to communicate between learners and tutors or else it engenders further isolation exacerbated by the isolation engendered by distance, socio-economic circumstance, and ethnicity. A lot of the research that deals with this issue is centred upon issues of isolation. This debate may ultimately be inconclusive. There is a difference between online learning that involves enrolment that is done remotely with receipt of learning material and submission of assignments as compared to online learning that involves sessions of induction online or in a remote location; provision of learning materials, collaborative assignments; email forums; real-time learning; technical and learning support, all of which cater for differing learning styles. Lynch (1999) discovered that it is possible for online learning to be a rich learning experience in terms of material provision and facilitating an exciting learning situation. However, it can also consist of a paucity of social interaction and a learning environment that can be lonely. Which one it is, is dependent upon the learning style preference of the learner. Ferman and Andrews (2000) assessed the perceptions of students studying at the open learning centre of the University of Queensland where mixed mode learning occurs. They found that the students appreciated human contact with the learning community. Wilkinson (2000) noted that there is an argument that the relationship between student and teacher is compromised by distance as well as inter-relationships between students and the level of interaction that takes place when there is a physical, cooperative classroom situation. Online learning has led many students to feel socially isolated (Farell, 2001) and inter-learner interaction was found by Ruhe and Qayyum (2000) to be crucial to learning in disciplines that necessitate this and the more technically challenging the content, the more interaction took place. An investigation done by Kettanurak et al, (2001) on the relationship between motivation and interactivity in an online course. The quantitative study they developed was highly technical and they designed three versions of the same content. The difference between the three versions was the level of learner control and interaction. The results showed that learners who participated in the highly interactive module had the highest motivation while no critical difference was found between low and non-interactive modules. The design or approach which is compatible with one person’s learning style may be confusing to someone else. Learning styles and challenges have been identified in the classroom for a long time. Developers of e-learning tools can learn from this. It is impossible for teachers to predict what challenges may present themselves in lesson plans. They instead confront each challenge as it comes up by allowing the asking of questions. This means that web-based training could also use such a tool in order to respond to the challenges that come up as students carry out their coursework. Conclusion The question that this report has queried is the effect of isolation on student learning when it is conducted online. According to research, 22% of students find that isolation is a distinct challenge that they face when carrying out web based learning. However, this phenomenon is subject to other factors such as how self-motivated the student is and what their personal life experience is. Those students who are less self-disciplined may find that online learning poses more of a challenge to them. Students who are more motivated, are able to discipline themselves and access the support that they need are more successful. Another view that is held that online learning is a source of communion with the online community and provides new and exciting modes of interaction rather than isolating the student. This difference depends on the quality of learning available from the richness of materials that the student is able to access to the quality of technical and academic support. Isolation is definitely a challenge that many online students face. 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