E-learning: Distance learning in the 21st century

Dr Keryn Pratt shares research which shows the ways distance learning is opening doors for secondary students in rural schools.

Many years ago, when I was in my final years of secondary school, I had to decide what subjects I would take. I could choose from the core subjects that were offered at my school, I could take other subjects via the Correspondence School, or I could do as several of my friends did, and go to school in the nearest large town as a weekly boarder and do a wider range of subjects there.

Now, students have very different options. While the options I had are still available, they are increasingly supplemented by the opportunity for students to stay in their home school and take one or more of an ever-increasing range of subjects offered via distance learning. For the last decade, students in rural Otago have been able to take advantages of classes offered through OtagoNet.

OtagoNet is a group of schools that have been working together to provide classes to one another's students using video conferencing and other forms of ICT. They now work with similar groups from all over New Zealand, greatly expanding the options available to New Zealand students.

In many rural Otago schools, this kind of blended learning, where students take classes from multiple providers in multiple formats, has become the norm for senior secondary students. This has occurred to such an extent that in a recent research project funded by a Teaching and Learning Research Initiative (TLRI) grant, most students were unable to describe their classes in terms of them being distance or in-school classes, instead focusing on the pedagogical approaches used, such as group work, lecture style and so on.

For these students, format was becoming irrelevant. As one Year 13 student commented, "What it comes down to is more the content and the teaching style that would actually attract me to doing a subject [rather than] the format that it is taught in." Teachers involved in teaching these classes also noted that being involved in teaching by distance was affecting how they taught their school-based classes as well.

In general, distance learning requires students to be more independent. There is usually reduced contact time with the teacher, with students expected to work independently outside of scheduled class time, and manage the competing demands of their various subjects. Despite concerns that students would need to be capable, with good time management and motivational skills to succeed at this form of learning, it appears this is not the case. It seems all students can succeed if provided with appropriate support.

For example, Chris (not his real name) was a Year 12 boy taking two classes via video conference/online learning. These classes were important to him, and chosen because "they were going to help me with my future". Chris rated himself as a dependent learner, noting that he likes "having help from teachers ... I just find it a lot easier if there's a teacher there to help you".

It seems that all students can
succeed at this kind of
learning, if they are provided
with appropriate support."
-

Dr Keryn Pratt University of Otago's Postgraduate & Distance Co-ordinator

Completing these classes virtually, however, was "making [him] more independent ... getting more confident at doing things by [himself]". His teachers agreed, noting that the virtual classes he was taking this year and had taken previously had helped "grow his confidence" and improved "his dependency skills".

They commented that the subject he is doing "is quite hard. It is difficult and yet he is persevering at it, which is great". When asked, Chris reported that without the opportunity to take these classes he would have left school.

Although all students can succeed at these classes, this is not to say they all will. Most students do find these classes challenging, particularly in terms of motivating themselves to keep up with the work. The delay in getting answers from teachers was also a challenge for some students, although others have found that it has forced them to do more thinking for themselves.

As one Year 12 student explains, "Because the teacher isn't there, I find that I either have to work it out for myself or sort of find a way to get what I want, and I guess that sort of helps me with other classes because I know I can usually try to find a way to get what I want."

With support, however, students can succeed at this and many find it enhances their learning.

As another Year 12 student noted, doing distance learning meant that "you academically ... learn in a different way. Like it is different and makes you more independent, and makes you think outside the box, and you really need to think about what you are going to do."

The opportunities and experiences that distance learning is providing to these students goes beyond the opportunity to take classes that would otherwise have been difficult.

Students, particularly those from smaller schools, have opportunities to meet new people, including those with similar interests. It also gives them skills that will be useful in the future.
"I enjoy it, it gives me a bit of independence and it allows me to manage my own time ... it probably set me up really well for university," says one Year 13 student.

Distance learning is opening doors for these students. They are able to stay in their communities and succeed at classes they would have otherwise been unable to take, while also gaining skills that will be of use in their future lives.

At the same time, the line between distance classes and traditional classes is becoming blurred. What the future holds is uncertain, but what seems clear is that ICT will continue to challenge and change notions of how teaching and learning occur.

EDUCATION REVIEW

Much of the information here is based on the results of a Teaching and Learning Research Initiative (TLRI) grant. Dr Keryn Pratt is University of Otago's Postgraduate & Distance co-ordinator.