In this short article, I expose some of the most common and deadly misconceptions about distance learning. And you want to read this. Why? Because if you don’t consider the new trends and potential of distance learning, you may be overlooking or missing out on vital opportunities to increase your professional skills, complete your degree, or expand your professional relationships. That’s right, some of these myths are deadly to you, because even though the means to breathe new life into your career are sitting in your house, you’ve chosen to ignore them. Let’s change all that together
Join me as we explore these 7 distance learning mythbusters and open the doors of opportunity and empowerment that are waiting as close as your laptop, cell phone, and iPod.
1. You must be online at the same time to participate in distance learning. Many people have this idea because they may have participated in workplace webinars: lectures or seminars delivered live over the web. However, webinars are just one of many ways to provide distance learning. A more popular format is to use non-simultaneous delivery (or asynchronous as we call it). This format allows participants to register online to do their work whenever it fits their day. Wouldn’t you like to choose the moment you learn? Another great benefit of non-concurrent learning is that it overcomes time zone conflicts when grouped around the world.
2. Distance learning is boring and generally canned. This statement could be the case if you are just reading an exam or watching a video, but haven’t you been to a boring lecture? Too much of any mode of instruction can make it difficult to keep people interested. Today, well-designed distance learning courses include not only video, text, graphics, audio, and images, but also user-created materials in all of the same formats. A great course will not only provide learning in a varied format that addresses multiple learning styles and learning intelligences, but will also engage learners in active participation. Student podcasts, videos, and online role-playing games are just a few examples. Students also post or lead focused discussion forums and solve group simulations. Distance learning can provide a dimension to make learning meaningful and active.
3. I don’t like this “at your own pace” thing about distance learning. Again, distance learning comes in so many modes now that you can have a completely instructor-led course, or one that includes partial independence combined with direct supervision. In some content areas, participants may also be in private learning sessions, just you and the teacher, or with groups. Although generally more expensive, if private learning or tutoring or a specific time frame suits you better, a private vs. group class can be a real benefit and incentive.
4. Distance learning is much easier than traditional classes. This concern is raised above all in relation to academic qualifications and could not be more wrong. In fact, students need to try harder, especially at first, with online courses. They need to become more accountable for their learning and spend more time being self-disciplined, scheduling their studies outside of the classroom (no time IN the classroom!), and keeping track of their deadlines. For some people it is very easy to adapt, for others they have to focus on developing strategies for online learning success. But once they put in the effort, students who take responsibility can begin to soar with the possibilities that lie ahead. Now doesn’t that lesson have a lot of nice crossover benefits? Hmmmm.
5. Distance education creates greater social isolation. I believe that most of the people who affirm this myth do not use social networks. Otherwise they would have a better idea of the extensive interactions in the remote classes. Discussion forums, emails and peer-to-peer dialogue, and group projects exceed the amount of interaction in a traditional classroom. I always say that face-to-face classes are mandatory to play “Beat the Clock”; therefore, time for student interaction is limited. Instead, remote classes can be expanded as much as students want to invest in them. Insulating? Not in our experience, sometimes we have to stop them!
6. Teachers don’t need new class preparation: Distance teaching is like teaching traditional classes. This is a very dangerous myth, because teachers and students will be disappointed with the results if it is followed. While distance learning will be based on the principles of great teaching practice, many specific issues that are different or new must be addressed. For example, because you are part of a global classroom, intercultural communication may be more required than usual. Also, whether classes are held at the same time or not, a remote audience means a different dynamic. It can be powerful and lively, or full of problems, but don’t try to jump into this format unprepared.
7. No orientation is needed for the student. Students use the same skills as a traditional class, just plug in and go! Many organizations have had trouble following this approach, as have their participants! From tech support to study skills, time management to registration, needs and processes, people need to break their assumptions and rethink the needs of the remote learner. When addressed, the approach sparks a vibrant global classroom.
Next steps. Hopefully, this short article has raised some new questions for you and challenged some of your previous assumptions or opinions. Consider enrolling in a distance learning course that has developed a good reputation. Give virtual learning a try and reflect on how this experience can be useful to you, your family, and your colleagues in meeting your personal and professional learning needs. From completing an academic degree, to learning languages to prepare for your next trip to Spain, or strategies to restart your dream career, opportunities can be as close as that computer, iPod or cell phone, if you give it Take a chance and follow the advice. up.
