This informal CPD article on The Pitfalls of Distance Learning was provided by Paul Rogers Education, an education consultant operating out of Cyprus.
Distance Learning
Distance Learning has never been more popular internationally. From humble beginnings as correspondence courses through to breakthrough institutions such as the Open University and the growth of technological means of communication, the variety of DL courses on offer these days is spectacular. I have been a Distance Learning teacher, manager and course provider for more than thirty years and have witnessed most of these developments along the way. However, while Distance Learning has often promised much, it has equally often failed to deliver the outcomes that students desire. This article looks at some of the reasons why this may happen and suggests ways of avoiding disappointment.
It is a sad fact that more people quit Distance Learning courses than actually finish them. It has been estimated that 75% of academic studies via Distance Learning never get completed. It should also be acknowledged that face to face (F2F) tuition has a worryingly high percentage of student drop out (around 30%) but if Distance Learning accounts for more than double the failure rate, then there is clearly something wrong.
I want to look at three reasons for the poor performance of Distance Learning: course selection, issues of working alone or in isolation and poor management of time.
Course Selection
If you apply to a university or most F2F training programmes, you can expect to encounter a fairly rigorous selection process. Institutions do not wish to engage students who may well fail - they are primarily interested in success. This means that in order to get accepted you will have to submit a detailed (and honest) application and probably attend an interview, too. This is to ensure that the best fit for both parties is achieved.
For many Distance Learning programmes, the selection process is more laid back. In too many cases, course providers are more interested in student throughput (bums on seats) and the revenue this provides. They operate as a business rather than as an education provider. There is, of course, nothing wrong in trying to turn a profit, but potential Distance Learning students should first check if there is a realistic money-back guarantee, or a chance to check out the nature of the course before finally committing to it.
There is all too often a belief that Distance Learning will be “easier” than F2F: maybe the provider is not a big name like a prestigious university. The reality is that choice of course in any learning environment needs to be very carefully made. Is this programme really what you want? What do you hope or expect to get out of it? How much time will you be required to put in on a weekly (or even daily) basis? These are hugely important questions and need to be sincerely asked beforehand: of your course provider and of yourself.
Working Alone
F2F class teaching imposes order and discipline upon students. You are required to attend a classroom environment at specific times. If you don’t, you are unlikely to pass the course. Most F2F courses require an 80 or at least 70% attendance record as part of the programme. Failure to attend will mean failure to complete.
Distance Learning requires self-discipline and this is often far harder to achieve. The best way to do so is to set yourself an agreed number of hours per week in front of a computer screen or engaging with print media - and stick to it. Think of missing an hour’s session on the computer as missing an hour’s lesson in a F2F classroom. There will be no one marking your attendance; no one calling you in for a discussion on your absenteeism – the buck stops with you.
Nowadays, many Distance Learning courses require regular timetabled sessions with a tutor via Zoom or an equivalent. However, many more offer this as an option, thereby passing responsibility back to you for attendance, or not. The bottom line must be that you examine your motivation honestly: how much do I really want to achieve this qualification and how far am I prepared to adapt my behaviour to achieve it?
Managing your time
Many people embark on a Distance Learning programme with great enthusiasm. They devote huge amounts of their spare time to it – often to the detriment of family life. Before long, tensions arise, and resentment occurs from both sides:
“You’re not giving me enough time to complete my assignment.”
“The kids haven’t had a decent meal all this week” etc…
Before starting a Distance Learning programme, it is vitally important to discuss what impact it will have on your family, or, if you live alone, how it will affect your work/life balance. There needs to be a clear plan of action drawn up, and which is acceptable to all parties. This might mean doing an hour’s reading each evening, Monday to Friday, with two hours’ work on Saturday and Sunday. This way, you make a contract with yourself (self-discipline again) to study for eight or nine hours a week.
Remember, too, that an agreed contract is binding on everyone. You can’t request an extra hour or two because you’ve reached an interesting part of your studies, neither can you sacrifice precious time because it’s a nice sunny day for a picnic. All parties signed up to the agreement and must abide by it. Of course, it might also turn out that the original agreement is not working and needs to be renegotiated, but again, it will only work if all sides are happy to agree to the terms.
Conclusion
These thoughts and ideas will not help you create the work needed for a demanding Distance Learning course. They will, however, if judiciously applied, help to make the journey less stressful and may also increase your chances of completing what you set out to achieve. If you are currently working on a Distance Learning programme or considering starting one, I wish you every success.
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