Wonderlic Scholastic Level Exam - Distance Learner

This paper presents the results of a study conducted to ascertain the extent to which participants studying in an open and distance learning context utilized the mediation tools provided in an Advanced Writing Skills course, conducted in a blended-learning mode in Sri Lanka. Sixty-four participants engaged in the online component of the writing course using the Process Approach. The course consisted of seven sessions; four addressing the stages of the Process Approach to writing an essay, and three practice sessions. Data were gathered from log-files of the Learning Management System, questionnaires, and interviews related to five mediation tools provided to learners. The data were analyzed utilizing Engeström’s activity theory framework (1987); with focus on the contradictions that emerged in the use of each tool. First, the contradictions that emerged in participants’ engagement with the tools is presented, secondly, the factors that need to be taken into account to ensure greater engagement.

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Attrition in the Digital Age

Outlooks and Opportunities in Blended and Distance Learning - Advances in Mobile and Distance Learning ◽

10.4018/978-1-4666-4205-8.ch020 ◽

2013 ◽

pp. 279-293

Author(s):

Kate Reed ◽

Nathan Wise ◽

Belinda Tynan ◽

Carina Bossu

Keyword(s):

Higher Education ◽

Distance Education ◽

Information Exchange ◽

Digital Age ◽

Drop Out ◽

Attrition Rates ◽

Learning And Teaching ◽

Face To Face ◽

Distance Learner ◽

Holistic Understanding

Distance education (learning and teaching by distance modes of information exchange) is often characterised by having higher attrition rates (often labelled as “drop-out” or “withdrawal”) compared to traditional face-to-face (or “on-campus”) education. It has been claimed that no area of research in distance education has received more attention; such is the concern surrounding attrition. This chapter suggests that a holistic understanding of the numerous, complex, and interlinked factors that may contribute to a learner choosing to discontinue their studies continues to elude researchers. Furthermore, attrition may not always be a negative outcome; for example, a learner may have achieved the desired skill set from their studies. In the current higher education climate it is imperative for universities to maintain student enrolments. Attrition directly impacts upon wasted expenditure and loss of revenue for an institution. Additionally, withdrawing from tertiary studies can have consequences for the distance learner. This chapter explores underlying concerns and identify key questions and gaps regarding attrition in distance education for the digital age.

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Acknowledging the Distance Learner

Outlooks and Opportunities in Blended and Distance Learning - Advances in Mobile and Distance Learning ◽

10.4018/978-1-4666-4205-8.ch017 ◽

2013 ◽

pp. 242-254

Author(s):

Trish Andrews

Keyword(s):

Distance Learning ◽

Information And Communication Technologies ◽

Teaching And Learning ◽

Learning Experience ◽

Communication Technologies ◽

Effective Learning ◽

Distance Learner ◽

Information And Communication ◽

E Learning

The growth of e-learning, particularly distance learning via e-learning, is widely recognised as a significant factor influencing higher education in the 21st century. The rapid and ongoing uptake of Information and Communication Technologies (ICT) for teaching and learning, along with the recognition that increased student engagement can lead to more effective learning, is changing the way in which teaching and learning occurs in universities. This chapter suggests that the distance learner is frequently overlooked in the current climate when it comes to consideration of student needs and that current applications of ICT for distance learning raises questions about the quality of their learning experience. The chapter discusses the role of the student voice in understanding and addressing students’ needs in relation to the quality of their learning experience and suggests that greater attention needs to be paid to the distinct voice of the distance education student. The chapter provides some methodologies for collecting the student’s voice and gives consideration to how addressing the distance learners’ voice to enhance their learning experience might be most effectively accomplished.

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Supporting Distance Users of Mobile Learning Technology

Open Source Mobile Learning - Advances in Mobile and Distance Learning ◽

10.4018/978-1-60960-613-8.ch017 ◽

2011 ◽

pp. 248-261

Author(s):

Yong Liu ◽

Hongxiu Li

Keyword(s):

Mobile Learning ◽

Social Transformation ◽

Wide Spectrum ◽

Good Alternative ◽

Traditional Education ◽

Learning Technology ◽

Distance Learner ◽

Mobile Learning Technology ◽

Demographic Shifts ◽

Rapid Deployment

With the rapid deployment of mobile devices, mobile learning emerges as a promising approach giving rise to a wide spectrum of new education possibilities. It serves as an effective conduit to deliver education to civilians of all social-economic levels, in particular the learners previously unreachable from traditional education systems, such as problem teenagers, social employees, and ageing people. Hence, unlike traditional education approaches, it is considered to be a good alternative to deal with the challenges posed by demographic shifts and social transformation. The purpose of this chapter is to: (i) identify the theoretical and technological underpinnings for delivering mobile learning to the distance learner, and (ii) discuss the possible learner communities that can benefit from mobile learning technology, with regard to their unique learning requirements and features.

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