Attitudes Towards Distant Learning

Distance learning is becoming a practical way of learning. It has many positive factors, such as flexibility and more personalized learning, but student attitudes play a crucial role in this type of learning. Here is a brief overview of general attitudes toward distance learning.

A brief introduction to distance learning
Distance learning is a form of education that is conducted through indirect interaction between student and teacher and an independent study conducted through a variety of media. Distance courses can be organized by mail, radio, television and – more and more nowadays – through online learning on the Internet.

Distance learning is becoming more and more common with technological advancements, leading many well-known colleges to begin introducing full or partial distance learning programs as part of their programs. The flexibility of location and time makes distance learning programs a viable teaching option for students who are unable to pursue full-time studies for financial, location, work or health reasons.

By examining attitudes towards distance learning, researchers found that students’ attitudes towards this type of learning had a great impact on the success of learning. People who have high self-esteem and a positive attitude, for example, will generally reap more benefits. This is true for all forms of learning. Take a look at a study done in Israel, which clearly highlights this result. The technology used, the interaction between student and teacher, and future career prospects have also made a difference.

Student Attitudes Towards Distance Learning and Technology
Students who prefer independent studies have a more favorable attitude towards distance learning. They can work at their own pace and at their own pace. Many students seem to prefer interactive study modules and independent research to viewing video conferences. Of course, it is useful to have extremely well-designed course structures, such as those offered by Rosetta Stone language learning courses.

On the other hand, students who need constant external motivation or who have trouble sticking to an autonomous schedule may not be able to adapt well to distance learning. This is amply proven in the details outlined in the Connecticut Distance Learning Consortium’s paper on student attitudes toward e-learning.

The attitude of students towards distance learning is influenced to a large extent by the technology used for teaching. Nowadays, distance learning is increasingly based on technology, with interactive modules and the use of web-based communication applications. Students who are struggling to acquire the required technological skills will probably not be in favor of distance learning. Usually, they start apprehended and then, when they become familiar with the technology, their level of anxiety decreases and their attitude towards distance learning begins to become more positive. Fern University has discovered that many students believe that technology allows them to participate more actively in the learning process.

Teacher-student interaction and career perspectives
The student-teacher interaction is, by the very definition of this type of learning, more limited than that of ordinary education. However, with the widespread use of phones, emails, instant messaging and chatting, it has become much easier to get in touch and keep in touch. The regular interaction between the student and the teacher has been shown to motivate the attitude toward distance learning.

Career prospects also influence students’ attitudes towards distance learning. For example, you are more likely to make more effort to take a course that will lead to better jobs and better income prospects. Employers appear to have mixed reactions to potential employees with distance learning credentials. Many are willing to consider students with accredited distance learning degrees from reputable training institutes as jobs.