Barriers to Distance Learning: The Educator's Viewpoint

Distance education has continuously improved in the years since its introduction in the 1800s. In recent years, it has become increasingly more popular and successful. The role of learning has changed from a classroom-based setting to an online or distance-based learning format. This change has resulted in an altered role for educators. Prior to the introduction of distance learning, teachers would have a physical classroom where they dictated the learning process. With distance learning however, the role is learner based and is dependent on how the learner decides to take on the course. In this way, the teacher must adjust their teaching in order to fulfill the needs of the students in this new way of learning (Bawane & Spector, 2009).

With any new innovation there is always both positive and negative feedback and opinions. Distance education is still in its progressive and improvement stage, which means that there will be criticism as well as praise for the new technological techniques of teaching and learning using this format. Despite the success that has been seen in distance learning classes, some instructors continue to reject this method of instructional delivery. There are numerous causes as well as explanations for resistance to the “man-to-machine” methodology, or distance education, by the educators themselves (Beaudoin, 1990).

The goal of any educational institution is to instruct and train its students and help them learn better, in a way that can assist them to reach their objective. Learning is not a boot camp where papers are passed out and students must learn everything by rote or be subjected to failure. The entire concept is to engage students to understand the coursework being taught and to be able to use it in the future. There are those who feel that online education is just that, a boot camp with no interaction or support. This is not the case in a well-designed online class with a well-trained instructor to guide the students. Students are consistently engaged in discussions, group activities, and classroom assignments and exams, regardless of the location of the instructor, school, or student. The instructor plays the key role in making the online classroom successful, and has the biggest responsibility for the care of the student, no matter which setting it may be. Extreme opposition to online classes is therefore puzzling. Instructors should be able to assimilate new methods of teaching in order to better the education of the students; however there are different reasons that prevent some teachers from embracing this teaching method (Beaudoin, 1990).

Educators have been taught to teach a certain way for a number of years. Change is something that people can adjust to, if there is a willingness to do so. With the introduction of distance education, both the learners and teachers had to make a change in their lifestyle and methods of teaching. Some are more capable of adjusting to this change than others. Every individual educator has reasons to either accept distance education into his or her teaching style, or to stick to the traditional classroom setting (Bonk, 2001).

The most common barrier to the resistance to change has to do with time management. There is an extensive investment required in order to maintain an active and engaging distance education course. The time and energy needed by an instructor can be extensive and may call for some time to adjust to the process. Moving from a traditional classroom to an electronic medium may be easy for some but complicated for others. Developing a distance learning course takes more time to construct and maintain, which takes away time from other professional activities, especially those involved in research and publication projects. However, instructors should realize that the time spent in developing lesson plans for the next class could be equivalent to time developing the online coursework. Though it might take more time to initially upload the course online, the instructional and operational costs are generally lower to maintain the online coursework; yet instructors are receiving less compensation and are not provided adequate release time prior to the start of the class to develop the course (Berge, 1998). This is one area in which improvement is necessary, and it differs from school to school. No one knows how everything is going to work in the beginning stages of development, and because it often takes more time and effort to instruct an online class, compensation for that additional time should be equitable for the instructor. This should not be a barrier to old or new instructors wishing to teach at a distance. The shortage of instructional development grants, limited recognition by departments and institutions in promotion and tenure decisions, and minimal instructional design support are all areas to improve in for the future of distance education courses by all educational establishments (Berge, 1998). According to Bonk (2001), “recognition, collaboration, technical support, online sharing of pedagogical practices and instructional design assistance are all ways to increase the adoption of web-based technologies in college teaching” (p. 2).

Increases in pay and recognition reward those who go above and beyond at work, but distance education staff are lucky to be able to work from anywhere and at any time, compared to those who are forced to be stuck in a cubicle throughout their work day. Brick and mortar institutions will always serve a need, but they may soon become unattractive to their clients and everyone's busy lifestyles. In the past 10 years, there has been a tenfold increase in online organizations, schools, and businesses; the growth in online education and businesses may be phenomenal in the future.

Institutions should recognize the unique role of an online instructor, and incorporate appropriate compensation when planning distance education initiatives. A number of institutions have found that special upgrades in office computer equipment are well received, as are adjusted salaries and course load. Recent investigations have indicated that low-cost incentives such as public recognition, notes of appreciation, or special parking privileges are also effective demonstrations of support.

One of the major reasons educators resist teaching online is due to a lack of pedagogical training and technical support. Instructors must be trained or have actual experience with online learning before they can be expected to be online teachers (Berge, 1998). With any new idea or invention, training is needed to be able to use the product appropriately. Without training, it would be difficult to fully understand the purpose of any product. For this reason, training should be provided to instructors who are new to the distance education process. The purpose is not to undermine the instructors; even the best of teachers and professionals could always use a little extra help and guidance for any new information or technology that is introduced. The sharing of information is beneficial to everyone, students and teachers alike.

Information seminars and training groups could be held to aid in the teaching process for distance instructors. In this way, the training sessions will not be like a classroom where the teachers are being taught; rather, it will be an open discussion room where ideas are exchanged on the best ways to teach at a distance in the best possible way. The roles of instructors, their current technology use, and their teaching experience should be discussed and combined in order to develop a final model on best practices distance education.

The instructor has the responsibility to present the materials for the course in a way that can be easily understood by the student who is not physically present. With distance learning, all students are doing the work at different times and asking questions at different times, while there is still only one instructor who is responsible for all the students. For this, the instructor needs to be trained and prepared for the change. Time availability and awareness of each student's progress are also important aspects of online learning. All students will no longer be submitting assignments and tests simultaneously. This could be both advantageous and a detriment, as the instructor needs time to pace him/herself as each student turns in the assignment, but would also have to be available at different times in order to make sure all questions are answered.

The strengths, weaknesses, opportunities, and threats all have to be combined into one blended course that can be presented to instructors to help them in making the distance education class as successful as possible for each student. Programs that offer credible and ongoing training in how to teach at a distance, instead of merely trying to manipulate new instructional technology, would prove the best way to coach instructors in distance education course development (Beaudoin, 1990).

Interaction with students is one of the most gratifying aspects of teaching. For some, the lack of direct contact with both students and faculty is an issue. The social role involved with being a distance educator is to create a friendly environment for the students. Good teachers often send out welcome messages, use a personal tone, and send prompt feedback with specific examples and references. Keeping a constant flow of communication with students, and encouraging communication amongst the students will promote a successful outcome (Berge, 1998).

Distance learners should be just as aware of their responsibilities and expectations in the class as is the instructor. Both working hand in hand will ensure that the course objectives are fulfilled and should predict a successful ending. It could also prove successful if instructors join national organizations or even local groups or associations that have the common interest of instructional technologists and distance educators. Blogs, communication through Skype or Google, or internal meetings among colleagues to network and collaborate on ideas are other ways to gain others insights and share ideas. Communication is key to facilitating a better understanding of the instructors and also the students. It assists in closing the mental distance between teacher and student, and reduces the feeling of isolation amongst students. Empathizing with students helps to optimize their educational opportunities.

Constructivism may be the best approach to teaching distance learning classes. Constructivism replaces the standard curriculum with an approach to encouraging problem solving within the context of a person's previous knowledge. Instruction is based on the combination of structure and subject matter to produce cognitive changes in the student. Constructivist instructors style their teaching strategies to encourage students to interpret, analyze, and predict information. Forums and discussions are used for the enhancement of student interaction (Phillips, 2000). Facilitating an online class is very different from a face-to-face class because of the physical distance and lack of personal interaction. The student is required to act upon the environment to acquire knowledge, and firsthand knowledge is gained through the experiences of the students and their interaction with the environment. The instructor is encouraged to focus more on discussions, asking questions, prodding for student responses, synthesizing and summarizing key points, and helping students develop themes to link class resources and outside readings (Gold, 2001). The class should not be based on following a list of instructions given in the syllabus. Syllabism is a phenomenon that can occur in a distance education course; it is the inclination for students to focus solely on the syllabus assignments rather than interact and actually learn the material presented. Instructors should not only check assignments, but should also check participation and the quality of the work and answers produced by each student. In a constructivist setting, learning is not about producing specific outcomes, but the process by which those outcomes are produced (Phillips, 2000).

Some applaud the efforts and opportunities offered through distance education courses, while some are still in the gray area as to how to take these new changes. There are many barriers that cause doubt in people about the success of these courses. Online educators have expressed a desire for more pedagogical tools, advice, and communities for online teaching and learning efforts. Professionals in the distance education field can improve strategies to attract and motivate faculty by identifying these needs and the barriers that accompany them, and in turn, increase the prestige and acceptance associated with online learning programs. Distance education stresses learning, rather than teaching, and is based on the principle that the key to learning is what students do, not what teachers do. Instructors must be adept at facilitating students’ learning through particular attention to process, unlike classroom-based teachers whose traditional role is largely confined to selecting and sharing content. The obstacles that need to be overcome are not impossible and distance education will continue to improve and to satisfy the demands of both students and instructors.