Becoming an Online Distance Learner: What Can be Learned from Students' Experiences of Induction to Distance Programmes? Export

@article{citeulike:4202800, abstract = {This paper reports the findings of a qualitative study that investigated the experiences of distance learners beginning online Master of Education programmes. The research explored students' induction (referred to as "orientation" in some contexts) to the programmes, and three key areas are given consideration in this paper. First, the opportunities and constraints provided by the technology in terms of introducing students to their online studies and the online environment are discussed. Second, some human elements are examined; namely, students' needs, students' relationships with fellow students, and the role of tutors. Third, there is a discussion on the development of online learning communities; their role and importance, and how students might be effectively integrated into them. Some implications for online teaching and learning are outlined and recommendations for online induction are provided. The paper concludes that a fundamental understanding of both students' needs and their initial encounters with online distance education are important to ensure effective support is provided when students commence their studies.}, author = {Motteram, Gary and Forrester, Gillian}, citeulike-article-id = {4202800}, citeulike-linkout-0 = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ720941}, comment = {http://www.elrc.ac.uk/docs/GaryMotteram030604.pdf}, day = {0}, journal = {Distance Education}, keywords = {induction}, month = {November}, number = {3}, pages = {281--298}, posted-at = {2009-03-21 16:01:32}, priority = {2}, publisher = {Customer Services for Taylor \& Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.}, title = {Becoming an Online Distance Learner: What Can be Learned from Students' Experiences of Induction to Distance Programmes?}, url = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ720941}, volume = {26}, year = {2005} }

TY - JOUR ID - citeulike:4202800 L3 - citeulike-article-id:4202800 N2 - This paper reports the findings of a qualitative study that investigated the experiences of distance learners beginning online Master of Education programmes. The research explored students' induction (referred to as "orientation" in some contexts) to the programmes, and three key areas are given consideration in this paper. First, the opportunities and constraints provided by the technology in terms of introducing students to their online studies and the online environment are discussed. Second, some human elements are examined; namely, students' needs, students' relationships with fellow students, and the role of tutors. Third, there is a discussion on the development of online learning communities; their role and importance, and how students might be effectively integrated into them. Some implications for online teaching and learning are outlined and recommendations for online induction are provided. The paper concludes that a fundamental understanding of both students' needs and their initial encounters with online distance education are important to ensure effective support is provided when students commence their studies. IS - 3 JF - Distance Education EP - 298 TI - Becoming an Online Distance Learner: What Can be Learned from Students' Experiences of Induction to Distance Programmes? PB - Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914. VL - 26 SP - 281 KW - induction N1 - http://www.elrc.ac.uk/docs/GaryMotteram030604.pdf AU - Motteram, Gary AU - Forrester, Gillian PY - 2005/11/0/ UR - http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ720941 ER -