Efficient Interaction in Distance Learning Classroom

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Abstract

The emergence of information technology has increased dependency on distance education by a significant number of learners in the modern era. However, a series of studies seem to question the efficiency of distance education in terms of pedagogical strategies, the learning techniques, and the instruments that support web-based education systems.

The problem is that the number of enrolments in the online form of education is augmenting, even as the knowledge regarding the factors that influence the effectiveness of distance education continues to be scarce. In this view, the main intent of the proposed research is to examine issues surrounding the efficiency of virtual learning, while highlighting factors that determine efficient interaction between learners and instructors.

The proposed research will utilise a case study, where mixed methodologies will be applied in collection data through questionnaires. Since it will be a mixed methodology, both qualitative and quantitative techniques of data collection and analysis will apply. All ethical principles of research shall apply in protection of the rights and the dignity of 75 participants.

Research Problem

Whilst technology gradually simplifies life by transforming professional activities and learning experiences, its efficiency in distance education has become a questionable matter. According to Kim, Kwon, and Cho (2011), educational trends show that virtual learning is becoming a dominant form of learning because it enables learners and instructors to connect and interact through the Internet despite their geographical distances.

Although various forms of virtual learning approaches are becoming eminent and progressively transforming the learning experiences of online students, a series of questions regarding the effectiveness of distance education are constantly increasing (Bouhnik & Marcus, 2006). The problem is that the number of distance learners is augmenting steadily, but knowledge about factors that influence the efficiency of distance learning is comparatively low.

In a broad perspective, the main intent of the proposed research is to examine issues that surround distance education, while highlighting factors that determine learning efficiency. Specifically, the purpose of the proposed research is to examine factors that influence efficient interaction between learners and instructors in virtual classrooms.

Research Rationale and Significance

Online learning has become the most utilised form of learning, with learners and instructors having the freedom to set convenient schedules and achieve instant feedbacks through virtual classroom (Kim et al., 2011). This form of learning seems to permeate rapidly into learning institutions and modern societies, and consequently, alters the traditional learning environment into a modernised educational environment supported through computer technologies (Moore, 2001).

The rationale behind this intended research is the growing evidence that points out that efficiency of distance learning is dependent on several issues associated with instructional techniques, learning strategies, and the medium of communication between learners and instructors. The foremost interest of the study is to investigate the factors associated with efficient learning in the modern e-learning strategies, examine the perceived significance of distance education, and find possible solutions to address the rising quandaries in the virtual learning practices.

The intended research would be beneficial to three major actors in the distance education fraternity: instructors, students, and policymakers. Distance learning is becoming the most preferred learning strategy because it is convenient to both learners and instructors, but the rising number of participants is worrying given their little knowledge about the determinants of efficient virtual classrooms (Capra, 2011). Hence, this research will enlighten distance learners on the appropriate learning strategies to enhance their performance.

Online instructors have also increased intermittently, but they have little knowledge of the factors that make e-learning effective (Battalio, 2009). The intended research is likely to educate instructors on the significance of instructional strategies and the essential elements of improving social presence in their distance teaching practices. Educational policymakers would have an opportunity to reflect about the efficiency of distance education and devise appropriate means of assessing its effectiveness.

Literature Review

Compared to physical classrooms, the proponents of distance learning argue that this educational strategy fosters convenience in learning because instructors and learners have the freedom to decide and agree on the sessions of learning. Bouhnik and Marcus (2006) argue that learners have the freedom to express their ideas and thoughts, and freely ask questions without experiencing any time constraint or physical absence of lecturers.

Students and learners interact without any restriction and have the opportunity to obtain instant feedbacks through video conferencing systems and the computer systems that allow teachers to provide satisfactory responses to their learners (Moore, 2001). “The accessibility to and availability of the course’s subject matter, as well as related materials, which the student may explore at their own election, contribute to self-learning and the student’s development of independent ideas” (Bouhnik & Marcus, 2006, p. 300). Such online privileges make distance learners an efficient and convenient learning technique to both the instructors and the learners.

From the above perceptions, the idea of flexibility in the distance education emerges as an aspect that makes students prefer online learning instead of physical classrooms. According to Capra (2011), the majority of the modern learners are already employed individuals, who are seeking professional development in their careers. Balancing outside commitments in distance learning seems easier for these types of learners compared to the physical classrooms.

Bouhnik and Marcus (2006) postulate that learners can enrol for online courses within their preferred locations and have the freedom of accessing learning material and instructions from the instructors at their desired time. Regardless of the importance of virtual classrooms, a continuum of studies has emerged in support and condemnation of the distance education. Campbell and Meyer (2009) argue that, notwithstanding the perceived significance of distance education, this modern learning strategy has received criticism regarding its efficiency since social presence, reliability of learning instruments, instructional techniques, and individual learning approaches have become questionable.

Several entwined factors influence the efficiency of learning, with learners, instructors, and practices in the virtual classroom having an overall impact on the success of distance education. Research estimates that between 20 to 30 percent of all learners, who begin virtual learning fail to complete their e-learning courses (Bouhnik & Marcus, 2006). The promises of these online institutions that have come up with distance-learning marketing techniques end up questionable due to the rising number of virtual learners, who dropout (Bouhnik & Marcus, 2006).

Although it may seem uneasy to predict the reasons behind such dropouts or poor performances in the courses offered through distance education, empirical evidence reveals that the learning techniques of students, instructional practices that teachers employ among other social and technical aspects influence the achievement of e-learning (Battalio 2009). Unfortunately, demand for virtual education is rising, whilst most learners and instructors have little knowledge regarding the elements of efficiency in distance learning.

Research Questions

What are the current perceptions of learners and instructors on the efficiency of distance learning or the virtual classrooms?
Given the rising importance of distance learning among learners and instructors, what makes online education more efficient than traditional education?
What instructional delivery strategies or individual learning techniques make distance learning an efficient educational technique?
From the study findings, what can teachers and students do to improve or renovate teaching and learning in the distance education?

Research Design

Research design is an important aspect of research because it determines reliability of study instruments and validity of research findings (Teddlie & Yu, 2007). The proposed research seeks to employ a mixed research design and a case study approach by examining perceptions of students and instructors in the American Intercontinental University (AIU). Case study is a form of qualitative approach that seeks to study individuals using direct observations, interview techniques, or review of documents (Baxter & Jack, 2008).

The study seeks to employ techniques of a case study since it focuses on a specific group of participants, which will allow the proposed research to focus primarily on distance learners and distance instructors. The case study that will be useful in the approach to the questions established is the explanatory case study, since the proposed research involves gathering data regarding the links between learning techniques, pedagogical strategies, and other factors that determine the efficiency of distance education.

The Research Paradigm

In scientific research, the term research paradigm may refer to the general perspective or the intellectual structure that reflects the perceived approach of the research methodology in examining the problem under investigation (Andrade, 2009). The proposed research will dwell on the mixed research methodology, where both qualitative and quantitative research approaches remain integrated in a single research design. The research paradigm in this sense, therefore, will be the interpretive paradigm that would seek to disclose the complex scenario involving the factors that influence the efficiency of distance education.

According to Andrade (2009), interpretive research assumes that reality regarding a certain phenomena or problem contains social realism and that the social interaction between researchers and respondents is meaningful to the ultimate outcome. Andrade (2009) postulates that qualitative case studies normally seek to investigate the problem from the real-world phenomenon, where researchers meet the study participants to collect primary research data that normally deems most valuable in examining a problem.

The Research Methodology

The proposed research will utilise the mixed research methodology that involves a combination of qualitative and quantitative research methods in examining a research problem. According to Johnson, Onwuegbuzie, and Turner (2007, p. 119), “mixed methods research is a systematic integration of quantitative and qualitative methods in a single study for purposes of obtaining a fuller picture and deeper understanding of a phenomenon.” Mixed research allows investigators to integrate and use qualitative and quantitative approaches in tandem with data gathering and data analysis phases (Johnson et al., 2007).

Mixed research methodology or the mixed method research, allows the use of multiple research techniques to address a single research inquiry and focuses on questionnaires, interview schedules, and observations as data gathering techniques (Johnson et al., 2007). The proposed case research design intends to use questionnaires as the data collection instruments through which the researcher will collect the ideas, opinions, and perceptions of distance learners and instructors regarding the efficiency of distance education.

The Research Participants

The qualitative research study is a primary research that will seek to investigate the perceptions of learners and instructors regarding the effectiveness of the distance education (Baxter & Jack, 2009). A primary research must always contain participants or respondents responsible for providing answers to the research questions, which are essential in the ultimate findings (Teddlie & Yu, 2007). The participants of the intended research are the students (learners) and the teachers (instructors), who are purposefully sampled from the students in the American Intercontinental University.

For the students, the research will target approximately 65 second and third-year undergraduates in any of the courses offered in the AIU. The research assumes that the two types of undergraduates have adequate experience with the distance education and their resilience so far, is very significant in unravelling major issues in virtual classrooms. The study will consider selecting about 10 teachers, who have more than 10 years of experience in distance teaching and thus making a total of 75 participants.

Data Collection Methods

The proposed research intends to use self-administered open-ended and close-ended questionnaires as its main data collection instruments for investigating the research problem identified. Lietz (2010) states that mixed research method allows researchers to collect data from participants using questions or interview schedules, but the ease of designing and administering questionnaires makes them appropriate for mixed method.

Since the study is an institutional task, the use of questionnaires is important because of their simplicity in construction, cost effective in administration, and the ease of data analysis and interpretation (Lietz, 2010). The proposed research will seek to use approximately 90 questionnaires, 75 for the real study and 15 questionnaires for the pilot study, which would help in examining the reliability of these questionnaires before the actual study. The researchers will develop the questionnaires through the support of experts from within the institutions and seek relevant materials that would assist in the development of the questionnaires.

Data Analysis Strategies

During the data collection process, the study will collect both qualitative and quantitative data. According to Johnson, Onwuegbuzie, and Turner (2007), open-ended questionnaires collect qualitative form of data, while the closed-ended questionnaires collect quantitative form of data. The two forms of data require different, but corroborating techniques of analysis to evaluate the participants’ responses. For the qualitative data collected from the participants, the researchers will consider employing qualitative data analysis techniques, where inductive approaches of assessing responses, patterns, and relationships between ideas and perceptions will be applicable.

According to Baxter and Jack (2008), qualitative data analysis focuses on an in-depth and comprehensive understanding of the ideas, notions, and perceptions of the participants, while quantitative data analysis remains interested in the association of various discrete variables. To examine the close relationships that exist among the discrete variables, the quantitative data analysis for this study will involve the use of Statistical Package for the Social Science (SPSS) software.

Ethical Issues

The issues of ethical research continue to dominate research since protection of research subjects is receiving a growing importance (Orb, Eisenhauer, & Wynaden, 2000). The proposed research will consider ethical principles and practices of research for the study deals directly with human participants, who require protection. During the data collection process, the researcher will ensure that the language used in the questionnaires is ethical, the participants must be over the minority age, and must make informed consent to participate in the study (Orb et al., 2000).

The research will ensure that the responses that the respondents produce are free from manipulation or coercion, and all the respondents will receive fair treatment and respect regardless of their race, physical appearance, religion, cultural practices, or creed (Teddlie & Yu, 2007). Any data gathered through the questionnaires, which contains respondents’ own perceptions and private data, will remain confidential and the researcher shall consider all the right procedures in the dissemination of any piece of information if deemed necessary during and after the research.

References

Andrade, A. (2009). Interpretive Research Aiming at Theory Building: Adopting and Adapting the Case Study Design. The Qualitative Report, 14(1), 42-60.

Battalio, J. (2009). Success in distance education: Do learning styles and multiple formats matter? American Journal of Distance Education, 23(2), 71-87. Web.

Baxter, P., & Jack, S. (2008). Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers. The Qualitative Report, 13(4), 544-559.

Bouhnik, D., & Marcus, T. (2006). Interaction in Distance-Learning Courses. Journal of the American Society for Information Science and Technology, 57(3):299–305. Web.

Campbell, J., & Mayer, R. E. (2009). Questioning as an instructional method: Does it affect learning from lectures? Applied Cognitive Psychology, 23(6), 747-759. Web.

Capra, T. (2011). Online Education: Promise and Problems. MERLOT Journal of Online Learning and Teaching, 7(2), 288-293.

Johnson, B., Onwuegbuzie, L., & Turner, L. (2007). Toward a Definition of Mixed Methods Research. Journal of Mixed Methods Research, 1(2), 112-133.

Kim, J., Kwon, Y., & Cho, D. (2011). Investigating factors that influence social presence and learning outcomes in distance higher education. Computers & Education, 57(2), 1512-1520. Web.

Lietz, P. (2010) Research into questionnaire design. International Journal of Market Research, 52(2), 249-272.

Moore, M. (2001). Surviving as a distance teacher. American Journal of Distance Education, 15(2), 1–5.

Orb, A., Eisenhauer, L., & Wynaden, D. (2000). Ethics in Qualitative Research. Journal of Nursing Scholarship, 33(1), 93-96.

Teddlie, C., & Yu, F. (2007). Mixed Methods Sampling: A Typology With Examples. Journal of Mixed Methods Research, 1(1), 77- 100. Web.

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