In this short article, I expose some of the most common and deadly misconceptions about distance learning. And you want to read this. Why? Because if you don’t consider new trends and the potential of distance learning, you may be ignoring or dismissing vital opportunities to increase your professional skills, complete your degree, or expand your professional relationships. That is correct, some of these myths are deadly for you, because although the means to breathe new life into your career are in your home, you are determined to ignore them. Let’s change all that together
Join me as we explore these 7 distance learning myth busters and open the doors of opportunity and empowerment that await as close as your laptop, cell phone, and iPod.
1. You need to be connected at the same time to be able to participate in distance learning. Many people have this idea because they may have participated in workplace webinars – lectures or seminars delivered live over the web. However, webinars are just one of many ways to provide distance education. A more popular format is to use non-simultaneous delivery (or asynchronous as we call it). This format allows participants to log in via the Internet to do their work as needed for their day. Wouldn’t you like to choose the moment when you learn? Another great benefit of non-simultaneous learning is that it overcomes time zone conflicts when grouped around the world.
2. Distance learning is boring and generally canned. This statement might be the case if you are just reading a test or watching a video, but haven’t been to a boring conference? Too much of any mode of instruction can make it difficult to hold people’s interest. Today, well-designed distance learning courses include not only video, text, graphics, audio, and images, but also user-created materials in the same formats. A great course will not only provide learning in a varied format that addresses multiple learning styles and learning intelligences, but will also engage students in active participation! Student podcasts, videos, and online role-plays are just a few examples. Students also post or lead topic-focused discussion forums and solve group simulations. Distance learning can provide a dimension to make learning meaningful and active.
3. I don’t like this “self-paced stuff” from distance learning. Again, distance learning comes in so many modes now that you can have a fully instructor-led course, or one that includes partial independence combined with direct supervision. In some content areas, participants can also be in private learning sessions, just you and the teacher, or with groups. Although generally more expensive, if private learning or tutoring or a specific time frame is better suited to your needs, private learning vs. the group class can be a real asset and incentive.
4. Distance learning is much easier than traditional classes. This concern is raised primarily in relation to academic degrees and could not be more wrong. In fact, students must work harder, especially in the beginning, with online courses. They need to become accountable for their learning and spend more time being self-disciplined, schedule their study outside of the classroom (no classroom time!), And keep track of their deadlines. For some people it is very easy to adapt, for others they have to focus on developing strategies for successful online learning. But once they make the effort, students who take responsibility can begin to fly with the possibilities that lie ahead. Now, doesn’t that lesson have a lot of cross-benefits? Hmmmmm.
5. Distance learning creates greater social isolation. I think most of the people who claim this myth don’t use social media. Otherwise, they would have a better idea of the extensive interactions in the distance classes. Discussion forums, email, and peer dialogue and group projects marked the amount of interaction in a traditional classroom. I always say that face-to-face classes are required out of necessity to play “Beat the Clock”; therefore, the time for student interaction is limited. On the contrary, distance classes can be expanded as much as students want to invest in them. Isolate? Not in our experience, sometimes we have to suppress them!
6. Teachers do not need preparation for a new class: distance learning is like teaching traditional classes. This is a very dangerous myth, because teachers and students will be disappointed in the results if they are followed. While distance learning will be based on the principles of great teaching practice, many specific problems that are different or new must be addressed. For example, because it is part of a global classroom, intercultural communication may be more necessary than usual. Also, whether the classes are taught at the same time or not, a distance audience means different dynamics. It can be powerful and lively, or fraught with problems, but don’t try to get into this format unprepared.
7. No orientation needed for students. Students use the same skills as a traditional class, just plug it in and go! Many organizations have struggled to follow this approach, and so have their participants! From technical support to study skills, time management to registration, needs and processes, people must break their assumptions and rethink the needs of the remote learner. When addressed, the approach unleashes a vibrant global classroom.
Next steps. Hopefully, this short article has asked you some new questions and challenged some of your previous assumptions or opinions. Consider enrolling in a distance learning course that has acquired a good reputation. Try e-learning for yourself and reflect on how this experience can be helpful to you, your family, and colleagues in meeting your personal and professional learning needs. From completing an academic degree to language learning to prepare for your next trip to Spain, or strategies to restart your dream career, opportunities can be as close as that computer, iPod, or cell phone, if you give it one. opportunity and follow the advice. on.
