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The Effects of Distance and Online Learning on Student Perception and Performance

Literature Review Annotated Bibliography


Katherine Figueroa
Liberty University Online
EDUC631
July 3, 2015

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Abstract:
Distance and online learning have fast become a growing trend around the world. It comes in
many forms and is appealing for many reasons. The rampant development of technology and
increased accessibility to various modes of communication has made this form of education a
contender against more traditional methods of education found in brick and mortar settings. It
also provides opportunities for a more diverse population. Classes can be taught in hybrid
settings, completely online, or as Massive Open Online Courses that have little or no cost. Even
though these modalities have been embraced by many they do not come without setbacks. Some
controversy exists with regard to rigor, implementation, assessment, and overall value. This
research paper focuses on the different technological modalities of education offered, including
how the perception of professionals and students involved in the courses are effected.

Key Words: Distance Learning; Massive Open Online Course; MOOCs; Educational
Technology; Online Courses; Hybrid Courses

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Introduction:
Technology has changed the way higher education is approached.
Distance learning provided by accredited Universities and the development
of Massive Open Online Courses have changed the way of traditional
education. No longer confined to brick and mortar establishments, they
have created educational opportunities that may have otherwise been nonexistent and serve a more diverse population. In some cases, there is access
to both modalities wherein the student is able to benefit from the flexibility
allotted by online courses, without sacrificing social interactions with
teachers and peers. These three mediums essentially provide learners with
the opportunity to increase their knowledge, but there are many issues that
exist and have created debate within the educational community. As they
continue to evolve, so do the perceptions regarding their effectiveness as it
pertains to educators and learners.

Distance Education and Hybrid Models


The advancement of technology has opened the door for many
platforms in education. One way it has influenced educational society is by
providing learners with the opportunity to pursue their education in places
outside of the traditional brick and mortar establishment. (Gedera, 2014;
Simonson, 2009; Spector et al, 2014) Distance education classes are
essentially completely online and instructors use Learning Management
Systems to administer the course. There is no face-to -face interaction and

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forums are established to discuss learning objectives. Various systems are
used for communication and submission of assignments to create the virtual
classroom. These same systems are implemented in hybrid courses with the
inclusion of set classroom meetings.

Effects and Perceptions of Distance Education


There are many advantages and disadvantages for internet-based learning, whether it is
completely online or a hybrid version. One advantage to internet-based learning is flexibility. In
non-formal settings learning management systems make it possible for classes to be held at times
that are most convenient for the learner, while giving access to the necessary information to be
successful within the class. (Gedera, 2014; Simonson, 2009; Spector et al, 2014)
Learning Management Systems are helpful to the instructor since they have many features that
help manage the course. "Such features assist them in administrative issues (such as enrollment),
allow them to create courses with many different activities and resources, support
communication between teachers and students as well as among students, and much
more."(Spector et al, 2014,p.777) It creates a forum in which everyone can communicate
effectively. This allows for learners to work together within their own time frame and at their
own convenience catering to their diverse needs.
A disadvantage to internet-based learning is the lack of social interaction, with the
exception of the hybrid course. Many times learning can feel isolated even with all the
collaboration that is incorporated. Simple questions turn into a process within a learning
management system. They also "typically do not consider individual differences of learners and
treat all learners in the same way regardless of their needs and characteristics."(Spector et al,

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2014, p.777) Time management can also be an issue for internet-based learners, and difficulties
with personal technology can definitely factor in. Learning management systems can sometimes
be overloaded causing complications with submitting assignments and leading to frustration.

There is also the assumption that all students are technologically savvy especially since
technology is so rampant. (Clay-Buck and Tuberville, 2015) For the educator it creates a
dichotomy in which not only the course material needs to be taught, but also the
technology used to implement the learning outcome. Substantial systemic changes will
likely need to be made in educational systems, administration, and resources in order to support
teachers making these types of transformation. (Spector, Merrill, Elen, & Bishop, 2014, p850)
Another factor that comes into play is the effectiveness of the course and how it is
perceived in different ways, as there are many factors involved that have not been correlated
between technology transforming teaching and learning. (Gedera, 2014) There have often been
questions of rigor and assessment associated with online education versus traditional methods.
Simonsons Equivalency Theory affects how educational institutions develop, implement and
manage learning distance programs. The premise of Equivalency Theory is the concept that
online education should be equivalent to traditional education in regard to rigor and learning
outcomes. It should also be equivalent in the amount of support and guidance provided to online
students that onsite students receive. (Simonson, Smaldino, Albright, & Zvacek, 2012) The key
to achieving online courses comparable to onsite courses is quality control and effective
planning. Just as accredited universities are held to a particular standard of quality education and
systems are placed to maintain these standards, online universities are subject to the same
expectations with consideration to the difference in modalities. (Simonson, Smaldino, Albright,
& Zvacek, 2012; Holder, 2015) Since they are different forums, tactics that are used in a

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traditional cannot all be transferred to online courses. The learning outcomes must be equal, but
that does not mean the process is identical. (Simonson, et al, 2012). However, a study
conducted by Christopher University Online revealed that the learning results obtained in online
courses was comparable to the learning results found in traditional classes especially since it is
based on student centered learning. (Mulligan & Geary, 1999)
MOOCS
One development that has significantly changed the way education is
approached is the creation of Massive Open Online Courses, otherwise known
as MOOCs. This emerging platform evolved as a means to meet the needs
of the people seeking higher education to improve their lives. Market
demands for more affordable education, that was meaningful in real life
applications, were at the forefront for developing options that would satisfy
the learning community. (Baggaley, 2013) Technology has become an
integral part of formal education and self-education. Massive Open Online
Courses contribute to both forms of education and has significant effects on
education as a whole.

Controversy Regarding the MOOC


As technology continues to develop and access to the world around us changes, so does
the modality in which we learn. In order to benefit from the new technological resources in
education, one must also adapt to new ways of accessing and processing information. One
development that has significantly changed the way education is viewed is the creation of
Massive Open Online Courses otherwise known as MOOCs. This new approach to education

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has been generating various conversations and views within the education realm. As
developments in MOOCs emerge, so does the controversy surrounding them.
In his article, Revolution Hits the Universities, Thomas Friedman discusses the impact
of MOOCs on higher education on a global level. MOOCs are the revolutionary means by
which learning can be globalized and available to everyone who seeks it. In an excerpt from The
End of Education: Redefining the Value of School, it is apparent that Neil Postman does not share
Friedmans enthusiasm regarding the dissemination of education on such a wide network. He
does not address open online courses in particular, but he does discuss incorporating technology
into education and how this new way of acquiring information affects learning. Though they
both may see integration of technology as a benefit to education, they disagree on some main
issues.
Albeit Friedman and Postman see technology as beneficial to education, their perceptions
on how it should be incorporated and used differ. Friedman views accessibility of knowledge
globally as a way to improve the needs of the world. Nothing has more potential to lift more
people out of povertyto unlock a million more brains to solve the worlds biggest problems
to enable us to reimagine higher education than the massive open online course, or MOOC
(Friedman, 2013) He sees the MOOC as a way to reach a higher number of learners and tap in to
an exponential amount of potential that can improve the world in ways that have never been
thought of previously. Access to information and technology are the precursors to active
learning. Creating a forum that moves across socio-economic lines is a way to grant access to
learning that was previously relegated only to those with the means to access it. Postman thinks
of education and learning on an individual level. He does not see the whole contributing to the
individual, but rather how the individual plays into the whole. Postman acknowledges

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differences in family structure and social issues create disparity amongst learners, but he does not
believe accessibility to information necessarily means people will know what to do with the
abundance of information. While Friedman views MOOCs as a way to reach students with these
issues and provide them with a quality education, Postman does not think the virtual world is the
best environment most conducive towards learning.
Friedman is convinced that through the capacity of MOOCs reaching a much broader
demographic, this will be beneficial to world of education. He envisions schools in dilapidated
buildings in third world countries, with high-speed internet access to connect the laptops to
higher educational resources, as a step forward in the educational process. While Friedman
views MOOCs as a way to reach students with a variety of issues, in effort to solve those issues,
Postman believes school structures are important to help the development of students and not just
provide a place for the distribution of information. Computers, and access to them, aid in the
acquisition of information, but do not induce the thirst for knowledge. They do not help the
learner discern how to use the information once it is acquired. Isolated and subpar learning
environments do not contribute to learning, as there are other facets involved. These are serious
matter, and they need to be discussed by those who actually know something about children from
the planet Earth, and whose vision of childrens needs, and the needs of a society, go beyond
thinking of school mainly as a place for the convenient distribution of information. (Postman,
The End of Education, p.42) There is a social aspect that is lost, a motivational void that cannot
be replaced by access to information alone.
Friedmans (2013) vision views technology as a way to improve education by providing
the means. He believes if people are given the opportunity to invest in themselves and focus
their education in a way that is meaningful to them individually, they will use the information

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and knowledge as a way to solve the worlds biggest problems. MOOCs would provide
access to the best educators in any number of fields that would help us in a more effective way.
Essentially they would bring people together through self-direction, crossing over divides of
economic differences. Personal motivation will determine the success of the learner. Postman
believes this is true of some people, but is the exception rather than the rule. He does not think it
provides equal opportunity for learning across economic social classes. The god of Technology
may also have a trick or two up its sleeve about something else. It is often asserted that new
technologies will equalize learning opportunities for the rich and poor. It is devoutly to be
wished, but I doubt it. Postman further states, the benefits of new technologies are not
distributed equally among populations.(The End of Education, 1995, p.47)
Friedman believes MOOCs are the answer to educational discrepancies. He sees
MOOCs as a way to level the global playing field as there is an increase in the market demand.
He believes that this is a new platform for innovation, as the federal government, parents, and
students demand more affordable accessibility to higher education. (Friedman, 2013) He
considers MOOCs to be a real revolution that has grown significantly in its first year of
inception. The main benefit is to people who want to pursue a higher education and focus on
individual development. According to his philosophy, there is a disconnection between the
current job market and the skilled workers needed to fill the positions. Using MOOCs would
allow motivated individuals to pursue an education more in line with career goals. The cost of
education is so high and the return is so low, that he sees MOOCs as a way to specialize in
certification that would increase peoples opportunity toward gaining success.
However, Postman believes, The computer does not solve any problembut
exacerbates one. People will learn to navigate technology regardless if it is taught in school. He

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does not see a need to teach something people will learn on their own, which is similar to the
concept Friedman postulates. The difference is the need to keep up with current technology vs.
self- motivation. According to Postman, the motivation to learn is found in classrooms where
students individual needs are subordinated to group interests,(Postman, 1995, p.45) and not in
isolated junctures of self-teaching. He states, Unlike other media of mass communication,
which celebrate individual response and are experienced in private, the classroom is intended to
tame the ego, to connect the individual with others, to demonstrate the value an necessity of
group cohesion. At present, most scenarios describing the uses of computers have children
solving problems alone.(Postman, 1995, p.45) Just because there are more avenues to acquiring
information, it does not render schools obsolete. Students in the 21st century are surrounded by
technology with access to a wide array of information. Technology is second nature to the
generation exposed to it. However, he does not think isolated instruction is the best pathway to
learning. The motivation required to use technology is something that is not inherent and other
forums must be used to cultivate the dire to learn. School is a way to help develop social
interaction, and is lacking in the isolated world of the MOOC. Even though the MOOC is
designed to interface on a global level, it is important to discuss what we will lose, if they enter
a world in which computer technology is their chief source of motivation, authority, and,
apparently, psychological sustenance.(Postman, 1995, p. 41)
Thomas Friedman and Neil Postman both see technology as an innovative way to
supplement education. However, the impact on education varies in both perspectives. Friedman
views massive open online courses as the problem-solving wave of the future. Isolated, selfdirected, individualized learning plans benefit those students that would otherwise not have
access. Because education is more accessible to them, they are able to contribute to society on

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larger scales. Postman views technology as a way to access information on a grand scheme, but
does not believe that access to the information constitutes the ability to learn and use the
information in a way that is meaningful. Though both perspectives make valid points, it is only
with time that the true benefits of technology on active learning will come to fruition.

Effects and Perceptions of the MOOCs


One effect of the emergence of MOOCs is increased access to
professors and universities students may not have access to under other
circumstances. Top degrees cost top dollar, and many students are not in a
position to financially obtain these degrees. However, MOOCs do not offer
degrees, but certificates of learning. (Krause, 2013) They are designed to
support individuals who are looking for specific knowledge, whether it is work
related or for personal improvement. Students are able to obtain certificates
that are tailored to their individual needs. For example, they may obtain a
certificate that is specific to their job field for advancement, or pursue a
personal interest that they may not have otherwise due to cost or
availability. MOOCs might never count for bona-fide college credit, but they
can still be a valuable learning opportunity for millions of self-motivated
people not interested in a credential but just a topic, a sort of Edu-tainment
for those who want to learn something for the sheer joy of learning
something.(Krause, 2013, p.694) This new prospective on learning will have
further effects on traditional education that may not be so beneficial.

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Because MOOCs are a platform of information provided by universities,
conflict may arise regarding the validity of the certificates obtained and how
they impact traditional education. Coursera and similar platforms are
destroying traditional education. (Rice, 2013, p.695) Even though there
may be thousands of other students enrolled in the same course, MOOCs are
geared toward individual learning online in a forum that is generally isolated.
MOOCs eliminate the valued person-to-person contact that traditional
classrooms support. (Rice, 2013, p. 696) Students are enrolled in online
courses, with students from all over the world, who are also self-directed in
their learning. While this may be acceptable for classes that are content
knowledge based, classes that are used to develop a specific skill such as
writing may suffer.
According to Kate Keifer, in an excerpt from Brave New Classrooms, it
is important to not just see education as a way to meet necessary
requirements for graduation, but as a way to build community and improve
writing practice. Building trust and community based on a safe learning
environment is imperative to developing writing skills. When students
respond perfunctorily if at all in online discussions of rhetorical contexts for
writing, then their understanding of writing is seriously diminished. When
students do not know each other or rhetorical principles very well, they are
less likely to trust the commentary on peer review of drafts or to give
commentary that will appreciably improve a peers understanding of
rhetorical choices. Without significant interactions about how writing works

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in context, students simply take much less away from online courses.(Keifer,
2007, p.149) In other words, writing is not only about the self but also for
an audience. If there is not much interaction with the audience during the
writing process, then something becomes lost.
Technology can be a helpful tool in writing development. Tutorials can
explain specific writing techniques and supplement areas of difficulty.
MOOCs can also be seen in this way since they mostly consist of prerecorded video lectures, a podcast university of such. This does not suffice
in full context of learning. The forum for learning is so vast that the
individual interaction between students, and the interaction between the
student and instructor becomes the white noise of thousands of posts in the
discussion forums. (Krause, 2013, p.690)
According to Krause, a writing teacher himself, the writing component
of the course he took left a lot to be desired. Students graded each others
papers without any guidance, using rubrics that were interpreted differently
amongst the graders. The hierarchy of education is dismantled because
there is not any intervention from the professor or the assistant. In essence,
without proper training from the instructor on how to use the rubric, it
becomes a situation of the blind leading the blind.

Conclusion
Mark Twain once said, I have never let my schooling interfere with my
education. The effects of distance learning, hybrid courses, and especially

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MOOCs on education have been very controversial. While many may
perceive them as a means to an end, some may continue to see them as an
end to a means. Even though education continues to evolve with the
introduction of different curriculums to support the modern day students,
they always seem to return to methods of old school teaching as most
effective. Distance learning and hybrid courses are very beneficial when
seeking degrees. MOOCs may provide an alternate route to improving the
self and provide a way for students to obtain information in a constructive
medium, but there are still many factors that need to be researched,
evaluated and considered before they replace current educational systems
with valid credentials. MOOCs may be beneficial to society on the grand
scheme of things, and be a valuable resource for educators supplementing
their curriculum, but it will be a long time before they replace traditional
schooling methods, while distance learning and hybrid classes are already on
their way.

References:

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