Online Learning Is More and More Prevailing, Because of Its Convenience and Efficiency

Introduction

Online learning is more and more prevailing, because of its convenience and efficiency to learners. With no boundary of space and time, it provides both synchronous and asynchronous learning for more learners to continue their education.

However, is there any limitation of such kind of education? How could it be improved? Or, how can the whole milieus benefit from on-line learning?

The following paper I researched may have answers to some extent:

(1) Examining the Factors Affecting Students Dropout in an Online Learning Environment (Yukselturk,Erman; Inan, Fethi Ahmet 2006);

(2) The Emergence of Social Presence as an Overlooked Factor in Asynchronous Online ( Thomas G. Reio, Jr. and Susan J. Crim 2006);

(3) Promoting Self-Motivated Learning through Project Based Online Learning

( Kurubacak, Fulsun 2007).

The Summaries of These Three Articles Respectively

(1) Examining the Factors Affecting Students Dropout in an Online Learning Environment (Yukselturk,Erman; Inan, Fethi Ahmet 2006)

Though it attracts more and more learners online, studies showed that the distance education dropout rate is approximately 30%-50% ( Parker 1995; Hill & Raven 2000; Frankola 2001). In Europe,dropout rates in distance education programs typically range from 20 percent to 30percent (Rumble 1992) and Asian countries have recorded rates as high as 50 percent(Shin and Kim 1999). It is higher than that for on-campus learning ( keegan 1990; Morgan& Tam 1999). Based on the concept, this research examined the factors that cause learners to dropout out an online certificate program, and found two main reasons: the learner side and the program itself. The findings show that personal reasons were a primary factor for attrition. Among the personal problems are time, job, finances, family, adaptation to distance learning, etc. In addition, at the end of the paper the author proposed several key principles stated by researchers to design distance education programs, in which, clear objective, individual feedback, communication tool- chat sessions and discussion list ,etc are included.

(2) The Emergence of Social Presence as an Overlooked Factor in Asynchronous Online ( Thomas G. Reio, Jr. and Susan J. Crim 2006):

From the review of the literature, the author cited abundant supports to state that social presence is an important key to understanding communication and to enhancing and improving effective instruction. Failure to consider the relational dynamics in the online setting may produce greater feelings of isolation, reduced levels of satisfaction, less participation, poor academic performance, and increased attrition among distance learners ( Lim 2001;Woods& Baker 2004).

The author also mentioned the interaction, “intimacy and “immediacy” as attributes that enhance social presence ( Argyle& Dean 1965; Wiener& Mehrabian 1968). While it requires further investigation in the area of social presence in online learning, it’s important for educators to design strategies regarding not only cognitive development, but also social presence and collaborative learning at a distance.

(3) Promoting Self-Motivated Learning through Project Based Online Learning ( Kurubacak, Fulsun 2007).

In the first part of the paper, the author introduced what is Project-Based Online Learning (PBOL), and then advocated the profits regarding the involvement of the PBOL as continuity. It presents rather comprehensive aspects. In the beginning, it discussed about the dimensions of self-motivated learning through PBOL, and then, the benefits that PBOL helps for self-motivated learners; for instance, to raise their self-confidence, develop their academic skills, strengthen their relationship, and to practice commitment to the public good, etc. The author also manifested this point in a social aspect , like providing minorities and disadvantages individuals with better access to global knowledge, reduce diverse implication of belittling based on racisms, etc.

In the latter part (actually there’s no distinct priorities about those main concerns, for they are interwoven with one another and logically stated.) , the author proposed the mutual relationship between online learners and online communication workers, and he pointed out their roles and responsibilities. From the perspective of the online communication workers, to design, deliver, implement and evaluate self-motivated learning provide useful assessment methods and techniques for them to improve their understandings about the cutting-edge technologies. Besides,online communication workers must build a framework based on the ideas of promoting self-motivated learning through PBOL to improve the learners’communication styles and abilities related with real-world problems. Moreover, owing to the feature of sharing knowledge online, the PBOL has radical potentials, such as promoting the democratic principles of social justice around the world, and thus has profound effects on self-motivated learning, the author hopes that the theoretical framework helps online communication workers adapt diverse resource, multicultural experience, and egalitarian opportunities and establish public interests encompassing the reflections of every aspect of egalitarian milieus.

References

Argyle, M., & Dean, J. (1965). Eye contact and distance affiliation. Sociometry, 28, 289-304.

Dunsworth, Q. (2007). Fostering Multimedia Learning of Science:Exploring the Role of an Animated Agent's Image.

Frankola, K. (2001). Look Smart FIND ARTICLES. Retrieved August 3, 2007, from

Gulsun, K. (2007). Promoting Self-Motivated Learning through Project Based Online Learning (Rep.). (ERIC Document Reproduction Service No. ED495256)

Hill, J. R., & Raven, A. (2000). ITforum Papers. Retrieved August 3, 2007, from

Keegan, D. (1990). Foundations of distance education. (2nd edition). New York:

Routledge.

Lim, C. K. (2001). Computer self-efficacy, academic self-concept, and other predictors of satisfaction and futureparticipation of adult distance learners. The American Journal of Distance Education, 15, 41-51.

Morgan, C. K., & Tam, M. (1999). Unraveling the complexities of distance education

student attrition. Distance Education, 20, 96-108. Retrieved August 3, 2007, from ERIC database

Parker, A. (1995). Distance education attrition. International Journal of Educational

Telecommunications, 1, 389-406.Retrieved August 3, 2007, from ERIC database.

Rumble, G. (1992). The Management of Distance Learning Systems.Paris: UNESCO. ERIC Document Reproduction Service No. ED364207

Shin, N., & Kim, J. (1999). An exploration of learner progress and drop-out in korea National Open University. Distance Education, 20, 81-95. Retrieved August 3, 2007, from ERIC database.