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Distance Learning

Distance Learning Links:
Is Distance Learning For Me? | TV Classes | Teleweb Classes | Apply Enroll
Student Resources | Faculty Resources | Faculty Directory | FAQ's

There are two self-assessments included here. One is to determine how prepared you are for distance learning, and the other determines your technology know-how.

Please have a pencil and paper at hand, as you must manually score the assessments at this time.

Self-Assessment: Is Distance Learning for YOU?
1. READING
  A. I consider myself to be a good reader. I comprehend all or most of what I read.
  B. I consider myself to be an average reader. I comprehend most of what I read. I may need to review portions of the text.
  C. I consider myself to be a poor reader. I must review material before I fully comprehend what I have read.
2. COMMUNICATION OF IDEAS
  A. I communicate skillfully through writing. I have time to organize my thoughts and edit my responses.
  B. I communicate adequately through writing, but sometimes work well having the input of others.
  C. I would rather convey ideas as they come to me, vocally. I find that I think better on my feet.
3. LEARNING STYLE
  A. I prefer learning material by reading the assignments.
  B. I am comfortable learning from reading, but sometimes need to have things explained to me.
  C. I would rather listen to lectures to gain most of my knowledge, and then use reading to supplement the material
4. FOLLOWING DIRECTIONS
  A. I am very capable of reading and understanding written directions for an assignment.
  B. I can usually understand written instructions, but sometimes need to have them explained to me.
  C. I am most comfortable having the instructor explain the directions to me.
5. WORKLOAD
  A. I believe that a distance learning course should take about as much time as a traditional course (five eight hours per week).
  B. I believe that a distance learning course should take more time than a traditional course (more than eight hours per week).
  C. I believe that a distance learning course should take less time than a traditional course (less than five hours per week).
6. ASSIGNMENT MANAGEMENT
  A. I often get assignments done ahead of time.
  B. I often work best with the pressure of an impending deadline looming.
  C. I often finish assignments at the deadline, or sometimes, a little late.
7. SCHEDULING
  A. I never know, from week to week, what my personal or professional schedule will be.
  B. I usually know what my schedule will be, professionally and personally.
  C. My schedule is similar, week after week, with very few surprises.
8. TIME MANAGEMENT
  A. I look forward to learning new skills.
  B. I feel apprehensive, but try anyway.
  C. I put it off or try to avoid it.
9. IN-CLASS INTERACTION
  A. I feel that high quality learning can take place without having face-to-face interactions. I prefer to think about my contributions before making them publicly.
  B. I can communicate fairly well in speaking or writing, but I'm not a very fast or accurate typist.
  C. Classroom discussion is very helpful to me. I like being part of a lively exchange of ideas.
10. FACULTY INTERACTION
  A. I can go to campus anytime.
  B. I may miss some lab assignments or deadlines if a campus is not open evenings and weekends.
  C. I will have difficulty getting to campus, even in the evenings and on weekends.
10. FACULTY INTERACTION
  A. I don't need a lot of face-to-face contact with my instructors, but I want to be able to ask for help if I need it.
  B. I rarely, if ever, need to be in contact with my instructors. I am good at following directions, and can usually figure things out for myself.
  C. I like to have regular face-to-face contact with my instructors. A good teacher helps me to connect with the subject.
11. TECHNOLOGY
  A. I am comfortable using a computer for writing and email communications.
  B. I am quite computer savvy, and can perform a variety of tasks on the computer.
  C. I am new to technology, and a little intimidated while using the computer.
12. MOTIVATION
  A. I consider myself a very self-motivated and self-disciplined person, who relishes working independently.
  B. I can work independently, but prefer having someone to check in with regularly, to make sure I am on the right track.
  C. I would rather work as part of a group that exchanges ideas on a regular basis.
13. PROXIMITY TO CAMPUS
  A. I live very near the campus, so it is easy for me to take courses on-campus.
  B. Coming to campus on a regular basis is difficult for me. Between my hectic professional and family schedules, it is difficult for me to attend classes at set times and dates.
  C. I don't mind attending courses on-campus, but I would like a little flexibility in my schedule.
Is Distance Learning For you? Scoring
Do you have what it takes to be a distance learning student?

Scoring Grid:

Q A B C
1 3 2 1
2 3 2 1
3 3 2 1
4 3 2 1
5 2 3 1
6 3 2 1
7 3 2 1
8 3 2 1
9 3 2 1
10 2 3 1
11 2 3 1
12 3 2 1
13 1 3 2

Scoring:

34 - 39 points: You are an excellent candidate for distance learning.

16 - 33 points: You have much of what it takes to succeed at distance learning. You may want to start by taking one distance learning (online or by television) course per session. Review the areas on which you scored lowest. A little improvement in these areas will provide greater success at distance learning.

Under 15 points: You may wish to re-think distance learning as an option at this time. Consider lessening the load of your personal, professional or educational life, learn additional computer skills, or managing your time a different way before enrolling in a distance learning course.

An Explanation of your answers:

  1. Reading is a very important component in distance learning courses, since the live instructor-to-student or student-to-student interactions are missing.  Online coursework may appear in a textbook as well as online. Television-enhanced courses all have one or more accompanying textbooks and a study guide.
  2. Whereas, some people learn best by interacting vocally with the instructor and classmates, distance courses rarely give students that opportunity. The primary form of communication in online courses is through writing, so a solid understanding of English is required.  Not all writing is formal. Students in live chat groups often write informally, as if they were speaking.
  3. Most of the information in distance learning courses is gained by reading. In television-enhanced courses, much of the information is audio-visual, but the student must still read the text. Many online instructors put their lectures, or main points of their lectures online. In rare cases, an audio component accompanies the text, but in most cases, it doesn't.
  4. Most instruction will be printed, either online, a text or supplemental book, or in an instructor's syllabus. The syllabus should include times that an instructor is available to explain content to students, and preferred modes of communication (telephone, email, etc.)
  5. Distance learning courses generally require more time per week than traditional on-campus courses.  Many 3-unit courses will require eight hours of coursework per week, which includes reading assignments, doing research, completing class projects, etc.
  6. Students in online courses sometimes wait until the last minute to post completed assignments, because they do not want to be the first one to do so.  Many want to see what others have done so that they can judge if they, themselves, have done enough work on their own. It is best to post one's material before the deadline, so that there is time for others to respond to it. This is how much of the learning takes place in online courses. CTV students should be sure to watch at least one hour of programming per week, while reading the accompanying chapter/s of the text.
  7. Distance learning courses give the student a greater freedom of scheduling.  Students need to have much more self-discipline while taking these courses.  Distance learning, by its nature, is amicable to a student's hectic schedule, but ample time must still be set aside for the class.
  8. It is very easy for students to neglect distance learning courses because they are not subjected to constant guidance from their instructors. Students should have a set time and place for directed study for their online or television-enhanced courses.
  9. Online education is an excellent forum for those who like to think before they speak.  Asynchronous discussions allow for students to read content, think about the subject, and formulate their answer without making snap decisions.  Students can participate in a lively exchange of ideas even asynchronously online.
  10. The less a student relies on face-to-face contact with instructors and other students, the more successful they will be in the area of distance learning. One must be quite self-sufficient and self-motivated to succeed in these courses, without feeling isolated and alone.
  11. Online and Teleweb courses each require a certain amount of technological knowledge.  Online students should have knowledge of basic computer skills, and be comfortable with using a computer for research, assignments and communication with others. There are several tutorials located throughout the website that provide a review of several of the requirements of online education. Students registered in television-enhanced courses should know how to operate and set the timer on their VCR.
  12. Distance learning students must be able to work by themselves, without feeling isolated or alone.  Many courses allow for group work, but much of the research and assignments are usually done by individual students.  Many students like the independence of online courses, but others may find this uncomfortable.
  13. Distance courses are valuable to students who live far from campus, who don't own their own transportation, or who have an ever-changing schedule.  Students who live near the campus, who just want a change, can benefit from distance courses, too.