Best Practices for Distance
Learning

DIVERSITY, CULTURE AND COURTESY

WHAT IS EXPECTED?

    Instructors will come across students from vast backgrounds and areas around the world through a distance learning environment. This is expected. A best practice to remember is to see this as a positive thing and include and invite the various learning styles that enter the online classroom. Getting students engaged immediately by having materials and presentations ready along. Beginning with

an ice breaker that will help break students in faster and have them actively learning and enjoying the course rather than getting

lost and losing these learning opportunities that should be embraced by them. Another strategy is to be aware of the students and

their range of background knowledge. The more communication and learning provided will create less disrespect and a better understanding of each other within a distance learning environment. Communication can be instant or not depending on how it is used in the course. Students can chat or e-mail and even go through a discussion board solo or simultaneously. Despite all these differences,

the teacher needs to let all students know that she is there for their success individually and will provide ways for all students to

learn to reach their full potential within the class. Also, netiquette is a major best practice to rid the ignorance. Respect should be modeled and expectations should be given up front. Guidelines will be made according to the class and subject and open communication should be welcomed.

LEARNING OPPORTUNITIES

    Research shows that students learn through reflecting on their personal experiences (Dewey, 1993). With this said, having a learning environment that promotes or encourages growth for all learners needs to include an environment that considers interactive communication that fosters reflection (Bandura, 1977). An environment that allows participants to socially interact can motivate learners to engage in deeper, higher level thinking which can result to problem-solving within a learning community (Surbeck et al, 1991). Ways that an instructor could foster this interaction would be to probe students with essential questions that will help students understand the content, reflect through journaling or responding to other’s thinking, and ultimately provide students with immediate feedback. In addition, students could be asked to respond asynchronously or synchronously throughout a given task. Giving the students an opportunity to react, elaborate, and contemplate on certain concepts within the learning community builds classroom culture (Surbeck et al, 1991). It is the job of the participants to set the tone of the learning environment (Simonson et al, 2009). Learning from a distance takes motivation to want to get better or show personal growth and development. Linking diversity, culture, and courtesy together, as well as modeling what is expected within the learning environment will promote the engagement of collaboration amongst the participants.