Distance Education Classroom

ManagementCUR 532

Nathan Spicer, Anna Rainville, Roosevelt Cooper, Claudia Brumfield, Ana Villar

October 12th, 2015

Common Distance Learning Controve

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Instructor Communicati

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Opportunities for ControversyIn the online environment it is expected there will be controversy, this however does not mean a class will be unsuccessful but instead it is an opportunity for growth and learning. In the Asynchronous Format an instructor may not notice that student makes a remark, or says something offensive while the students do. Another opportunity is misinterpretation of a predominant text based communication system. Though we’ve made great strides in projecting our emotions through text, there is still room for misinterpretation. Finally the idea of anonymity, we believe we are invisible to everyone and therefore can say whatever we feel

How to Address ControversyAs a facilitator it is our job to know how to address conflict that may arise within our online environment. One way to do this is by anticipating controversy and setting expectations, if you know a subject is going to evoke controversy curb it by stating your expectations and ensuring your learners are abiding by those expectations. Be on the look out for conflict and unrest in your learners. Skimming the discussion boards is a good way to see if your learners are arguing or having a formal/civil debate. Lastly addressing any interpersonal conflict that may arise. Interpersonal conflict can happen suddenly or it can be drawn out, whenever it does occur it is best to handle it quickly as this can lead to delays in learning .

Factors that can affect Self –Efficacy •In the distance education classroom, there are many factors that can affect whether or not a student believes if he or she is able to master or accomplish a task in an online setting. One factor involves understanding the task or objectives. Another factor involves whether the learner can identify a

learning condition. In an online classroom, it is very hard to foster vicarious experiences because learners are not in a face-to-face setting where they can feed off of each other.

Other factors include not being knowledgeable of technology or content, a lack of confidence, in their ability to excel,

stress, Internet and technical issues, and accepting the fact that the major responsibility of becoming successful lies in their hands. It is entirely a different ballgame when going from a structured, traditional setting to one that is more

rigorous and challenging.

Way to Minimize the Impact of Factors that Affect Self-Efficacy

Having strong self-efficacy beliefs, such as feeling good about oneself and their desire to complete a task, is a way of

minimizing the impact of the factors associated with self-efficacy. Another way is to improve ones emotional state of

mind in which one perceives certain tasks. A sense of community must be established. Being able to build a sense of community where one collaborates with others that are on similar levels of abilities and content knowledge. Engaging in groups with others that promote positive self-efficacy and

being able to identify with those that have perceptions similar to theirs in being determined to master objectives

and being victorious in task completions.

Instructors provide direction to help students work

together towards a common goal

Students connect with each other rather than operate as individuals to improve collaboration.

Factors That can Affect Students Self-Efficacy

For individuals who are not familiar with

distance learning, starting an online course can be intimidating and can possibly lower their sense of self-efficacy, as

they are not yet mastered the distance-

learning classroom.

Lack of experience: Distance-learning educators should

provide clear task and objectives for students to complete on the first

few days of class to help build a comfortable

environment for students

Physiological factors influence self-efficacy: In a traditional classroom experience, educators

can see signs of nervousness or

confusion. Online educators should take

a very proactive approach in decreasing

student stress and anxiety. In the

beginning of a course educators should build rapport with students by giving feedback to

students.

ReferencesBower, B.L. (2011, Summer). . Online Journal of Distance Learning Administration, IV(II), 1. Retrieved from http://www.westga.edu/~distance/ojdla/summer42/bower42.html

Valentine, D. (2002, Fall). Distance Learning: Promises, Problems, and Possibilities. Online Journal of Distance Learning Administration, V(IIi), 1. Retrieved from http://www.westga.edu/~distance/ojdla/fall53/valentine53.html

Faculty Focus (2015). Promoting selfefficacy online classroom. Retrieved from http://www.facultyfocus.com/articles/online-education/promoting-students-self-efficacy-online-classroom/