Significant Issues In Communication in Distance Education Learning

With the developing educational technology, learners must accept the new ways of learning. With infrequent face-to-face meetings between tutors and learning causes frustration in communication and impede the learning process. Some learners are not able to cope with distance learning and expect the instructor to play an important role in their academic success. Learners have the power to act when they are motivated, engaged in the class, socialize, and are self-directed. Studies have shown that student’s that lack identity and self-efficacy have a difficult time successfully completing distance online programs. Data from a recent study reveals a positive change when the student has strength in language and writing skills (Rowe, 2014).

An issue in communication can be the design and delivery of how instructions are presented to the learner (Finkelman & Kenner, 2012). It is important to set expectations for the learner to encourage student participation and involvement during the learning process. The online instructor will focus on time management, promote active learning and foster student faculty interaction and evaluate learner outcome throughout their academic journey. Faculty need to address the development needs of student’s engaging in online learning by developing leadership skills through communication to help with time management, self-disciple, and utilizing resources to facilitate student learning (Rashid & Rashid, 2012). The educator retains responsibility for identifying the expected outcome of the course by designing learning activities that promote active student involvement in the learning process. Communication interference can be related to the student’s difference in age, diverse educational backgrounds, variety of work experience, or lack the learning skills needed for successful outcome.

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