The Desocialization Aspect of Distance Learning
Research Aims:
This proposed research attempts to achieve the following objectives:
1. To determine the factors, requirements and principles of distance learning as a tool in the socialization and learning processes of students
2. To determine the effects of distance learning on the socialization/desocialization process of the students
3. To analyze the effects of distance learning on students in terms of their social relations with other students, participation in the academic process and their perception on the other actors in the distance learning program
4. To evaluate the strengths and weaknesses of current distance learning strategies and programs particularly its ability/inability to foster a viable environment for socialization
Research Questions:
In accordance with the research aims of this proposed study, the following will be asked:
1. What are the distance learning strategies and programs employed by teachers and school managements?
2. What are the effects of distance learning and socialization of the students and teachers in terms of perception of other students and teachers, participation in academic activities and their social relations with each other?
3. How does this perception affect the effectivity of distance learning in terms of the socialization process of the students vis a vis the traditional studying?
4. 4. What are the strategies that teachers and distance learning managements must practice to effectively achieve a sociable environment with their students?
Introduction
Distance learning has grown significantly over the past several years. With the advent of different discoveries and latest in technology plus the impressive increase in the powers reach by human minds, distance learning has greatly improve and continuously improving the system of education. The growth of distance learning offerings in accredited higher education institutions during the last years is not surprising given the growth of the Internet and “e-commerce” during the same period.
It is important to examine the underlying assumptions of distance learning educators and students about the purposes of schooling, how students learn, personal and social goals that can be reached in the context of schools, and the role of the teacher in facilitating the accomplishment of these goals. In addition, students learns how to socialize in the traditional setting and learn to behave in a socially responsible manner so that they can cooperate and collaborate, treat others with respect, listen and learn from others, and yet take responsibility for their own actions. Such principled views of the functions of schools give guidance to the teacher’s communication, management, and organization of the classroom. This in turn would have a significant impact on the academic performance by students. However, the advent of distance learning deconstructed these assumptions and brings in new sets of values and strategies, which may or may be different from the traditional method.
This proposed study will determine the prevailing distance learning techniques by educators and how it can/cannot affect the socialization and personal development of students. Factors such as attitudes towards learning and on other students will be analyzed on the basis of their participation and involvement on distance learning. Moreover, a statistical analysis based on a research-conducted survey will be done to show the correlation of distance learning and socialization of the students. The degree or level of its impact will be evaluated to test the hypothesis of this proposed paper.
Conceptual Framework
The chief objective of the school is the promotion of learning and more importantly, the socialization of students as individuals. All activities of the school are, or should be, related directly or indirectly to this purpose, and the extent to which the school and its personnel have succeeded or failed is reflected in the amount and kind of social interaction that takes place. Further, students perception of the learning environment and how the student views the distance learning technique significantly affects the kind of social relationship that they may have. This perception is molded not only in the actual learning process but also on factors such as distance, interaction and visibility.
This proposed paper should utilize the activity theory. The activity theory offers a powerful framework for analyzing activity systems for the purpose of designing SCLEs and for understanding the activities of an instructional design community engaged in designing such learning environments (Jonassen and Land, 2000).
Rohrer-Murphy and Jonassen (Jonassen & Rohrer-Murphy, 1999) described how activity theory might be used as a framework for designing constructivist-learning environments by analyzing the activity systems that are being simulated in the learning environment. Just as activity theory itself is a constantly evolving multivoiced activity system, so are the conceptions of how it can be used to model activity systems in learning environments. Asmolov ( 1987) believed that “the principle of historicism…. pervades all investigations using the activity approach.” That is, the development of our understanding of activity theory and its uses for designing student-centered learning environments (SCLEs) is historically mediated; it changes over time. As theoretical foundations of SCLEs coalesce (as described in this book), our understanding of how to design them also clarifies.
Review of Related Literature
Distance learning is perceived to create difficulties in administering and fostering an environment not only for learning but also the socialization process of student alike. Since the classroom is perceived to be a potent force in the socialization process of every human being, it had been a traditional belief that students must stay in the school. The connection between socialization and distance learning by students has been increasingly explored and examined by scholars and educators. This correlation can be exploited to solve the issue on how to foster a learning environment and ultimately, to improve the socialization aspect of distance learning by students.
Appearance talks, making statements about gender, sexuality, ethnicity and class. In a sexually, racially and economically divided society all those visual statements add up to an evaluation of power particularly in the classroom where students often appraise the authority of their teachers based on the perceived authority they dress invokes (Chapkis and Buurman, 1986).
There are other aspects to teaching besides “conducting lessons (Schorling and Wingo, 1960).” One of them is establishing good relations with the pupils in class. It is something every student teacher is aware of, and yet it is a point on which some students make serious mistakes. Identifying one’s self with the school by dressing like one and acting like one will solve the issue of a teacher being friendly to the students yet maintaining their professional relationship in the classroom (Schorling and Wingo, 1960).
The traditional way of learning was outlined by Burton (1962) – the assign-study-recite-test organization of teaching carries its own definition within its descriptive tide. The learning situation is organized around materials and experiences, which are assigned by the teacher. The pupils then study in various ways. The results of their studying are presented and shared during a recitation period. Testing of results occurs at the conclusion of a series of assignments and may occur at stated times within the sequence. The procedure may range from deadly dull, rigid, and imposed to vivid and provocative, depending upon the ability of the teacher. Pupil participation may be ignored; there may be even harsh rejection of pupil interests and motives, not to mention suggestions. On the other hand, provision may be made by more enlightened teachers for pupil participation in developing assignments, to the limits set by pupil maturity and experience (Burton, 1962).
The process of education is interactive. Both the teachers and students have a responsibility for each other in achieving one common goal: to attain academic excellence. While educational excellence has many different meanings, certainly among them are the notions that the overall standard of education should be improved, and that expectations should be raised above notions of minimum competency toward an ideal of creative, analytical thinking (Leinhardt and Bickel, 1989). According to Leinhardt and Bickel (1989), researches had suggested that we could have reasonable educational progress without abandoning the students for whom academic learning is a struggle rather than an easy developmental process. We now have techniques for improving the achievement of all students by employing the more convenient process of distance learning.
According to McCarthy (1981 cited in Grasinger, 1999), the role of the teacher at the beginning of instruction is to act as a motivator and a witness. In this case, the enthusiasm as to the importance of curriculum and as a witness to the relevance of the topics to contemporary schools helped the student in learning through distances (Grasinger, 1999). The challenge of the course is balanced by a demonstration of support for the student. Although students can be motivated by interactive video conferencing, enthusiasm comes most easily in face-to-face classroom situations and in meetings with the student one-to-one. For this reason, distance-learning students have advocated that the instructor on occasion conduct the class session from the distant site (Grasinger, 1999).
How does pedagogy change when two classrooms are involved and students are at a distance (Grasinger, 1999) and the interaction is limited by the literary lack of face-to-face interaction? According to Grasinger (1999) proposes the advancement of advanced curriculum, it provides an opportunity for students independently to research key curriculum topics. A person ready for principalship at the elementary, middle, or secondary school level or supervision of instruction must be adept in independent research and synthesis and dissemination of information. Advanced Curriculum lends breadth and depth to the curriculum areas: implementation and change, needs assessment, curriculum management and audit, curriculum evaluation, and instructional models (Grasinger, 1999).
Distance learning recognizes that on some level, cultural and racial experiences, values, and behaviors will affect the way people communicate and the way they perceive communication (Mesa and Schulman, 1994). For example, as mentioned earlier that people differ in their willingness to make direct statements. The discussion offers the potential to gain insights into more effective teaching with diverse students (Mesa and Schulman, 1994).
However, the need to revolutionalize the teaching profession and thus even teaching future educators soared in demand because of the conveniences it offers.
According to Mesa and Schulman (1994) providing informal opportunities for socializing also helps establish warmth that carries over into the discussions. Such moments can also be breakthroughs, moving the group to a deeper level of discussion and creating strong group bonds. As the facilitator, he/she plays a strong role in determining who dominates the discussion or who is not contributing.
Methodology
This chapter will outline the methods to be used in gathering data: the respondents of the study, the sampling technique, the instrument to be used, the validation of the instrument, the administration of the instrument and the statistical treatment of the data that will be gathered, and how this data will be analyzed qualitatively.
Method of Research
This proposed study would use the descriptive approach- utilization of interview, observation and questionnaires in the study. The purpose is to describe the situation as observed by the researcher.
The study will determine whether distance learning can help resolve issues on socialization through different means, from the conduct of class discussions, improving student-teacher relationship and societal attitudes of distance learning students vis a vis the students of traditional classrooms.
The primary source of data will come from the research-conducted questionnaire. Secondary data will consist of interviews, published articles from teacher’s and social sciences journals, theses and related studies on socialization in the distance learning setting.
For this research design, the researcher will gather data, collate published studies from different local and foreign universities and articles from social science journals, distribute sampling questionnaires; arrange interviews; and make a content analysis of the collected documentary and verbal material. Afterwards, the researcher will summarize all the information, make a conclusion based on the null hypotheses posited and provide insightful recommendations on distance learning as a means for improved socialization process.
Conclusions
This proposed study would work on the hypothesis that fostering a sociable atmosphere in the distance learning setting would have no significant effect on student participation and socialization on other students. Further, the traditional classroom experience can enforce higher socialization and interaction of students and teachers alike.
References and Bibliography
Burton, William, The Guidance of Learning Activities; A Summary of the Principles of Teaching Based on the Growth of the Learner, Appleton Century-Crofts, 1962
Chapkis, Wendy and Buurman, Gon, Beauty Secrets: Women and the Politics of Appearance, South End Press, 1986
Duit, Reindeers, and Glynn, Shawn, Learning Science in the Schools: Research Reforming Practice, Lawrence Erlbaum Associates, 1995
Grasinger, Mary Frances, Successful Distance Learning Teaching Via Synchronous Video, Heldref Publications, 1999
Harris, Monica, Rosenthal, Robert and Snodgrass, Sara, The Effects of Teacher Expectations, Gender, and Behavior on Pupil Academic Performance and Self-Concept, Heldref Publications, 1986
Jonassen, David and Land, Susan, “Revisiting Activity Theory as a Framework for Designing Student-Centered Learning Environments”, Theoretical Foundations of Learning Environments, Lawrence Erlbaum Associates, 2000
Leinhardt, Gaea and Bickel, William, “Instruction’s the Thing Wherein to catch the Mind that Falls Behind”, in Robert Slavin (Ed), School and Classroom Organization, Lawrence Erlbaum Associates, 1989
Mesa, Amalia and Shulman, Judith, Facilitator’s Guide to Diversity in the Classroom: A Casebook for Teachers and Teacher Educators, Lawrence Erlbaum Associates, 1994
Schorling, Raleigh and Wingo, Max, Elementary School Student Teaching, McGraw-Hill, 1960
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