Center for Association Resources

The Center for Association Resources supports mission-oriented organizations, assisting them in increasing relevance and accomplishing goals.

Learning

Bridging the long-distance learning divide

Another in a series of articles related to association management selected from our reading list by:
Robert O. Patterson, JD
CEO/ Principal
The Center for Association Resources, Inc.

In order for any student to understand the complexity of long-distance learning, that student needs to know four key points to maintain their education in an environment that is outside the classroom.  The first key to a long distance learning situation is to maintain an open level of communication without a divide. The second key concept is that of clear and concise instructions for papers, essays and projects.  The third point for bridging the long-distance learning divide is to provide students with multiple levels of instructing, from kinesthetic to visual and auditory.  Finally, the fourth key element in the long distance learning divide is to be attentive to anyone falling behind and get in contact.  If a student is slowly falling into the back of the class but had started out great, then it is time for professor intervention.

The first concept to grasp in long-distance learning is open communication.  This means all things that could be said in the classroom must be translated into the e-mail, chat or lecture notes that a student can understand.  The student must also communicate their needs and a teacher knows this.  By maintaining that expectation for a student to have, the teacher is free to instruct how he or she sees fit without complication.  The first essential for long distance learning is communication.

The second tool for long distance learning is to make sure that one’s instruction is simple, clear and precise without room for error.  If a student fails at step one, They must be self-reliant to do step two.  An instructor has the responsibility to one’s classroom of long-distance students to make sure instruction is deliberate to the class’ needs.

The third essential tool needs to include levels of instruction that everyone can learn from.  Not everyone can take notes and learn that way; the classroom must have video and auditory components.  Perhaps the teacher can lecture over the internet, through video and provide a transcript of the lecture so students can all learn.

The fourth tool is to maintain contact.  The teacher must be available to the students to chat on an instant message program, be constantly checking email for student questions and open to new forms of technology they can utilize and they can teach to their students.

Following these four key instructions allows for a teacher to learn the most important tools for a classroom that is taught through distance rather than in person. And it keeps the human element in place for the future of the distance learning program.