Opportunities for controversy in the distance education classroom environment and strategies for addressing them. Factors that can affect student self-efficacy in the distance education classroom and how to minimize their impact.

1. Distance Education
Classroom
Management
CUR 532
Nathan Spicer, Anna Rainville, Roosevelt
Cooper, Claudia Brumfield, Ana Villar
October 12th, 2015

2. Common
Distance
Learning
Controversy
Instructor
Communication
Student
Participation
Team
Assignments
Lack of
Accountability
Written
Misunderstanding

3. Opportunities for Controversy
In 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 Controversy
As 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 .

4. 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.

5. 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.

6. 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.

7. References
Bower, B.L. (2011, Summer). . Online Journal of
Distance Learning Administration, IV(II), 1.
Retrieved from http://www.westga.edu/~distance/ojdla/s
ummer42/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/f
all53/valentine53.html