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Kayla Smith
Research Synthesis
ED ET 755, Summer I 2012
June 19, 2012
Learning Strategies for Students involved in Distance Education
Summary/Conclusion:
I selected a topic on learning strategies for students involved in distance education.
Below is a thorough list of both scholarly articles as well as research studies that I have
reviewed in order to become an expert in this field of distance education. As you see,
these articles contain numerous strategies for students who are enrolled in online
education and provide effective means for success and achievement. Both technology
and distance education continue to grow and progress. Though there are challenges and
difficulties that many students encounter with this type of learning, the development of
new, innovative technological tools as well as the complex network of connections that
students are given (Internet) allow for success in an online environment. Distance
education has impacted the nation because of its convenience, flexibility of pace,
location, and time, and opportunity to obtain higher education while working a job and
raising a family. In conclusion, the research studies conducted show that all of these
strategies assist students with several important components, including, motivation,
metacognition, and resource management skills. A student should aim to develop the
aforementioned skills in order to promote meaningful learning, engage with other
students, the instructor, and the content, and become involved through a deeper
approach that allows students to expand their knowledge through personal meaning,
prior experience, and applicable real-life examples.
Research Articles:
Learning Strategies
Filcher, C., & Miller, G. (2000). Learning Strategies for Distance Education Students.
Journal of Agricultural Education, 41 (1), 60-68.
This article identifies several learning strategies to assist students when participating in
distance education courses. These strategies are separated into three categories:
cognitive, metacognitive, and resource management. Some of the strategies provided
are to promote meaningful learning and to engage students in the material that they are
learning about in the course, such as, memorizing information, underlining,
highlighting, paraphrasing, or summarizing the text as well as note taking and selecting
the main idea through outlines, networks, and diagrams. The article states that only
certain strategies have been assessed in distance education programs and that no
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considerable differences have been observed in students when both achievement levels
and learning strategies have been compared.
Willis, B. (1995). Strategies for Learning at a Distance. Distance Education at a Glance,
Guide 8.
This article addresses many issues that students must overcome when involved in
distance education courses. It allows others to see an “outside view” of the challenges
students encounter while attempting to manage everyday life, including a family, job,
and school related activities and assignments. The author presents two approaches to
distance education in this article: the surface approach and deep approach. One features
memorization while the other focuses on relating ideas to previous knowledge and
experiences in order for learning to occur. As stated in the article, there are numerous
adversities for students enrolled in distance education courses, but it is important to
remember these points for success: Responsibility, Motivation, Learning Goals
Awareness, Self-Esteem, Group Interaction, Reflection, and Personal Examples.
Morgan, C., Dingsdag, D., and Saenger, H. (1998). Learning Strategies for Distance
Learners: Do they help? Teaching and Learning Centre, 1-22.
This article introduces a new learning strategy employed at Southern Cross University.
As discussed in the article, this strategy implements the theoretical foundation of
Constructivism where students learn through a hands-on inquiry approach with
emphasis on prior meaning and personal experiences. The professors encourage
students to develop several skills, including higher-order thinking and reasoning skills,
research skills, and written communication skills, to promote a deeper understanding of
the acquired knowledge in the course. The strategy, called the Evaluative Learning
Process, allows students to divide tasks into smaller portions in order to achieve
success. They are required to use this procedure when completing the assignments and
activities for each course.
Wetzel, D. (2008). Online Education Learning Strategies for Adults. Continuing
Education: Suite 101, 1.
This article displays several ways to be successful when enrolled in a distance education
course. A student that decides to take classes or obtain a degree through an online
environment must be self-motivated and disciplined in order to reach his/her learning
goals. The article relates individual success to the amount of time and effort that a
person allows for the requirements in the course. Some strategies that the author
mentions for high levels of achievement include: to focus on the BIG picture and to also
make connections with other classmates‟ as well as the information being taught and
learned. Essentially, it is important for students involved in distance education
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programs to manage time wisely, be proactive, and remain aware of course
expectations.
Guo, S. (2011). Exploring What and How Learning Strategies are used in Distance
Education to Improve Students’ Capabilities of Self-Learning. World Academy of
Science, Engineering and Technology, 77, 592-596.
This article addresses the need for a learning strategy in distance education. Motivation,
student responsibility, and the use of different strategies all contribute to learner
success and achievement. However, there are also several factors (e.g. job, family) that
affect individuals and present challenges in an online environment. The article
identifies numerous strategies, including Time Management, Attention Focus and
Environment Management, Interaction, Support, Reflection, and Resource
Management, which “provide the most promising tools to enhance adult students‟
success in distance education” (592).
Jain, L. (2005). Incorporating Deep Learning Strategies into Distance Education
Courses. 1-5.
This article discusses many of the deep learning strategies associated with distance
education. As the author states, it is important for each strategy to “lead to high levels
of retention” (1). The student should also be able to apply the information learned to
other areas of life. The article mentions three different types of online discussions that
facilitate critical analysis, such as, Flexible Peer Discussion, Structured Topic
Discussion, and Collaborative Task Discussion. Each method of discussion creates
opportunities for students to interact with peers about the presented material which
ultimately promotes more meaningful and deeper learning. The article also notes that
these strategies result in higher student retention levels which prove that utilizing deep
learning strategies will be more productive and valuable for the learner. The “Jigsaw
Learning Technique” is the last strategy mentioned in this article. It allows the student
to assume a leadership position and become the instructor as he/she teaches his/her
classmates‟ about an assigned topic. In my opinion, this technique would be very
effective and allow students to gain a profound understanding of certain material,
information, or a given subject area.
King, J., Sattler-Weber, S., and King, K. (2005). Instructional Strategies for Distance
Education: Research Based Examples. Conference on Distance Teaching and Learning,
18, 1-5.
This article evaluated fourteen instructional strategies that must be incorporated into
distance education programs. These strategies were adapted from face-to-face on-
campus courses, and therefore, used to not only promote meaningful learning, but to
also improve learning situations and conditions in the online world. Some of the
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strategies provided include: Process and Teaching Strategies, Reminders, Mnemonic
Devices, Transfer of Learning, Teamwork, Student Readiness/Instructional
Expectations, Effective Evaluation and Remediation, as well as several others
(referenced in the article). Ultimately, the article reminds students that “good teaching
is good teaching and that online teachers exhibit the ability to use instructional
strategies identified as successful in face-to-face teaching as well” (4).
Valle, R., and Duffy, T. (2005). Online Learning: Learner Characteristics and Their
Approaches to Managing Learning. 1-39.
This article addresses different learning strategies involved in distance education
courses. The authors identify three approaches: Mastery-oriented, Task focused, and
Minimalist in effort. The mastery-oriented approach deals with the self-regulated
learner who is motivated and driven from within, the task focused approach relates to
the learner who simply desires to “get it finished” in a quick and accurate manner, and
the minimalist in effort approach refers to the person who wastes time and is
considered a procrastinator. Although there are many challenges presented with online
education, students were successful with these strategies because of the “high quality,
self-paced learning experiences” (2). Students also displayed a sense of satisfaction with
the courses because of the freedom, flexibility, and ability to complete assignments from
any location at any time. This refers to the Guided Problem Solving Approach which
allows students to fulfill specified duties at a pace of their own (e.g. WebQuest).
Ultimately, “it is not just devoting time to a course. We know that what students „do‟ or
do not do is critical to their learning. We expect them to use all or most of the course
resources, to overview the course, and to take learning seriously” (4).
Shirley, R. Seven Success Strategies for Distance Learners. 1.
This article mentions seven success strategies for students enrolled in distance
education courses. The first strategy is to set goals and stay focused on achieving those
goals. The second strategy is to establish a regular schedule for both studying and
learning the materials. This requires students to create a calendar and plan a certain
amount of time for assignments, projects, and specified readings. Students should also
develop a time and place to complete the tasks for the course. The third strategy is for
students to effectively communicate with others in regard to the coursework that they
are being asked to complete. The fourth strategy is to interact with students in the class
and join a study group. Students should explore the information that they are
researching as much as possible and also inquire additional information from
professionals in that particular field. The fifth strategy is for students to identify their
learning styles and benefit from that information by becoming an active participant in
the educational process. The sixth strategy is to celebrate successes upon finishing
assignments and projects. This allows students to allocate time to participate in
activities of leisure and choice. The seventh and final strategy is to ask questions in time
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of need or when experiencing difficulties. This will make your life less complicated if
you are aware of the course expectations.
Wilson, J. (1997). Self-Regulated Learners and Distance Education Theory.
Educational Communications and Technology, 1.
This article elaborates on the characteristics of self-regulated learners who participate in
distance education courses. This approach uses the constructivist theory which allows
students to create meaning through prior experiences and personal examples. This
theory also requires students to become active participants that are involved and
responsible for their learning in the course. The article defines self-regulated learning,
identifies six dimensions of learning, incorporates how to teach it, and includes five
principles for integrating the constructivist approach into class design. A self-regulated
learner “approaches education tasks with confidence, diligence, and resourcefulness.
They are aware of when they do or do not know something. They seek out information
when needed and follow the necessary steps to master it” (1). This type of learner must
be inner-driven and extremely motivated to continuously engage in the information
with the instructor and his/her classmates. As discussed in the article, the six
dimensions of self-regulated learning are epistemological beliefs, motivation,
metacognition, learning strategies, contextual sensitivity, and environmental control.
Telg, R. (2009). Instructional Methods for Distance Education. Institute of Food and
Agricultural Services, 1-9.
This article explores various instructional methods employed by different distance
education programs. There are many models for this type of learning and each one
should include these elements: Humanizing (atmosphere), Participation (interaction
and collaboration), Message Style (instructor provides information to the learner in a
way that is understood and remembered), and Feedback (comments, reinforcement,
and encouragement on tasks completed in the course). The article also discusses the
ADDIE model which identifies the key components to developing a successful online
course. For example, the instructional designer should analyze both the instructional
and learner needs, develop and design the content, teaching methods and strategies,
media delivery, and implement means for evaluation and assessment. Lastly, the article
explores numerous ways for students to interact (learner-learner, learner-instructor, and
learner-content) in an online environment using collaborative tools, such as, video
conferences, computer mediated communication, printed material, and auditory
information. Teachers may also enhance online instruction by applying several of the
strategies discussed in this article.
Milheim, W. (2001). Faculty and Administrative Strategies for the Effective
Implementation of Distance Education. British Journal of Educational Technology, 32
(5), 535-542.
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This article examines multiple strategies to assist instructors in the implementation of
distance education courses. Technology continues to develop and expand in ways that
“can be utilized for the presentation of educational materials in a variety of
environments” (1). The reason for the sudden demand from students for these types of
courses is that they can learn at their own pace at any place and time. As the article
mentions, the online world continues to advance, and as a result, students are given the
opportunity to explore innumerable amounts of new, innovative technologies which
provides them with a more quality, distance education. The article also gives an
overview of the characteristics of an online learner, and therefore states that he/she
should be an actively involved in the educational process. The author discusses the
advantages and disadvantages associated with online learning and emphasizes that
institutional staff should be trained in order to implement effective distance education
courses.
Ally, M., and Fahy, P. (2005). Using Students’ Learning Styles to Provide Support in
Distance Education. Conference on Distance Teaching and Learning, 18, 1-5.
This article discusses two different learning style inventories and their impact on
distance education. The first learning style inventory is called the Kolb LSI where
“learners perceive, process, and absorb the information around them” (1). The second
learning style inventory is labeled the Myers-Briggs Type Indicator which “uses a scale
for measuring extroversion versus introversion, sensing versus intuition, thinking
versus feeling, and judging versus perception” (1). Instructors who teach in distance
education should employ a variety of strategies to support and enhance the online
environment for students. This article summarizes four categories of online learners:
Concrete (actively involved with the content and their peers), Reflective Observation
(examines the information before becoming involved), Abstract (enjoys working with
things and ideas through a process of inquiry and discovery), and Active
Experimentation (learns by doing and interacting with others). In this article, the
authors conducted a study and allowed two groups to participate in one of the two
learning style inventories. They utilized several strategies, including computer
conferences, e-mail, and telephone communication.
Alford, P., and Lawson, A. (2003). Distance Education: Skills for Being a Successful
Online Learner. Information Technology Services, 1-21.
This article identifies several methods of success for students in distance education. A
student should handle certain issues in an online course in an efficient manner, such as,
time, stress, responsibility, goal-setting, accountability, and self-directed learning (to
name a few). All of the skills and strategies mentioned in this article allow students to
become actively involved in their education through participation and engagement
with the content and also with their peers.
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Motivational Strategies
Fendel, B. (2003). Instructor Strategies for Motivating Students in Distance Education.
1-7.
This article identifies several strategies for motivating students in distance education
courses. As mentioned in the article, a student will be successful based upon their
motivation and “how strong they desire to learn the skills and knowledge required to
reach their learning goals” (1). Motivation is classified into two categories, intrinsic and
extrinsic. Intrinsic motivation “refers to the student‟s desire to learn for their own
personal growth” whereas extrinsic “refers to a student‟s desire to learn for an external
reason” (2). Both of these types of motivation contribute to student effort and
achievement. Some of the motivational strategies mentioned in this article include the
following: the learning environment should support interaction and feedback from both
the students in the class and the instructor, the instructor should define clear
expectations so that students are aware of the objectives of the course, and lastly the
technological tools should be appropriate and useful for the delivery of the course
content.
Radovan, M. (2011). The Relation Between Distance Students’ Motivation, Their Use
Of Learning Strategies, and Academic Success. The Turkish Online Journal of
Educational Technology, 10 (1), 216-222.
This article summarizes the characteristics of a self-regulated learner. It also explains
how many of these factors relating to metacognition and motivation are important in
student success when completing a distance education course. The article provides a
detailed account of a study conducted by several researchers in the field of Educational
Technology. They examined the effects of motivation when combined with a variety of
effective learning strategies. As stated in the article, “Studies showed that students who
were trained to use learning strategies displayed substantial improvement in their
academic performance” (216). Ultimately, the most useful strategies for students
included: Goal-setting, Task value, Self-efficacy, and Effort regulation – all of which
confirmed better academic achievement and success when applied to distance
education courses.
Evaluation Strategies
Lockee, B., Moore, M., and Burton, J. (2002). Success: Evaluation Strategies for
Distance Education. Educause Quarterly, 20-26.
This article discusses a variety of evaluation strategies to implement in distance
education courses. Both types of evaluation are examined: formative (informs
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instruction) and summative (review of instruction after completion). The article divides
formative evaluation into six stages, including Design Reviews, Expert Reviews, One-
on-One Reviews, Small Group Reviews, Field Trials, and On-going Reviews. Each
phase allocates a certain amount of time to skilled individuals for an extensive review of
course design and development. Summative evaluation is also organized into three
categories, involving Input, Outcomes, and Implementation. All three of these areas are
important in summative evaluation, and therefore, when gathering data to ensure the
success of the course.
Research Articles (URLs):
1. http://pubs.aged.tamu.edu/jae/pdf/vol41/41-01-60.pdf
2. http://www.uiweb.uidaho.edu/eo/dist8.html
3. http://net.educause.edu/ir/library/pdf/eqm0213.pdf
4. http://epubs.scu.edu.au/cgi/viewcontent.cgi?article=1148&context=tlc_pubs
5. http://itec.sfsu.edu/wp/860wp/F06_860_fendel_motivating_students.pdf
6. http://www.tojet.net/articles/v10i1/10122.pdf
7. http://suite101.com/article/online-education-learning-strategies-for-adults-a62619
8. http://www.waset.org/journals/waset/v77/v77-109.pdf
9. http://itec.sfsu.edu/wp/860wp/F05_860_jain.pdf
10. http://www.uwex.edu/disted/conference/Resource_library/proceedings/02_35.pdf
11. http://www.gse.harvard.edu/~uk/otpd/participants/papers/duffy_profile_paper.pdf
12. http://www.worldwidelearn.com/education-articles/distance-learning-success.htm
13. http://www.usask.ca/education/coursework/802papers/wilson/wilson.html
14. http://edis.ifas.ufl.edu/wc026
15. http://www.umsl.edu/technology/frc/pdfs/strategies_for_effective_integration.pdf
16. http://www.uwex.edu/disted/conference/Resource_library/proceedings/02_1.pdf
17. http://www.hper.indiana.edu/de/pdf/de_student_primer.pdf
I only reviewed 17 articles because the information in several of the articles was extremely
similar. Some of the learning strategies were discussed in numerous articles which became
tedious and I didn‟t want to write a review on the same information.
