When starting or expanding a distance learning program, a firm must identify strategies that are likely to enhance its delivery and success. One of the issues that an organization has to focus on is making distance learning available for all students. Another factor that an organization has to consider when starting or expanding distance learning is how to ensure that students with special needs do not face challenges in learning. An institution has to focus on deciding the communication tools and media to be used in distance learning. When initiating or expanding distance learning, a firm must decide on the training and support needed for tutors to teach effectively.
One of the concerns that an institution should have when starting or expanding distance learning is whether it will be accessible to all students. For distance learning to be operational, all students need to have uninterrupted access to a network connection and a computer or smartphone. Some of the students might be from rural areas or low-income families thus are likely to find it difficult to access fixed internet connections and devices (Organisation for Economic Co-operation and Development [OECD], 2020). This might pose a significant challenge for them to participate in distance learning successfully and thus be academically disadvantaged. Therefore, organizations must lay out strategies to ensure that all learners access the internet and devices needed in distance learning.
An institution has to focus on ensuring that students with disabilities have a smooth experience with distance learning. Students with disabilities have unique needs and require more support to ensure that they learn effectively. In this case, it might be necessary for an organization to lay out strategies that help to enhance individualized instruction to meet each student’s needs (California Department of Education. 2021). Organizations have to consider the most effective implementation strategy for distance learning that is likely to be appropriate for students with disabilities for academic progress. Students with disabilities are also likely to need more specialized devices to learn and progress academically. An institution has to identify strategies that minimize challenges likely to be faced by students with disabilities in a distance learning environment.
When starting or expanding distance learning, a firm must identify the training required for teachers and students to engage in such a program. Teachers have to have adequate knowledge on how to implement course details in a distance learning environment. It is also necessary for an institution to offer training that enables teachers to establish their presence in a distance learning environment (Roddy et al., 2017). Teachers also need to gain interpersonal skills that will enhance their communications with students in an online environment. Teacher training helps to promote effective delivery of distance learning and student mastery of taught content. Students also require adequate training to ensure that they participate in a distance learning environment with minimal challenges. Students who are not adequately prepared for distance learning are likely to have a negative impact on the delivery process. An institution has to identify appropriate strategies to ensure students have the knowledge and skills required to prosper in distance learning.
It is also necessary for a firm to lay out strategies for students to establish a presence in a distance learning environment. In this case, it might be necessary for an organization to apply collaborative methods to enable learners to effectively share knowledge and complete assigned tasks (The Food and Agriculture Organization [FAO], 2021). An organization can choose to use threaded discussions to establish student presence in a digital learning environment. Allowing students to establish a presence in a distance learning environment supports collaboration, thus positively impacting their academic achievement (Charlotte, 2018). An organization has to decide how to enable students to establish a presence in a digital learning environment for the program’s success.
An institution has to identify the most appropriate communication tools and media to be used by students and teachers in a distance learning program. The main aim should be on choosing tools and media that have ease of use to eliminate the likelihood of students and teachers facing challenges when using them. New technologies provide an avenue for students to interact, learn and explore by themselves, thus enabling learning (Sarwar et al., 2018). An organization must consider communication tools that are not likely to tolerate cyberbullying to provide a conducive environment for all students to learn. Selected tools and media have to enhance access to course content while also promoting student interaction (Ansari & Khan, 2020). An organization must choose communication media and tools that are likely to enhance distance learning delivery.
In conclusion, for an organization to start or expand a distance learning program, it has to make decisions that enhance access and delivery of education. One of the decisions has to make is whether students have reliable internet and devices necessary for them to engage in distance learning. An institution has to identify how to make learning effective for students with disabilities in a digital learning environment. An organization also has to identify the training required for students and teachers to gain the knowledge and skills necessary to participate in digital learning effectively. It is also necessary to identify the most appropriate communication tools and media to deliver distance learning.
References
Ansari, J. A. N., & Khan, N. A. (2020). Exploring the role of social media in collaborative learning the new domain of learning.Smart Learning Environments, 7(1), 1-16.
California Department of Education. (2021). Distance learning considerations – distance learning. CDE. Web.
Seckman, C. (2018). Impact of interactive video communication versus text-based feedback on teaching, social, and cognitive presence in online learning communities.Nurse Educator, 43(1), 18-22.
The Food and Agriculture Organization. (2021). E-learning methodologies and good practices. A guide for designing and delivering e-learning solutions from the FAO eLearning Academy.
Organisation for Economic Co-operation and Development. (2020). Strengthening online learning when schools are closed: The role of families and teachers in supporting students during the COVID-19 crisis.
Roddy, C., Amiet, D. L., Chung, J., Holt, C., Shaw, L., McKenzie, S., Garivaldis, F., Lodge, J. M., & Mundy, M. E. (2017). Applying best practice online learning, teaching, and support to intensive online environments: an integrative review. Frontiers in Education, 2, 59.
Sarwar, B., Zulfiqar, S., Aziz, S., & Ejaz Chandia, K. (2019). Usage of social media tools for collaborative learning: The effect on learning success with the moderating role of cyberbullying.Journal of Educational Computing Research, 57(1), 246-279.