·
Access and read "Barriers to Learning
in Distance Education" from The Infrastruction Network
·
Access and read "Widening Adult Participation: Overcoming the barriers to
engaging adult learners" from Skills and Education Network
·
Take the "What
is Your Motivation Style" test provided by AgelessLearner.com
·
Discuss the impact of real and perceived
barriers
·
Compare and contrast barriers for traditional
and distance learning
·
Discuss your preparedness for facilitating
students in overcoming barriers
·
Write and submit a report in memo format to the
class-at-large via e-mail by the due date syllabus
As vocational educator of adult learners our greatest challenge may be
facilitating our students in resolving barriers to their education. Adult
learners have many responsibilities and commitments as well as problems that
can interfere with the educational process. These very real obstacles
require us to have resources on hand for implementation or referral. However,
the most challenging are often perceived barriers. It
much easier to help a student locate a car pool or health clinic for low
incomes than to fight test-anxiety or fear of failure. Perceived
barriers require us to have a different skill-set and toolbox of resources to
ensure student success.
Distance learning is becoming more popular annually as activities of daily
living become more demanding and the cost of education increases.
Unfortunately students and instructors are not always prepared for the change
in venue. They do not realize traditional courses can not simply be
transplanted successfully. They fail to realize that distance learning
not only requires more commitment, self-motivation, organization, and diligence
but may be more time consuming. Too many students and instructors select
distance learning because it is perceived as "the easy way out" and
as such have unrealistic expectations. This results in disillusionment
which can be insurmountable.
Access and read "Barriers to Learning in Distance Education" from The
Infrastruction Network and "Widening Adult Participation: Overcoming the barriers to
engaging adult learners" from Skills and Education Network
Take the "What
is Your Motivation Style" test provided by
AgelessLearner.com Then write a report following the memo format
described in the first assignment. The report will be e-mailed to the
class-at-large using the "Send mail" feature in NiceNet.
Reports should include all the following elements.
Drawing upon your experience as both an educator and a student, select
examples of both real and perceived barriers you have encounter throughout your
educational career. Describe the impact these barriers had upon the
learner, yourself or your student. Discuss possible strategies for
overcoming specific barriers. Feel free to think outside the box.
Explore the dichotomy between real and perceived barriers. Is one barriers more or less valid? Which type of
barrier is more difficult to address? I one more or
less damaging to the educational process than the other?
Compare and contrast barriers to traditional and distance learning
formats. Remember compare the similarities and contrast the
differences. Draw on your own experiences as a student and educator.
Offer suggested strategies for overcoming distance learning barriers.
Remember to be specific.
Finally, discuss whether or not you feel better prepared to assist your
students in overcoming real and/or perceived barriers. Site the article
and specific theory. Explain how you would apply the concept and the
expected outcome.
This assignment is worth 10% of your grade.
Reports meeting the following criteria will receive an "A."
·
Take the "What
is Your Motivation Style" test provided by AgelessLearner.com (2
points)
·
Discuss the impact of real and perceived
barriers (2 points)
·
Compare and contrast barriers for traditional
and distance learning (2 points)
·
Discuss your preparedness for facilitating
students in overcoming barriers (2 points)
·
Write and submit a report in memo format to the
class-at-large via e-mail by the due date (2 points)
Extra Credit
Include a page at the end of your report with suggested community resources
you can make available to your students for specific barriers. Site the
barrier then identify the resource. (1 points each up to 5 points maximum)