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The
Desocialization Aspect of Distance Learning
Research
Aims:
This
proposed research attempts to achieve the following objectives:
1.
To determine the factors,
requirements and principles of distance learning as a tool in the socialization
and learning processes of students
2.
To determine the effects of distance
learning on the socialization/desocialization process of the students
3.
To analyze the effects of distance
learning on students in terms of their social relations with other students,
participation in the academic process and their perception on the other actors
in the distance learning program
4.
To evaluate the strengths and
weaknesses of current distance learning strategies and programs particularly
its ability/inability to foster a viable environment for socialization
Research
Questions:
In
accordance with the research aims of this proposed study, the following will be
asked:
1.
What are the distance learning
strategies and programs employed by teachers and school managements?
2.
What are the effects of distance
learning and socialization of the students and teachers in terms of perception
of other students and teachers, participation in academic activities and their
social relations with each other?
3.
How does this perception affect the
effectivity of distance learning in terms of the socialization process of the
students vis a vis the traditional studying?
4.
4. What are the strategies that
teachers and distance learning managements must practice to effectively achieve
a sociable environment with their students?
Introduction
Distance learning has grown significantly over the past
several years. With the advent of different discoveries and latest
in technology plus the impressive increase in the powers reach by human minds,
distance learning has greatly improve and continuously improving the system of
education. The growth of distance learning offerings in accredited
higher education institutions during the last years is not surprising given the
growth of the Internet and “e-commerce” during the same period.
It is important to examine the underlying assumptions of
distance learning educators and students about the purposes of schooling, how
students learn, personal and social goals that can be reached in the context of
schools, and the role of the teacher in facilitating the accomplishment of
these goals. In addition, students learns how to socialize in the traditional
setting and learn to behave in a socially responsible manner so that they can
cooperate and collaborate, treat others with respect, listen and learn from
others, and yet take responsibility for their own actions. Such principled
views of the functions of schools give guidance to the teacher's communication,
management, and organization of the classroom. This in turn would have a
significant impact on the academic performance by students. However, the advent
of distance learning deconstructed these assumptions and brings in new sets of
values and strategies, which may or may be different from the traditional
method.
This proposed study will determine the prevailing distance
learning techniques by educators and how it can/cannot affect the socialization
and personal development of students. Factors such as attitudes towards
learning and on other students will be analyzed on the basis of their
participation and involvement on distance learning. Moreover, a statistical
analysis based on a research-conducted survey will be done to show the
correlation of distance learning and socialization of the students. The degree
or level of its impact will be evaluated to test the hypothesis of this
proposed paper.
Conceptual
Framework
The chief objective of the school is the promotion of
learning and more importantly, the socialization of students as individuals.
All activities of the school are, or should be, related directly or indirectly
to this purpose, and the extent to which the school and its personnel have
succeeded or failed is reflected in the amount and kind of social interaction
that takes place. Further, students perception of the learning environment and
how the student views the distance learning technique significantly affects the
kind of social relationship that they may have. This perception is molded not
only in the actual learning process but also on factors such as distance,
interaction and visibility.
This proposed paper should utilize the activity
theory. The activity theory offers a powerful framework for analyzing activity
systems for the purpose of designing SCLEs and for understanding the activities
of an instructional design community engaged in designing such learning environments
(Jonassen and Land, 2000).
Rohrer-Murphy and Jonassen (Jonassen &
Rohrer-Murphy, 1999) described how activity theory might be used as a framework
for designing constructivist-learning environments by analyzing the activity
systems that are being simulated in the learning environment. Just as activity
theory itself is a constantly evolving multivoiced activity system, so are the
conceptions of how it can be used to model activity systems in learning
environments. Asmolov ( 1987) believed that "the principle of
historicism.... pervades all investigations using the activity approach."
That is, the development of our understanding of activity theory and its uses
for designing student-centered learning environments (SCLEs) is historically
mediated; it changes over time. As theoretical foundations of SCLEs coalesce
(as described in this book), our understanding of how to design them also
clarifies.
Review of Related Literature
Distance learning is perceived to create difficulties
in administering and fostering an environment not only for learning but also
the socialization process of student alike. Since the classroom is perceived to
be a potent force in the socialization process of every human being, it had
been a traditional belief that students must stay in the school. The connection
between socialization and distance learning by students has been increasingly
explored and examined by scholars and educators. This correlation can be
exploited to solve the issue on how to foster a learning environment and
ultimately, to improve the socialization aspect of distance learning by
students.
Appearance talks, making statements about gender, sexuality,
ethnicity and class. In a sexually, racially and economically divided society all
those visual statements add up to an evaluation of power particularly in the
classroom where students often appraise the authority of their teachers based
on the perceived authority they dress invokes (Chapkis and Buurman, 1986).
There are other aspects to teaching besides "conducting
lessons (Schorling and Wingo, 1960)." One
of them is establishing good relations with the pupils in class. It is
something every student teacher is aware of, and yet it is a point on which
some students make serious mistakes. Identifying one’s self with the school by
dressing like one and acting like one will solve the issue of a teacher being
friendly to the students yet maintaining their professional relationship in the
classroom (Schorling and Wingo, 1960).
The traditional way of learning was outlined by
Burton (1962) - the assign-study-recite-test organization of teaching carries
its own definition within its descriptive tide. The learning situation is
organized around materials and experiences, which are assigned by the teacher.
The pupils then study in various ways. The results of their studying are
presented and shared during a recitation period. Testing of results occurs at
the conclusion of a series of assignments and may occur at stated times within
the sequence. The procedure may range from deadly dull, rigid, and imposed to
vivid and provocative, depending upon the ability of the teacher. Pupil
participation may be ignored; there may be even harsh rejection of pupil
interests and motives, not to mention suggestions. On the other hand, provision
may be made by more enlightened teachers for pupil participation in developing
assignments, to the limits set by pupil maturity and experience (Burton, 1962).
The process of education is interactive. Both
the teachers and students have a responsibility for each other in achieving one
common goal: to attain academic excellence. While educational excellence has many
different meanings, certainly among them are the notions that the overall
standard of education should be improved, and that expectations should be
raised above notions of minimum competency toward an ideal of creative,
analytical thinking (Leinhardt and Bickel, 1989).
According to Leinhardt and Bickel (1989), researches had suggested that we could
have reasonable educational progress without abandoning the students for whom
academic learning is a struggle rather than an easy developmental process. We
now have techniques for improving the achievement of all students by employing
the more convenient process of distance learning.
According to McCarthy (1981 cited in Grasinger,
1999), the role of the teacher at the beginning of instruction is to act as a
motivator and a witness. In this case, the enthusiasm as to the importance of
curriculum and as a witness to the relevance of the topics to contemporary
schools helped the student in learning through distances (Grasinger, 1999). The challenge of the course is
balanced by a demonstration of support for the student. Although students can
be motivated by interactive video conferencing, enthusiasm comes most easily in
face-to-face classroom situations and in meetings with the student one-to-one.
For this reason, distance-learning students have advocated that the instructor
on occasion conduct the class session from the distant site (Grasinger, 1999).
How does pedagogy change when two classrooms are
involved and students are at a distance (Grasinger, 1999) and the interaction
is limited by the literary lack of face-to-face interaction? According to
Grasinger (1999) proposes the advancement of advanced curriculum, it provides
an opportunity for students independently to research key curriculum topics. A
person ready for principalship at the elementary, middle, or secondary school
level or supervision of instruction must be adept in independent research and
synthesis and dissemination of information. Advanced Curriculum lends breadth
and depth to the curriculum areas: implementation and change, needs assessment,
curriculum management and audit, curriculum evaluation, and instructional
models (Grasinger, 1999).
Distance learning recognizes that on some level,
cultural and racial experiences, values, and behaviors will affect the way
people communicate and the way they perceive communication (Mesa and Schulman,
1994). For example, as mentioned earlier that people differ in their
willingness to make direct statements. The discussion offers the potential to
gain insights into more effective teaching with diverse students (Mesa and
Schulman, 1994).
However, the need to revolutionalize the
teaching profession and thus even teaching future educators soared in demand
because of the conveniences it offers.
According to Mesa and
Schulman (1994) providing informal opportunities for socializing also helps
establish warmth that carries over into the discussions. Such moments can also
be breakthroughs, moving the group to a deeper level of discussion and creating
strong group bonds. As the facilitator, he/she plays a strong role in
determining who dominates the discussion or who is not contributing.
Methodology
This chapter will
outline the methods to be used in gathering data: the respondents of the study,
the sampling technique, the instrument to be used, the validation of the
instrument, the administration of the instrument and the statistical treatment
of the data that will be gathered, and how this data will be analyzed
qualitatively
Method of Research
This proposed study
would use the descriptive approach- utilization of interview, observation and
questionnaires in the study. The purpose is to describe the situation as
observed by the researcher.
The study will determine whether distance
learning can help resolve issues on socialization through different means, from
the conduct of class discussions, improving student-teacher relationship and
societal attitudes of distance learning students vis a vis the students of
traditional classrooms.
The primary source of data will come from the research-conducted questionnaire.
Secondary data will consist of interviews, published articles from teacher’s
and social sciences journals, theses and related studies on socialization in
the distance learning setting.
For this research design, the researcher will gather data, collate
published studies from different local and foreign universities and articles
from social science journals, distribute sampling questionnaires; arrange
interviews; and make a content analysis of the collected documentary and verbal
material. Afterwards, the researcher will summarize all the information,
make a conclusion based on the null hypotheses posited and provide insightful
recommendations on distance learning as a means for improved socialization
process.
Conclusions
This proposed study would work on the hypothesis that
fostering a sociable atmosphere in the distance learning setting would have no
significant effect on student participation and socialization on other
students. Further, the traditional classroom experience can enforce higher socialization
and interaction of students and teachers alike.
References
and Bibliography
Burton, William, The Guidance of Learning Activities; A Summary of
the Principles of Teaching Based on the Growth of the Learner,
Appleton Century-Crofts, 1962
Chapkis, Wendy
and Buurman, Gon, Beauty Secrets: Women and the Politics of Appearance, South End Press, 1986
Duit, Reindeers, and Glynn, Shawn, Learning Science in the
Schools: Research
Reforming Practice, Lawrence Erlbaum Associates, 1995
Grasinger, Mary Frances, Successful Distance Learning Teaching
Via Synchronous Video, Heldref Publications, 1999
Harris,
Monica, Rosenthal, Robert and Snodgrass, Sara, The Effects of Teacher
Expectations, Gender, and Behavior on Pupil Academic Performance and
Self-Concept, Heldref Publications, 1986
Jonassen,
David and Land, Susan, “Revisiting Activity Theory as
a Framework for Designing Student-Centered Learning Environments”, Theoretical
Foundations of Learning Environments, Lawrence Erlbaum
Associates, 2000
Leinhardt, Gaea and Bickel, William, “Instruction’s the Thing
Wherein to catch the Mind
that Falls Behind”, in Robert Slavin (Ed), School and
Classroom
Organization, Lawrence Erlbaum Associates, 1989
Mesa, Amalia and Shulman, Judith, Facilitator's Guide to Diversity
in the Classroom: A Casebook for Teachers and Teacher Educators,
Lawrence Erlbaum Associates, 1994
Schorling,
Raleigh and Wingo, Max, Elementary School Student Teaching,
McGraw-Hill, 1960