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Christian Fernandes
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Christian Fernandes
OMDE 603 Section 9041
March 8, 2015
Overcoming the Challenges of Communication in Distance Education
Word Count: 959
Unlike communication in a traditional classroom, Distance education (DE) courses have
to overcome the challenge of communicating without face to face interaction. DE has grown in
popularity over the last two decades due in large part to its use of the Internet. The increase in
DE requires savvy instructors and course designers to develop new and innovative ways to
translate the communication found in a physical classroom to the virtual world. Rashad and
Rashad (2012) point out that “True education has occurred only when the act of communication
has succeeded in making permanent and meaningful addition to the student’s communication
skills” (p. 22). Modern DE has overcome the limitations of the medium by incorporating digital
technology as a method of communication. This technology comes in both synchronous and
asynchronous forms which include web conferencing, web 2.0 technology, and email
communication. While none of these technologies perfectly mimic the face-to-face
communication found in the traditional classroom, each provides a means of improving the flow
of information between instructors and students.
Web Conferencing
Web conferencing is a technology that most simulates the in-classroom experience.
Using various web-based software, instructors can set up a virtual classroom where they can
present their lecture and interact directly with their students. Some programs include options
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that allow questions to be transmitted via text-based messaging, while others allow for video or
audio interaction. Web conferencing provides the benefit of synchronous communication
between instructors and students and between groups of students. It also simulates
communication most learners are already familiar with. Tapsis and Tsolakidis (2014) highlight
that “due to the long experience of people with face to face communication, they are more likely
to choose to communicate through a high synchronicity medium, since it gives a closer to face to
face experience” (p. 65). This technology does have its limitations. Because the technology is
set in a synchronous environment, the class size needs to be limited to allow all students to
interact. Tapis and Tsolkidis (2014) note that program capabilities of the web conferencing
program also limit the number of users and their ability to participate. While not a perfect
imitation of the classroom, web conferencing provides students with the ability to interact in
real-time.
Web 2.0 Technologies
Another method of overcoming the communication obstacles are Web 2.0 technologies
such as social media platforms, message boards, and weblogs, more commonly known as blogs.
These technologies tends to provide a more asynchronous method of communication, but they
can be quickly updated for more efficient interaction. Rajesh (2015) points out that “Web 2.0
technology affords three affordances for Distance Education: Support for conversational
interaction, support for social feedback and support for social interaction and feedback” (p. 67).
Each of these platforms allow users, both instructors and students, to create text-based posts that
other users can respond to thus generating a digital dialog. Web 2.0 tools allow users to post
more interactive content like multimedia and electronic documents as well as uniform resource
locators (URL) to websites and other online sources. Another significant advantage of Web 2.0
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technology is that it works well with mobile devises. Information posted on Web 2.0 technology
is accessible to the distance learners when they are away from their computers (Rajesh, 2015).
This constant accessibility helps to overcome the asynchronous nature of the medium. However,
a key weakness of Web 2.0 technology is when users do not expeditiously respond or comment.
In order to interact in a meaningful way, individuals need to respond in a timely manner,
otherwise dialog may stagnate. This weakness is lessened with mobile technology as the break
in updating a message forum or blog discussion decreases because users can make an update
anywhere they have mobile service (Vázquez-Cano, 2014, 1512). While not the most efficient
way to communicate, Web 2.0 technologies provide an effective method of interaction if all
users actively participate.
Electronic Mail
Lastly, the final technology to overcome communication difficulties in DE is electronic
mail or email interaction. Like the correspondence courses of old, email provides students and
instructors a method of generating letters to each other. This is not a new technology, but it is
more accessible today than in years past, as many universities provide student and faculty email
(Rajesh, 2015, p. 63). Similar to Web 2.0 tools, email has the benefit of providing a record of
private messages and allows users to attach files and URLs directly into a message. Again much
like Web 2.0 tools, email is now more readily available over mobile platforms like mobile
phones and tablets. In a research study, 77.31% of students responded that they used mobile
devices to access email and the internet for academic purposes (Vázquez-Cano, 2014, p. 1512).
One key weakness of this technology is its ability to expose your computer to a virus. The
ability to attach electronic files makes email a great means of communication, but it also
provides a method for a computer virus to attack your system (Weber, 2004, p. 45). This
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potential hazard requires users to be vigilant and actively monitor the content of their email.
Despite the risks, this technology provides a useful asynchronous method of communication
which is reliable and readily available to most distance learners.
Conclusion
As DE becomes more and more accessible, the need for effective communication will
only increase. The use of web conferencing provides learners with a setting closest to the
traditional classroom, but with all the advantages of the digital world. Web 2.0 technologies
integrate into students’ current mobile technology allowing them to communicate on the go.
Email offers a way to communicate privately and store files and course information. These three
technologies are just a few of the ever evolving and expanding options available to on-line
learners to overcome the communication barrier inherent in DE.
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REFERENCES
Rajesh, M. (2015). Revolution in communication technologies: Impact on Distance Education.
Turkish Online Journal Of Distance Education (TOJDE), 16(1), 62-88.
Rashid, N., & Rashid, M. (2012). Issues and problems in distance education. Turkish Online
Journal Of Distance Education, 13(1), 20-26.
Tapsis, N., & Tsolakidis, K. (2014). Educational communication in virtual worlds and
videoconference. International Journal Of Emerging Technologies In Learning, 964-69.
doi:10.3991/ijet.v9i9.4190
Vázquez-Cano, E. (2014). Mobile distance learning with smartphones and apps in higher
education. Educational Sciences: Theory & Practice, 14(5), 1505-1520.
doi:10.12738/estp.2014.4.2012
Weber, R. M. (2004). Beam me up (and out of this email/virus mess). Journal Of Financial
Service Professionals, 58(6), 44-48.