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The Learners
 In any instructional environment, it is imperative to know as much about the learner -- the intended audience -- as possible. This is equally true for distance education. What are the audience members' ages, cultural backgrounds, interests and educational levels? What is their familiarity with distance education technology and delivery systems? The audience for each course most likely will be somewhat different. However, there are some common characteristics regarding the "distance learner."

What are the characteristics of students who have been taught at a distance in Florida? Find out what Dr. Dave Clark experienced.     Watch Video (1 min. 30sec.)

Learner Characteristics

• Is older than traditional college age.
• Has established job and family.
• Takes distance education courses for a variety of reasons (advanced degree, better job, broaden education).
• Usually isolated.
• Some may be technology-phobic.
• Self-motivated. Motivational factors from contact with other students are absent.

Dr. John Zenger found that he needed to keep students motivated in an online course.        Watch Video (1 min. 30sec.) Dr. Dori Comer describes the importance of being able to learn independently.      Watch Video (40 sec.)

• Content.
• Limited interaction with instructor.
• Not sure. Many have been out of school for a while.
  
  

• At the beginning -- excited, apprehensive, curious, exposed and vulnerable, and inadequate.
• In mid-course -- fed-up, intimidated, pressured, alone.
• Toward the end -- frightened about exams. (Will I manage it? Why should I bother?)
  
  

• Learn about students' backgrounds and experiences.
• Focus on being "problem-solving oriented." Adults want to learn to solve or address problems and are more satisfied with their learning if it applies to their everyday experiences, is practical, or is current.
• Provide methods for students to interact. It builds a social community and helps dispel the notion that a geographically isolated student is "all alone."
• Be sensitive to different communication styles and varied cultural backgrounds.
• Make students aware of and comfortable with new patterns of communication to be used in the course.
• Assist students in becoming familiar with the delivery technology and prepare them to resolve technical problems, should they arise.
• Be aware of students' needs in meeting standard university deadlines, despite the lag time often involved in the off-campus delivery of materials.

It sometimes is a good idea to put yourself in the role of your students. Think about what they want to know and how they learn. Dr. Elaine Turner did just that.      Watch Video (1 min. 30sec.)

Because the distance learner is self-directed and self-motivated, a professor's teaching style must reflect this. Instruction should no longer be teacher-centered, where the professor functions as the "Sage on the Stage," but learner-centered, where the professor's role is the "Guide on the Side." This approach helps students become more active in their own learning. (Instructors may want to conduct learning styles inventories for themselves and for their students to assist them in determining what their own and their students' learning styles are. One such inventory is the Group Embedded Figures Test. Contact faculty members in UF's Department of Agricultural Education and Communication for more information about the GEFT or other learning style or personality type inventories.)

Students who are active in their learning and interact with others build lasting relationships and a sense of community. Hear what Dr. Marshall Breeze says about this.   Watch Video (58 sec.)

Who is the audience for your program?  List some of the audience members' characteristics. Email Address (required):

Next, let's talk about your course message and teaching methods...