Maximising Social Interactions and Effectiveness within Distance Learning Courses: Cases from Construction

Abstract

Advanced Internet technologies have revolutionised the delivery of distance learning education. As a result, the physical proximity between learners and the learning providers has become less important. However, whilst the pervasiveness of these technological developments has reached unprecedented levels, critics argue that the student learning experience is still not as effective as conventional face-to-face delivery. In this regard, surveys of distance learning courses reveal that there is often a lack of social interaction attributed to this method of delivery, which tends to leave learners feeling isolated due to a lack of engagement, direction, guidance and support by the tutor. This paper defines and conceptualises this phenomenon by investigating the extent to which distance-learning programmes provide the social interactions of an equivalent traditional classroom setting. In this respect, two distance learning case studies were investigated, covering the UK and Slovenian markets respectively. Research findings identified that delivery success is strongly dependent on the particular context to which the specific distance learning course is designed, structured and augmented. It is therefore recommended that designers of distance learning courses should balance the tensions and nuances associated with commercial viability and pedagogic effectiveness.

Social learning on the move — A research roadmap

“…Laurillard noted that the current mechanisms provide solutions to geographical dispersion of learning communities in lieu of pedagogical drivers [11]. Dialogue (e.g., regular instructor support, response and participation in discussion fora, and formative feedback on assessments) and structure (e.g., linking learning material and creating protocols for giving feedback) are important characteristics to meet the pedagogic effectiveness of m-learning [8].…”

The sudden transition to online learning: Teachers’ experiences of teaching during the COVID-19 pandemic

“…Its benefits include the feasibility of teaching regardless of time and place, cost-effectiveness [10], nonnecessity of physical attendance [11], the existence of a variety of choices [12], saving time [10], studying simultaneously with working [12], and the development of participatory and independent types of learning [13]. Moreover, high probability of lack of concentration, the need for complex technology [12], reduced social interactions [14], unstable internet connection [13], the inability to comprehend and interpret students' facial expressions, and inability to hold practical and laboratory meetings are also among the disadvantages of distance education [6].…”

Wikis as an Alternative to Classroom Based Groupwork

“…Universities, particularly those who operate distance learning courses, have been active in investigating the possibilities of using a virtual learning environment (VLE) to support and enhance the level and quality of teaching that is offered to students (see Ingirige and Goulding, 2009). Research undertaken on the benefits of VLEs in an education context has been international.…”