The distance learning mode is a challenging way of studying, and yet is one increasingly adopted by situated, part time learners. An appropriate pedagogical context for considering online synchronous distance learning education is established from the literature, focusing on constructivist theories to enhance situated distance learner experience using synchronous web conferencing. Whether current practice accords with the literature based model is then explored using a survey of 12 graduate distance learning courses with in the UK built environment higher education institutes. The focus of the survey is on student experiences of studying with the support of online web conferencing software, ElluminateLive! Findings indicate that distance learning study is overwhelmingly enhanced by the use of synchronous conferencing. Equally, however, students derive significant benefit from being able to access recordings of synchronous sessions. Further research is recommended both into additional qualitative data acquired from this study and into problematic aspects of pedagogical approach hinted at by the current data.
|Number of pages||10|
|Publication status||Published - Apr 2012|
|Event||48th ASC Annual International Conference - Birmingham City University, Birmingham, United Kingdom|
Duration: 11 Apr 2012 → 14 Apr 2012
|Conference||48th ASC Annual International Conference|
|Period||11/04/12 → 14/04/12|