- Login Problems? Click Here.

• News

• EPSA Home
• Features>
  • Chat
  • FAQs
  • News
  • Events
  • Polls
  • Media
  • Surveys
  • Photo Gallery
  • Sudoku
  • Forum
• Information >
  • Study aids
  • Welcome to the University of London >
    • History of the University of London
    • Future of the University of London
  • Useful links
  • Travelling to London >
    • London Olympics 2012
    • Tourist Information
• London Area >
  • History of the University of London
  • Future of the University of London
• Study Aids
• Travelling to London >
  • London Olympics 2012
  • Tourist Information

► Closing in on distance learning

29th September 2006 5:45 pm

There is no getting away from the fact that studying for a masters-level qualification by distance learning requires self-motivation, self discipline and a strong sense of independence. But there is also a lot you can do in advance to make sure the course

Your first consideration must be to look for courses that cover subjects that match your personal and professional interests. Next you need to narrow down your search to courses that are within your budget. Distance learning provides the luxury of being able to cross continents as you shop around, and you should compare carefully what institutions are providing in return for the fees they charge.

Via the internet, distance learners can formulate their own curriculum, learn at their own pace and set their own timetable. And regular email correspondence with a tutor can be much more productive and rewarding than infrequent tutorials. The variety of media that online courses can offer means that distance learning can be a rich, inspiring experience. Graphics, sound and video bring dry texts to life and students can choose to spend more time going into depth on particular subjects which they find difficult to grasp by hyperlinking to other pages on the CD-Rom or website. Unlike the slower paper-based courses, email access means tutors and fellow students can help quickly with queries.

But it is the structure and design of the course that is the next important consideration and one where careful analysis of your own situation counts most.
The advantage of teaching delivered by distance methods - post, fax and now predominantly email and the web - is that it allows for flexibility.  Students should ask themselves whether they need a strong structure of deadlines, which will force them to do something every week, or, if they have the necessary self-discipline, a course that allows them to complete assignments when they want.

Mr Paran, who worked on the University of Reading's distance MA before moving to the IoE to set up its new distance course, believes more structured or "lock-step" style courses may suit many distance learners better than flexible courses. The IoE course must be completed within four years (with part-time study) and sets down strict deadlines for all work with assignments due as often as every week. Though seemingly harsh, the schedule has advantages for teaching staff, says Mr Paran. "I know when students are having problems sooner because they aren't meeting their deadlines. I can discuss difficulties with them before they get too big."

If you feel daunted by the lock-step structure or you cannot easily predict what other demands life may make on you over the next few years, then a course based on a more flexible approach would be more suitable. With fewer time limitations, these allow students to stop and start modules according to their own needs. Some courses are also designed in stages so that students can qualify for a diploma level qualification after completing a set number of credits and then decide whether to go on and complete the rest of the course.

Ann Dashwood, who teaches in the faculty of education at Australia's University of Southern Queensland, advises students to judge a course by how responsive staff are to their initial inquiries, as this is a good indicator of how supportive they are likely to be during the course.
"A supportive student adviser is an essential component," says Ms Dashwood. "Some students who are returning to study after some years of teaching feel under-confident, and they find that support at the beginning of the course sets them off well."

You should also find out how much institutions encourage and facilitate communication between students. Being able to share advice, problems and also complaints with your peers helps to overcome feelings of isolation, and many programmes offer students access to web-based chat rooms or email discussion lists.

Whichever style of course you choose, the dissertation or report writing section will loom large. But coming at the end of the course it is expected that you will have already had plenty of practice in academic writing and will have a much clearer idea of the specific subject that you want to focus on. Institutions are also willing to offer more help. Many provide unmarked modules that help to develop academic research skills. Course tutors will also help you refine the subject of your dissertation, because, as less experienced students tend to take on too much.

It is also important to assess how much help institutions give to students who do not have easy access to libraries or specialist bookshops. Check whether the course will also allow you to use to the university's online library, and if there is a special library service that can send photo-copied articles and journals by post on request.

But once these preparations have been made, and apart from regular contact with your supervisor who can help with academic questions, the task of bringing together the strands of your own workplace research and academic reading is a lonely one. This is when you'll need your discipline, motivation and independence most.

For distance MA success, find the course that matches your style of learning, says Max de Lotbinière

For the full article see Guardian Unlimited Thursday January 24, 2002.  See also The Guardian ,Saturday January 24, 2004.

Bookmark with:  Delicious Digg Facebook reddit StumbleUpon