It also provides recommendations for researchers and practitioners interested in cultivating an online learning community which responds well to the aforementioned challenges posed by distance education.
📌 3 Key Takeaways
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Objective & Hypothesis:In spite of its increasing popularity, distance education faces challenges – levels of digital literacy, access to technology, workload and time management, students’ feelings of isolation and disconnection – that can have a significant impact on the experience of the learners.
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Key Findings & Data:In addressing these issues, we propose a pedagogical model for distance learning which promotes the synergy of eight ingredients – Community, Openness, Multimodality, Participation, Personalisation, Learning, Experience, Technological-Enhancement, with their initial letters generating the acronym COMP-PLETE – for the shaping of a highly participatory online learning experience and the creation of an active and cohesive community characterised by a strong sense of commitment towards the learning of the individuals and that of the group.
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Conclusion & Impact:It also provides recommendations for researchers and practitioners interested in cultivating an online learning community which responds well to the aforementioned challenges posed by distance education.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:pedagogical model · distance education · higher education
Abstract
In spite of its increasing popularity, distance education faces challenges – levels of digital literacy, access to technology, workload and time management, students’ feelings of isolation and disconnection – that can have a significant impact on the experience of the learners. In addressing these issues, we propose a pedagogical model for distance learning which promotes the synergy of eight ingredients – Community, Openness, Multimodality, Participation, Personalisation, Learning, Experience, Technological-Enhancement, with their initial letters generating the acronym COMP-PLETE – for the shaping of a highly participatory online learning experience and the creation of an active and cohesive community characterised by a strong sense of commitment towards the learning of the individuals and that of the group. This paper presents the theoretical rationale for and implementation of COMP-PLETE. It also provides recommendations for researchers and practitioners interested in cultivating an online learning community which responds well to the aforementioned challenges posed by distance education.
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