A Survey on Learners’
Perceptions and Experiences in
Multifarious Distance Learning
Environments
Dr. Khaver Zia
OU International Fellow
Dean, School of IT
Beaconhouse National University
Lahore. Pakistan
Al-Quran
ِ ‫بِ ْس ِم‬
‫الر ِح ِيم‬
َّ ‫من‬
َّ ‫هللا‬
ِ ‫الر ْح‬
ٌ ‫اس َق ْد َجاء ُكم بُ ْره‬
ِ‫ورا ُّم ِبينًا۝ َفأ َ َّما الَّذِينَ آ َمنُواْ ِباّلل‬
ً ُ‫َان ِمن َّر ِب ُك ْم َوأَنزَ ْلنَا ِإ َل ْي ُك ْم ن‬
ُ َّ‫َيا أَيُّ َها الن‬
ً ‫ص َرا‬
‫طا ُّم ْست َ ِقي ًما ۝‬
ْ َ‫سيُ ْد ِخلُ ُه ْم فِي َر ْح َم ٍة ِم ْنهُ َوف‬
ِ ‫ض ٍل َويَ ْهدِي ِه ْم ِإلَ ْي ِه‬
َ َ‫ص ُمواْ بِ ِه ف‬
َ َ ‫َوا ْعت‬
In the name of Allah, Most Gracious, Most Merciful
O mankind, surely there has come to you a convincing proof from your Lord,
and We have sent down to you a clear light (i.e. the Quran)
So, those who believe in Allah and hold fast to Him, He will admit them to His
Mercy and Grace, and guide them to Himself by a straight path.
The Quran (IV: 174-175)
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Agenda
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DISTANCE LEARNING ENVIRONMENT
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RESEARCH QUESTIONS ADDRESSED
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Teaching-Learning Model
Content Forms and Media Types
Interaction Types and Interaction Modes
Journals Surveyed
Likert Scale
LEARNERS’ PERCEPTIONS ABOUT
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Printed Materials
Video Content
Sync. and Async. modes
Length of Module
Interactive Multimedia Content
Collaborative Learning
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Agenda (contd)
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LEARNERS’ PERCEPTIONS ABOUT
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Learner - Instructor Interaction
Learner - Content Interaction
Learner - Learner Interaction
Online Tutorial Support
Communication
Cognitive Style
Online Assessment
Digital Library
Isolation
Blended Learning
SUMMARY OF LEARNERS’ PERCEPTIONS
PROPOSAL FOR AN EFFECTIVE DL ENVIRONMENT
Q and A
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Teaching-Learning Model
Content
Learner
Instructor
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Content Forms
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Text
Audio (voice)
Graphics (images)
Animation (moving images)
Video (moving pictures + audio)
Bandwidth
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Media Types
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Paper-based materials
CD-ROM/DVD
E-mail attachment
Discussion Board
Web pages
Digital repositories (e.g. digital library)
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Interaction Types
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Learner-Content
Learner-Instructor
Learner-Learner
Moore (1989)
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“Interaction is an important variable for learning because it is
important to learner satisfaction and motivation”.
Northrup (2002)
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Interaction Modes
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Face-to-Face (F2F)
Synchronous (e.g. Chat room)
Asynchronous (e.g. Discussion Board, email)
Blended (mix of F2F, Sync. and Async.)
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Research Questions Addressed

What are Learners’ experiences related to different aspects of
distance learning as reported by researchers in a variety of
environments?

How can distance learning be made more effective in the light of
learners’ experiences?
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Journals Surveyed (2002- to date)
A total of 38 journal articles were used in this survey, as under:
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American Journal of Distance Education (12)
Journal of Distance Education (4)
Open Learning (6)
Quarterly Review of Distance Education (10)
British Journal of Educational Technology (4)
Other (2)
Lee (2004), Wanstreet (2006)
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5-Point Likert Scale
Many surveys are conducted using a number of statements with
each statement having 5 possible responses, with points
assigned as under:
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Strongly Agree
5
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree
4
3
2
1
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Perceptions about Printed Materials
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Printed materials
 helped students in achieving course objectives (M= 3.41)
 had systematic presentation (M=3.21)
 were generative (M=3.61)

Access Structures
 73% read unit objectives carefully
 78% read summary of each unit
 30% carried out In-text activities
 31% did tutorial activity before attending tutorials
(n=168) Fung (2005)
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Perceptions about Video Content
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Video-based content had higher Attention and Retention compared
to text based content
(n=16) Hee and Johnson (2005)
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Higher ratings of aesthetical appeal and excitement as compared to
audio and text
(n=18) Pomales-Garcia(2006)
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83% of learners regarded the CD-ROM containing audio-visual
recording of class lectures as most essential learning component
(n=48) Navarro (2000)
Continued…
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Perceptions about Video Content (Contd)
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Blended Learning Environment in neurological studies course.
Classroom activity + Video Clips of patient disorders on CD-ROM
CD-ROM helped students to replay videos in their own time and
develop their observational skills
Students said that “until they saw the patient movement disorders
they found it difficult to contextualize their learning”.
(n=88) Davies (2005)
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Perceptions about Sync. and Async. modes
Sync
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Asyn
Sessions were productive ……………………… 75% ……………..50%
Sessions helped in
doing assignment…………………………………31%......................88%
Comments useful to
other members…………………………………….38%.....................75%
Comfortable in participating………………………75%.................... 31%
Group worked well…………………………………94%....................56%
Preference for future interactions……………… 100%....................50%
(n=16) Mabrito (2006)
Continued…
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Perceptions about Sync. and Async. modes (Contd)
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Different courses conducted in DL mode using WebCT
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72% of students were comfortable with email, 50% with discussion
boards and only 32% with online chat
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Preferred email because they could directly send it to the instructor
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Reluctant to use discussion boards as it meant disclosing their
identity along with their input.
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Chat rooms did not give them an opportunity for reflection and the
communication easily became disjoint.
(n=449) (Zhang 2005)
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Perceptions about Effectiveness of Online Learning
(In decreasing order of effectiveness)
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Adapting to students’ needs
Using meaningful examples
Motivating students to do their best
Facilitating the course effectively
Delivering a valuable course
Communicating effectively
Showing concern for student learning
(n=199) (Young 2006)
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Perceptions about Length of Module
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Shorter modules were perceived by students to be shorter than their
actual length while longer modules were perceived to be longer than
their actual length.
Shorter modules were perceived to be less difficult than longer
modules, although both had the same level of difficulty
The greater the length of a module, the less was its persistence.
(n=18) Pomales-Garcia (2006)
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Perceptions about Interactive Multimedia Content
Three Learning Environments were set up:
A.
High Interaction Multimedia
B.
Low Interaction Multimedia
C.
Traditional Classroom
RESULT
Satisfaction Level of Students for A was highest followed by B
followed by C
(n=51) Zhang (2005)
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Perceptions about Collaborative Learning
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4-year undergraduate program in nursing. Collaborative learning using
WebCT. Use of discussion group for postings.
79% of students thought it increased their ability to learn from others.
89% thought it did so from their peers. 74% saw the experience helping
them to develop intellectual skills and 74% thought it developed in them
a sense of confidence.
(n=25) Buckingham (2003)
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In a cohort of 30 DLs, 5 were identified as solitary learners. These
students did not find collaborative learning helpful as they had concerns
over teamwork timing and about division of labour
(n=30) Ke (2006)
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Class of instructional design. Divided into groups for collaborative
learning. Communication was a problem along with conflicts among
group members. Despite that the students recognized the importance of
exchanging feedback among peers.
(n=12) Thompson (2006)
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Perceptions about Learner-Instructor Interaction
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Students want high levels of instructor feedback and tutorials.
Rangecroft (2002)
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Mentor in place is important (M=3.52) Timely response from
instructor and peers is of utmost importance.
(n=52) Northrup (2002)
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20 F2F and 10 online stds. F2F students got more Academic
Support (AS), Personal Support (PS) and Social Support (SS) than
they expected. Online received less AS and PS but more SS than
they had expected.
(n=10) Wheeler (2002)

High expectations about timing and promptness of instructor’s
responses. Expectation of help in non-academic matters, too
(n=8) Cain (2003)
Continued…
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Perceptions about Learner-Instructor Interaction (contd)

Students wanted timely feedback from their tutors.
Felt that answers to their queries could help in key decisions about
their assignments
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58% of students wanted instructor’s response within one day.
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(n=449) Zhang (2005)
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Felt that timeliness of response (M=4.48) is a major indicator of
support.
(n=52) Northrup (2002)
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Perceptions about Learner-Content Interaction
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Student desired to interact with content delivered thru audionarrated online presentations, and readings of text followed by
online discussion.
Case-studies and structured games were important to their learning
experience.
(n=52) Northrup (2002)

Preferred to read longer documents in printed form but shorter
learning objects on-screen. Appreciated the mobility of the print
material.
(n=19) Gilbert (2007)
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94% students preferred to read text from paper as opposed to
reading it from the screen.
(n=18) Pomales-Garcia (2006)
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Perceptions about Learner-Learner Interaction
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Learners thought it was essential to build online community
(M=4.94), Liked to discuss ideas with peers (M=4.00). Sharing of
information with peers was important (M=3.83)
(n=52) Northrup (2002)

Interaction with other students beneficial. Postings on discussion
board related to work experiences of other participants very useful.
(n=19) Gilbert (2007)

Students regarded peers as important source of support and were
able to connect and share advice and experiences.
(n=8) Cain (2003)
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Perceptions about Online Tutorial Support
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48% thought Online tutorial support was well structured
Only 35% thought that the tutor encouraged online dialogue
48% said that they would benefit from more online interaction
Learners commented on “lack of promotion” on behalf of tutors
with the online medium.
(n=449) (Zhang)
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Perceptions about Communication
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Most important factor contributing to quality of distance education
was communication.
Discussion board had too many students and too many topics for
comfort.
Chat rooms should have fewer students and should be
moderated by instructor
Feedback regarded as crucial communication parameter
(n=214) Ortiz-Rodriguez (2005)
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Perceptions due to Cognitive Style
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Diverger, Accommodator, Assimilator, Converger personality
types defined. Last two styles did better in web based learning
(n=36) Manochehri (2006)
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Introverts and Extroverts defined based on Myers-Briggs Type
Indicator (MBTI). Introverts scored higher than extroverts (85.2
vs. 80.1) in tests
Extroverts were more tense in the DL environment lectures than
Introverts.
(n=77) Offir (2007)
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Perceptions on Online Assessment
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Students found mock exam in Sync. Mode using WebCT stressful.
A student said “ It was an exam in use of WebCT rather than an
exam in video analysis”.
(n=88) Davies (2005)
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Perceptions on Digital Library
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Web-based DL course required writing of brief research papers
using the digital library.
Students generally considered the use of digital library as a positive
experience.
Students with prior experience of using the Internet had more
positive experience of using the digital library
Males scored higher than females, regarding positive perception
about the digital library
(n=154) Koohang (2004)
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Perceptions on Isolation
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19 European and 24 Asian Students in an DL course:
Feeling of isolation among Asian students due to:
 not having academic guidance
 absence of authority
 feelings of uncertainty in their work
Feeling of isolation among European Students due to:
 missing out on an opportunity for discussion and debate
(n=43) Venter (2003)

Practicum in DL mode. Students required to post their progress
and reflections on their blogs, which contributed towards
alleviating their feelings of isolation
(n=111) Dickey (2004)
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Perceptions on Blended Learning Environment (BLE)
1) BLE in a military course comprised Asyn. Phase (1 year) followed by
Syn.(10 weeks) followed by F2F (2 weeks)
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Found Async. phase too long with too much info.
Found Sync. Phase too short but helpful in promoting understanding and
mutual trust
Positive experience of email and chat room
(n=8) Bonk (2002)
2) BLE for a course in instructional design. Async. Mode
complemented by F2F (6 hrs per week). Computer-time (75%)
Class-time(25%).

Students found BLE effective. Work made efficient by ability to post
assignments online to instructor and receive feedback. Were not positive
about reviewing peer work.
(n=24) Christensen (2003)
Continued…
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Perceptions on Blended Learning Environment (BLE) (Contd)
3) BLE in MA in Religious Ed. using Centra system. DLs could view
live audio-video display of class on their computers and
communicate via two-way audio with the class. In addition, DLs
could silently communicate with each other using Sync. Chat.

Positive experience of participating in a live class. Communication with
others DLs also appreciated.
(n=7) Rogers (2003)
4) BLE in which on-campus class held normally. Audio recording of
each class along with readings and assignments placed in Async.
access for DLs. Discussion Board participated by DLs as well as inclass learners.

A beneficial experience. Discussion board proved useful for academic and
social interaction, and for enhancement of learning.
(n=7) Burgon (2003)
Continued…
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Perceptions on Blended Learning Environment (BLE) (Contd)
5)
BLE in neurological studies course. Classroom activity + Video
Clips of patient disorders on CD-ROM. Linked to WebCT system.
Multiple Choice Quiz tests, email, discussion board, chat rooms,
mock exam, assessment, grade reports supported by WebCT
system.

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Students found BLE conducive to effective learning.
CD-ROM helped them to replay videos in their own time
(n=88) Davies (2005)
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Summary of Learners’ Experiences
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Learners were more comfortable with reading material in printed
form.
Video content helped in understanding and retaining the content
Interaction with instructor found to be essential. Importance of timely
feedback from instructor was stressed
Async. Communication in form of discussion board and email was
useful for reflective contribution
Sync. Communication developed bonding between learners. Useful
with smaller group, along with instructor moderation
Projects were done effectively through collaborative learning
Blended learning environment promoted mutual understanding and
alleviated feelings of isolation
Digital Library was a useful component in the learning process.
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An Effective Distance Learning model Proposed
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Course should begin with F2F briefing among tutor and students.
Student in a cohort should not exceed 16
In this briefing, all aspects of conduct of course should be discussed
with hands-on demo. Groups for collaborative work should be
formed, each group having max of 4 students
Reading material should be in printed form
DVD should contain learning objects like video clips, lectures, quiz
tests
A Digital Library should complement the learning resources
Continued…
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An Effective Distance Learning model Proposed (Contd)
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Async. Communication should support discussion board and email
Sync. Communication should be used for instructor moderated
communication between all students in the cohort.
Project work should be done by groups, in Sync. mode.
All online activity should be logged for viewing by instructor.
Assessment should be Project based and in Async. mode
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Thanks for your attention.
Questions and Answers
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