Final+Draft

 Pursuing an online degree allows learners to continue with their jobs while progressing in their education. It provides flexibility in time and location, which can be a key factor for students who are trying to juggle work, family and other responsibilities. The challenge comes in attempting to maintain a balance. Boyd (2004) states “the environmental factors impacting a student’s success in an online course primarily have to do with time, place, and support from significant others” (p. 34).
 * // __Environmental Factors__ //****// : //**

Through forum discussions, Team Two has noted that interactions can take longer online than they would in a face-to-face environment. Participants come from a variety of backgrounds with “diverse interests and often full schedules” (A. Hone, July 17, 2010) and many will be dividing their energies between school, family responsibilities and busy jobs. Postings echoed concerns around being “stretched for time” (R. Harmon, July 17, 2010).

The challenge, then, centers on maintaining balance while finding the adequate time to devote to a self-directed and rigorous program of study. Members have suggested the following strategies:
 * When working as a team, try to keep the number of posts manageable.
 * Keep discussion meaningful and pertinent to the topic at hand.
 * Choose technology that supports easy exchange of ideas.
 * Create a comfortable learning space that allows for focus and study.
 * Schedule in regular study time.
 * Calendar assignment due dates and break down large projects into manageable chunks.
 * Learn to say “no” to outside requests in order to avoid overload.
 * Create parallels between work and study to help engage the learner, and make the learning applicable to one’s career.
 * Plan ahead and carefully balance time in regards to family life, leisure and study.
 * The planning must include some time for the “life” emergencies which will happen from time to time.

From a student's perspective, a major distinction between f2f and online learning is that of isolation from their cohort. The Boyd (2004) article points out that “While there is a high degree of interaction between students and teacher in an online course, students still must be willing to learn in isolation from one’s classmates” (Mannix, 2000). Whilst the nature of online delivery usually necessitates physical isolation, there is no reason why cohort groups could not have a message board or forum where it would be possible to communicate between each other about issues or problems they are experiencing. It would be important that this forum was kept separate from course tutor oversight, with it being ‘moderated’ (to avoid potential abuse or abusive comments) on a voluntarily basis by students outside of the course or by unconnected tutors. It could be an area for students who feel there is nowhere to seek impartial/unmonitored information. The crux of the problem is dealing with at one level, an emotional need for shared experience and camaraderie, through to a need to ask what they may consider ‘academically’ unimportant questions. However, by having another forum there is the potential to add to technical overload for those who use it. It must also be remembered that there will be students who are happy in their isolation and would not either need to, or have to use it. (Hitchens, July, 2010)
 * Student Isolation: **


 * // __Technology and Virtual/On-Line Learning Challenges__ ://**

Our group has identified four challenges in regards to on-line learning with the use of technology. Level of experience, compatibility of equipment, access to technology and the ability to express yourself to properly convey ideas are all factors in determining student success. Although a proven instructional tool, there are challenges associated with each of the three essential means of delivering instruction on-line or virtually as outlined by Eastman (1998).

//“First, there is the traditional distance learning course, such as a correspondence or video course, which is supplemented by use of the internet. Second, there is the computer conferencing course where the internet is the primary medium of delivery. Third, there is the virtual course from the virtual institution, in which all or most aspects of the course are delivered on line: the course guide, electronic discussions, student support, and the submission of assignments”(Boyd 2004, p. 32).//

Our group is fairly familiar with distance education and on-line learning with the use of technology as both students and educators. We are excited and anxious about this program. Our thoughts have been outlined of our group’s varied personal experience on the Moodle discussion forum. Online educators often assume that their students are technologically competent. A potential challenge with the delivery of virtual instruction is the assumption that all students have the same technology experience level. This can lead to issues regarding course pace and comprehension.

//Most complain that it is not user-friendly, and I have to admit my students struggled considerably the one time I used it. But maybe the problems are more in the student's computer competencies. I am often guilty of just assuming these 21st Century students can handle anything involving a computer, and that is certainly not the case!(A. Hone, July 17, 2010)// //Computer competency is tricky. Even those who use the computer a lot may find themselves in a learning curve if the system is different from what they are accustomed to (P. Hasted, July 17, 2010).//

There is wide variety of computers and software. Technology changes daily with the advent of faster, newer computers and programs. Compatibility issues often plague on-line instruction. In addition, accessibility of technology compounds learners' frustration if their hardware, software or internet provider fails.

//“My online group was all over the map when it came to computer ability and experience – not to mention the software that we were using. We continually ran into problems when sharing material; sometimes attachments bounced back and sometimes they couldn't be opened by others due to incompatibility. It was a new skill-set for many and at times it detracted from the work we were there to do” (P. Hasted, July 16, 2010).//

Expression of feeling or thought is difficult for some students and instructors with on-line / virtual learning. Some students have difficulty conveying emotion, humor, and information is more difficult virtually as opposed to in person.

//“I am a self described people person. I find it difficult to really express my feelings and convey emotion with black and white text. I am also an auditory tactile learner. Maybe a web cam is in my future?” (R. Harmon, July 17, 2010)//

There are many possible strategies to help deal with these challenges:


 * Peer and collegial support are vital to success with an on-line program as students often feel in isolation during their virtual program.
 * Clarity and concise instruction from instructors is paramount when course materials are delivered on-line. It is often difficult to comprehend the information presented without being in a "face to face" learning environment.
 * Use of a technical Expert may help mitigate issues with on-line/virtual learning.

B y identifying the many challenges with using technology before a program commences, students can become more successful in a virtual classroom.


 * // __Academic Challenges:__ //**

Atherton writes in his article, "Writing at Master's Level" that writing for a Master's program is a specialized genre. He writes, "It is 'artificial' in the sense that it is adapted to a very specialized purpose, like legal drafting or even poetry" (Atherton, 2002). Understanding that, it appears that Master's students need to move away from the vernacular toward a far more scholarly composition. And that may prove to be a challenge. While all students enrolled in this program are certainly professionals, the type of writing required for this program most likely exceeds the endless lesson plans and training manuals we have all composed in the past.

But does an online program make this transition more difficult? There are certainly marked differences between a more traditional system of instruction. In the more traditional setting, a student drives to the university, finds the classroom, selects a seat, and receives face to face instruction. In online settings, the location and time is up to the learner. Because of this, problems can arise. Firstly, the ability to multi-task, particularly for students with full-time careers and families, is commonplace. This multi-tasking does not allow the learner to develop the level of focus required for a Master's program. Secondly, the culture of academia is missing. Gone are hallowed halls of a university; often replaced with the kitchen table or a home office. What is also missing is the dialogue that accompanies those institutions. Certainly the chance to discuss ideas with colleagues is available through various discussion forums, but these take a degree of dedication.

So how to address this difficulty in transitioning? To make the leap from daily life to an online Master's program, the following strategies may be of assistance:

Boyd, D. (2004, Spring). The Characteristics of Successful Online Students. //New Horizons in Adult Education, 18(2),// p.32. Atherton, J. S. (2002). Academic practice: //Writing at master's level//.
 * Find a study buddy. "Within my college, one of my colleagues is just starting her Ph.D at University of Calgary. It is also an online forum. We are meeting weekly in the fall to discuss issues and cheer each other on. I also have the support of not only my chair, but my executive dean. He has asked me to keep him updated as to the program and the delivery. While this is not within the RRU environment, it is a support network that can assist in f2f discussions" (S. Fisher, July 2010).
 * A cademic mentoring.
 * Use of the Royal Roads Writing Center and APA Handbook.
 * Reading academic papers in order to become familiar with the structure and tone of the writing.
 * Bibliography**