This document discusses different types of distance learning, including synchronous which requires learners to login at the same time for instruction, and asynchronous which does not require a specific login time. It also describes distance learners as typically being adult learners seeking certifications or degrees. Characteristics of distance learners include being motivated, focused, and determined. The document also discusses the Americans with Disabilities Act and its requirements for accessibility in distance learning programs.

2. TYPES OF DISTANCE LEARNING
• SYNCHRONOUS; IS TYPICALLY FOUND IN TRADITIONAL CLASSROOMS BUT CAN BE DONE IN A DISTANCE
ENVIRONMENT. IT REQUIRES THAT LEARNERS LOGIN AT THE SAME TIME TO TAKE PART IN THE
INSTRUCTION. AN EXAMPLE OF THIS IS THE TRAINING PROGRAM THAT WEARE NOW ENGAGED IN.
• ASYNCHRONOUS; IS A DISTANCE LEARNING ENVIRONMENT THAT DOES NOTREQUIRE STUDENTS TO SIGN
IN AT A SPECIFIC TIME. THIS LEARNING ENVIRONMENT IS LEARNER CONTROLLED.

3. WHO ARE DISTANCE LEARNERS
DISTANCE LEARNERS ARE ADULT LEARNERS THAT ARE SEEKING CERTIFICATIONS, DEGREES OR ADVANCED
DEGREES IN A SPECIFIC FIELD
THESE LEARNERS COME FROM VARYING CULTURAL BACKGROUNDS, SOCIOECONOMIC STATUS,
GEOGRAPHICAL LOCATIONS AND DEMOGRAPHICS.
NEARLY 3.5 MILLION STUDENTS WERE TAKING AT LEAST ONE ONLINE COURSE DURING THE FALL OF 2006
TERM, AS REPORTED BY ALLEN & SEAMAN (2007)

4. CHARACTERISTICS OF DISTANCE LEARNERS
DISTANCE LEARNERS ARE:
• MOTIVATED
• FOCUSED
• DETERMINED

5. LEARNING EXPERIENCES
DISTANCE LEARNERS ARE TYPICALLY ADULTS THAT ARE SEEKING ADVANCEMENT WITHIN THEIR CURRENT
STATUS IN LIFE. ACCORDING TO THEORY OF ANDRAGOGY THE ADULT LEARNER ENGAGES IN THE LEARNING
PROCESS IF IT IS BENEFICIAL TO THEM.
ADULT LEARNERS THAT ENGAGE IN THE DISTANCE LEARNING PROGRAM BECAUSE IT IS:
- FLEXIBLE
- ACCELERATED
- ACCESSIBLE

6. LEARNER FEEDBACK
• LEARNERS ARE ABLE TO PROVIDE FEEDBACK ABOUT THEIR ONLINE EXPERIENCES IN VARIOUS WAYS:
- EVALUATIONS
- SURVEYS
- BLOGS
- PODCAST

7. AMERICANS WITH DISABILITIES
ACT OF 1990
• THIS ACT ENSURES THAT AMERICANS THAT HAVE A DISABILITY ARE ABLETO HAVE AN OPPORTUNITY TO
PARTICIPATE IN A DISTANCE LEARNING PROGRAM WITHOUT DISCRIMINATION.
• INSTITUTIONS ARE REQUIRED BY FEDERAL LAW TO MAKE MATERIALS ACCESSIBLE TO ANYONE THAT HAS
A DISABILITY. EXAMPLES ARE:
- SOFTWARE FOR THE VISUAL AND HEARING IMPAIRED
MAKE SURE THAT YOU DO NOT TREAT THE STUDENTS ANY DIFFERENTLY FROM OTHER STUDENTS. THIS WILL
CREATE A SPOTLIGHT ON THE STUDENT. TREAT EVERYONE AS EQUAL.

8. CHALLENGING BEHAVIORS
THE DISTANCE LEARNING POPULATION IS ONE THAT IS DIVERSE. THIS CAN RESULT IN DIFFERENT CHALLENGES WITHIN THE LEARNING ENVIRONMENT. AS
ONLINE INSTRUCTORS YOU HAVE TO BE PREPARED TO HANDLE CHALLENGING SITUATIONS SUCH AS
- INAPPROPRIATE POSTS; ON THE FIRST DAY OF CLASS INFORM STUDENT THE DO’S AND DON’TS WITHIN THE LEARNING ENVIRONMENT. ADVISE THEM OF
THE CONSEQUENCES AND MAKE SURE THAT YOU MONITOR DISCUSSION FORUMS AND LEARNING TEAM FORUMS.
- CYBER-BULLYING; ON THE FIRST DAY OF CLASS INFORM STUDENTS OF WHAT CYBER- BULLYING IS AND THAT IT WILL NOT BE TOLERATED. MONITOR THE
LEARNING FORUMS.
- PARTICIPATION; SET A PARTICIPATION REQUIREMENT ON THE FIRST DAY.MOST INSTITUTIONS ALREADY HAVE IN PLACE BUT MAKE SURE THAT THE
LEARNERS ARE AWARE OF THE REQUIREMENTS

9. REFERENCES
• ALLEN, I., & SEAMAN, J. (2007). ONLINE NATION FIVE YEARS OF GROWTH IN ONLINE LEARNING.
RETRIEVED APRIL 18, 2009, FROM HTTP://WWW.SLOAN-
C.ORG/PUBLICATIONS/SURVEY/PDF/ONLINE_NATION.PDF