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Scholar-Practitioner Corner I The Challenges and Opportunities in Distance Teaching Mary N. Pangle, Ph.D.  Dr. Mary Pangle Distance teaching is transforming the classroom experience for both students and instructors. As Baker (2005) writes, “Explosive growth characterizes the distance education market. The number of students enrolled in 100 percent online distance education soared from 483,113 in 2002 to 936,727 in 2005, or 93 percent. In 2007, growth is projected to reach 1,774,752, or a 267 percent rise from 2002” (p. 6).
Accessibility of Distance Learning As the lives of everyday Americans become more and more complicated, few have the time, or energy, to pursue higher education. According to Pat Hale, director of the Systems Design and Management Program at MIT, “Workers in mid-career now have an expectation that institutions will offer continuing-education programs in career-compatible formats.” In addition to weekend classes and night school, that means distance learning. Hale continues, "You should be able to get the education you need without having to shut your career down" (Biederman, 2005, p. 18).
Flexible Options MIT's program, leading to a Master of Science degree in engineering and management, is offered on campus in a full-time 13-month format and a 13- to 24-month program for commuters, as well as in a 24-month distance-learning mode. About half of the 62 students currently enrolled in the program are at remote sites. All are required to spend a month on campus for cohort-building (Biederman, 2005).
As clearly shown by this example, distance learning affords the opportunity to continue one’s education while simultaneously accommodating family, work, and social obligations.
Alternative Career Paths for Academia I first became interested in distance teaching when I realized I was far too politically incorrect for mainstream academia. After teaching a few courses at our local community college (and realizing the compensation was inadequate), I began to search for other ways to use my teaching expertise. At the suggestion of a friend, I applied for an online teaching position. After the first set of classes, I was hooked.
Shank’s Five Instructional Fears Like many other professionals, I entered the arena of distance teaching with a certain amount of anxiety. According to Shank (2005), there are five basic fears associated with distance teaching that are common to most distance instructors:
In my experience with distance teaching thus far, only three of these have been applicable.
“Online courses aren’t as good as face-to-face.” Having taught in both types of classroom settings, I felt the quality of any course was dependent on only two things: (a) the quality of the instructor and (b) the quality of the course design. Assuming the instructor is qualified for either domain, the quality of design becomes the defining issue.
Any course, whether online or face-to-face, should be designed in such a manner so as to actively engage students in the learning process. Students who are actively engaged in their learning process tend to also be proactive in such things as class activities, assignments, group discussions, video clips, essays, quizzes, and writing (final papers and so forth). My experience with distance students has generally proven them to be inherently more proactive than face-to-face students.
“I won’t be able to connect with my students.” It has been my teaching experience that the issue of “connection” applies equally to either setting. For example, note the students in a face-to-face classroom who habitually come in late, sit in the back, say nothing, and are the first to leave. Even though they may excel academically, they are de facto disconnected from the learning process. Conversely, consider students who might normally be somewhat reluctant to approach a face-to-face instructor, for any reason. For students who fall into this category, dialoguing with their instructor might prove easier online.
I have found the online classroom to be extremely conducive to constructive instructor/student interchange. Because so many of my students are accustomed to “interacting” with a computer on a daily basis, they are often more open to communication vis-à-vis their computer. In addition, asynchronous conversation, by its very nature, lends itself to more objectivity in regards to instructor/student interchange.
“Teaching online will take more time and effort.” Distance teaching does involve a great deal of time and effort, but so does face-to-face teaching. Remember, the end product of either endeavor is only as good as the quality of the preparation put into it.
I currently have a student load of 93, and my daily schedule generally goes as follows: First thing in the morning, I check every class for urgent email messages. Then, I go into the newsgroups to check for questions relating to any late or due assignments. Should questions arise, I am careful to point out to students any areas within their work that might need to be reevaluated. I continue this process until I have worked my way through all student inquiries. Then I take a break.
After some time away from the computer (during which I might take a walk, make some calls, begin dinner preparation, etc.), I come back into the online setting. At this point, I begin grading student assignments by thoroughly reading for content, grammatical errors, etc., making sure each part of the assignment has been addressed. Then I assign a grade, enter the grade into the grade book, and send the student an individual email so noting. The online courses that I have taught have been designed in such a manner that tracking student progress and recording grades is actually easier and faster than in the face-to-face setting.
Finally, before “closing shop” for the day, I make one final sweep through each newsgroup to ensure no one ends the day with unresolved questions. (A word to the wise: This will require more time than allowed via “office hours.”) I find that when I manage my classes wisely, I have more than adequate time to provide good instruction and connect with each of my students. Biederman (2005) writes that the biggest challenge with distance learning is one of priority and focus.
Clearly, distance teaching is not for everyone, but it is for me. Regardless of how one feels about it, distance learning is here to stay. For educators who are open to experiencing a new way of being in the classroom, distance teaching is an exciting, effective way in which to instruct.
Biederman, D. (2005, October 3). Going the distance. Journal of Commerce, 6(40), 16–21.
Shank, P. (2005, October). Common fears about teaching online—Fact vs. fiction. Online Classrooms. Retrieved Dec. 22, 2005, from
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