Distance Learning: Making Connections Through Social Networking

Due to recognition of the benefits of an educated citizenry, nations are launching initiatives to increase access to post-secondary education. Global higher education enrollments are increasing, and technology, particularly in distance learning environments, is making access a reality for those previously unable to participate. However, access does not guarantee success and issues of quality must be addressed. Stakeholder concerns about quality and student retention in distance learning courses are legitimate. Similar to face-to-face courses, online course quality can vary depending on factors such as pedagogical design, choice of technology, support structures, and pedagogical approach. They can simply consist of textbooks and lectures made available online with accompanying assignments graded by the instructor. Effectiveness is increased when assignments align with learning objectives, technology enhances content delivery, and social interaction components are included. Such intentional design can surpass that typical of traditional higher education courses. Additionally, as many instructors are new to online delivery, related strategy training and familiarity with appropriate learning theories is critical. Factors affecting retention include learner preparation, commitment, and discipline. These can also be addressed to some extent through course design based on relevant learning theories. In particular, integrating elements of interaction and collaboration into a course addresses criticisms about the lack of socialization and introduces opportunities for learners to make connections. No longer do distance courses need to be a solitary activity. They can be characterized by constructivism, in which learners formally connect with each other and the instructor, as well as connectivism as learners informally network to create a community. With the global demand for higher education, innovative delivery methods accompanied by effective course design and pedagogies to support learner success are needed. Learning is collaborative, and can be supported by social networking to overcome the geographical and psychological distance among learners and the instructor. This theory-based practice paper illustrates the role of social networking in distance learning. It draws on learning theories to demonstrate practical curricular applications and instructor facilitation techniques in online contexts. These applications are illustrated with global English language courses, but have broad applicability.