Distance Learning ‘Not for Sissies’ Says Expert

Posted on January 31, 2008 by Jennifer Brady

When I first scanned this item in USA Today about the growth of distance learning nationwide, and which features a single mom with a total commitment to her online studies without regard to the rigorous demands of self-discipline it places on her, I thought the quote in this headline was hers. But upon a more careful reading of the piece, I was surprised to learn it comes instead from Michael Lambert who is the executive director of the Distance Education and Training Council. That’s a national accrediting body for distance education programs which means Mr. Lambert is in a position to know much about what is required of institutions that offer, and individuals who take advantage of, online learning in higher education.

Here’s Mr. Lambert’s complete statement on this matter: “You have to be someone who doesn’t mind studying at 10 o’clock at night at a kitchen table with a laptop, alone,” Lambert says. “This is not for sissies. It’s for really strong, self-starting people.”

He’s right. But you already know that if you’re a UMassOnline student. If you’re not, and you are currently thinking about finding an online choice that fits your need, Mr. Lambert’s statement should help guide your search. There are no reputable online college degree or certification offerings that are easy, effortless, or without rigorous demands on your ability to manage your time.

Now that this article has been out a bit, you’ll notice a number of great comments that have accumulated. I share one in particular written by a faculty and online learned named ‘cogent’: Online works… for many many students. I’ve taught online since 1997 and I have two online graduate degrees. THE BEST and HARDEST courses I ever took were in online programs.

Comments

One Response to “Distance Learning ‘Not for Sissies’ Says Expert”

Boyd on February 5th, 2008 11:44 am

A FEW WORDS ABOUT DISSERTATIONS AND DISTANCE LEARNING

The most rigorous part of the dissertation includes the

Methods Section
Study Design
Research questions and hypothesis formulation
Development of instrumentation
Describing the independent and dependent variables
Writing the data analysis plan
Performing a Power Analysis to justify the sample size and writing about it

Results Section
Performing the Data Analysis
Understanding the analysis results
Reporting the results.
When you enter this phase of the program, you are nearing the end of the journey. Given the difficulty of this phase, one often wishes they had previewed what was to come.
Many Ph.D candidates seem to hit a brick wall and feel disarmed when called upon to work on the methods and results section of their dissertation.
This is the point where many students diligently search for help calling on their advisor, peers, university assistance and even Google.
This is also the time when the student asks themselves the question” HOW MUCH HELP IS TOO MUCH”.
Surely no one will deny that having your dissertation written for you is very wrong.

On the other hand, it is not unusual for doctoral students to get help on specific aspects of their dissertation.(e.g. APA formating and editing) It also is not unusual for advisors to encourage students to seek outside help.

If you are a distance learning student it is almost essential you seek outside assistance for the methods and results section of your dissertation. The very nature of distance learning suggest the need for not only outside help but help from someone gifted in explaining highly technical concepts in understandible language by telephone and e-mail.

Distance learning, and the avaiability of programs, has increased exponetially over the last few years with some of the most respected institutions (Columbia University, Engineering; Boston University and others) offering a Ph.D in a variety of fields. If you are enrolled in a distance learning program, or considering one, you will be interested in reviewing the reference sites listed at the bottom of this page.

As stated above, many students hit their dissertation “brick wall” when they encounter the statistics section. Frequently, a student will struggle for months with that section before they seek a consultant to help them. This often leads to additional tuition costs and missed graduation dates.

If I were to name a single reason why a PhD candidate gets off track in their program it is the statistics and their fear of statistics.

So, the question is whether or not it is ethical to get help at all. If so, how much help is too much.

I don’t know if there has ever been a survey of dissertation committee members who were asked this question, however, I know many advisors take the following position when they suggest or approve outside help:

To a large extent the process is self controlling. If the student relies too much on a consultant, the product may look good, however, the student will be unable to defend his/her dissertation.

It takes a committed effort on the part of the student and the consultant (resulting in a collaborative/teaching exchange) to have the student responsible for the data and thoroughly understand the statistics. The day the student walks in front of the committee to defend, there should be no question as to his/her understanding of statistics.

When their defense is successful, the question of “was the help too much” is answered.

If you are a Ph.D candidate and would like additional information, you may email me at:

Boyd
boyd67@comcast.net

Reference sites:
http://www.usdla.org/
http://www.cgsnet.org/
http://www.statisticallysignificantconsulting.com/