| Distance learning (also remote education/ off-site | | | | difficult to resolve with distance learning. |
| learning) adds another dimension to education. It | | | | Accessibility of study materials/resources is |
| provides an avenue for those who do not have | | | | another issue with study materials. Study |
| the time or money to afford full-time or | | | | materials provided by distance-learning institutions |
| on-campus education to further their studies. | | | | are not always comprehensive and lucid. If the |
| While distance learning is primarily a blessing, there | | | | course requirements are ambiguous or the |
| are attendant difficulties with it. | | | | important aspects not highlighted, many students |
| 1) Lack of motivation | | | | may have problems coping. Distance-learning |
| The longer a distance-learning course is, the more | | | | students must also use more effort to acquire |
| difficult it is to remain motivated. This lack of | | | | resources that will assist their study programme. |
| motivation often stems from other difficulties like | | | | 5) Lack of mentorship/ inadequate peer support |
| isolation and lack of mentorship. It is even harder | | | | Many students- particularly those new to a field- |
| to motivate yourself if you are struggling with the | | | | may require additional guidance. The absence of |
| course. Taking too long to complete a course or | | | | mentors is a drawback of distance learning. Even |
| trying to complete it so quickly that you struggle | | | | those programmes that offer online mentorship |
| are anathema to online education. | | | | are limited because students often require a lot |
| 2) Self-discipline | | | | more than anonymous guidance- even if it is |
| No matter how motivated you are, you need | | | | expert guidance. The absence of peer support |
| self-discipline to convert motivation and purpose | | | | leads to isolation and reduced opportunities for |
| into effective action. Without discipline, you will not | | | | group-work and collaboration where necessary. |
| implement your study plans properly and will fall | | | | 6) Recognition |
| behind too easily. Lack of motivation and | | | | A student who studied at an on-site location or |
| inadequate self-discipline are two common | | | | campus may be better recognised than a |
| difficulties with online education. Planning, | | | | distance-learning student is. This inherent difficulty |
| organisation and mentorship can help a distance | | | | of distance learning may have nothing to do with |
| learner overcome poor self-discipline. | | | | the quality of the distance-learning course. College/ |
| 3) Distractions | | | | University graduates who studied on campus |
| Many distance-learning students are attracted to | | | | typically had to satisfy more stringent entry |
| such courses because it allows them to study | | | | requirements. They may also have had added |
| despite a busy schedule or other commitments. A | | | | advantages of being on-site that give them an |
| problem arises where those other commitments | | | | edge. |
| become a distraction. With distance learning, your | | | | 7) Feedback & clarification |
| family or friends (and even you!) may not take | | | | The learning process relies a lot on feedback and |
| your study-time seriously. Further to that, the | | | | clarification. Some distance learning courses do not |
| flexibility of distance learning works against it. Any | | | | provide an opportunity for this. Even where an |
| other concern, unscheduled activity or event that | | | | intermediary institution is present, the tutors |
| arises at the expense of your planned study | | | | available there may be too disconnected from the |
| might gain automatic priority. | | | | primary institution to be useful. |
| 4) Issues with study materials | | | | While distance learning has inherent difficulties, the |
| The one-dimensional nature of study materials can | | | | distance-learning student does not necessarily find |
| be a problem with some distance learning | | | | these insurmountable. Learning institutions are |
| programmes. If study materials and support for | | | | doing more to facilitate improvement in distance |
| students do not facilitate different methods of | | | | learning techniques and resources. Some of them |
| learning, it can limit learning-effectiveness. Several | | | | provide online classes, on-site seminars/ lectures |
| distance-learning courses today provide multimedia | | | | and multimedia study materials. The distance |
| courses and different options to students, but | | | | learner can even minimise half of the difficulties of |
| many others do not offer robust resources. | | | | online learning simply by being focused, motivated |
| Nevertheless, some students learn better by | | | | and organised. |
| interfacing directly with tutors. That issue is | | | | |