Online Distance Learning Environments Research Articles

Relationships between online self-regulation skills, satisfaction, and perceived learning among distance education learners

Distance Learning or Distance Education is one of the approaches of education to connect learners and educators or instructors with geographical barriers by using technologies. The nexus between learners’ online self-regulation skills, satisfaction and perceived learning continues to be an ongoing debate in distance education for developing countries. No study has looked at the relationships between online self-regulation skills, satisfaction, and perceived learning among postgraduate distance education learners in Ghana. This study purposed to identify the connections between self-regulation skills, learner satisfaction, and learning perceptions. The survey included a total of 1142 postgraduate distance education learners. The structural linkages were investigated using structural equation modelling analysis. The fit index values obtained from the analysis were X2/df = 2.60, CFI = 0.92, TLI = 0.91, and RMSEA = 0.059, all of which were satisfactory. Learners' online self-regulation skills are thought to be a predictor of their satisfaction. Also, learners' online self-regulation skills are recognised as a predictor of their perceived learning. Learners' satisfaction with the online distance learning setting or environment is considered a strong indicator of perceived learning.

The Effects of Online Learning Platforms on Student Engagement and Academic Performance

The rapid proliferation of Online Distance Learning (ODL) platforms, accelerated by the global COVID-19 pandemic, has transformed the educational landscape, necessitating a revaluation of their impacts on student engagement and academic performance. This study aims to explore the nuanced effects of ODL on undergraduate students, specifically focusing on the challenges and benefits associated with its use. Employing a quantitative research design, this research utilized an online survey modified from existing instruments to suit the study's objectives. The survey, comprising both Likert scale and open-ended questions, was designed to capture students' experiences, engagement levels, and academic outcomes related to ODL. The target population included final-year undergraduate students from the Faculty of Civil Engineering at Universiti Teknologi MARA (UiTM) Penang, with purposive sampling ensuring a focused examination of the impacts of ODL within this specific academic context. Data were collected from 36 participants via Google Forms and analysed using IBM SPSS, revealing significant correlations between the use of digital tools, student engagement, and perceived academic performance. Key findings indicate that while digital tools are integral to ODL, their usage is associated with increased feelings of isolation, distraction, and negative impacts on sleep patterns. However, students also recognized the benefits of digital learning, such as flexibility and accessibility. The study concludes that the effectiveness of ODL platforms is contingent upon balancing digital tool usage with strategies to mitigate their potential drawbacks, emphasizing the need for interactive elements that mimic face-to-face interactions and support services to address students' psychological well-being. This research contributes to the ongoing discourse on the efficacy of online learning, offering insights into optimizing ODL environments to enhance student engagement and performance while ensuring their mental and social well-being.

THE DETERMINATION OF THE SENSE OF COMMUNITY LEVELS OF UNIVERSITY STUDENTS IN ONLINE DISTANCE EDUCATION ENVIRONMENTS IN TERMS OF DIFFERENT VARIABLES

Online education has been implemented in Turkiye as well as in many countries of the world in recent years and is becoming more widespread day by day. Being able to take place anytime and anywhere, eliminating the limitations of time and space, and providing lifelong learning can be described as the most basic factors in the spread of online education. In addition, due to the rapid increase in the number of learners who have to take online education due to the Covid-19 global epidemic, which has affected the whole world recently, it has become an important issue for learners to acquire knowledge and skills in online distance learning environments. Also, it is necessary to determine the level of developing a sense of community in order to ensure the learners' self-expression in the relevant environments, their active participation and the continuity of the learning action. In this study, it was aimed to determine the level of sense of community of learners studying at Turkish-German University in the 2021-2022 academic year in online distance education environments in terms of different variables like gender, level of education, and their ability to use computer programs and applications.The research was carried out in the cross-sectional scanning model. The obtained data are analyzed with the help of SPSS package program. The findings are evaluated at the 95% confidence interval and at the 5% significance level. Sub-factor averages, factor correlations are examined and diagnostic statistics related to the study group are included. In addition, t-test is used for variables with two sublevels and one-way Anova is used for variables with more than two sublevels. If there is a difference in the Anova test, Post-Hoc tests are used to determine the pairwise differences. As a result, in order to make education more efficient in online learning environments, it is concluded that in order to strengthen the sense of community, learners can be given tasks that they can discuss and negotiate, learners can be made to work in groups in related environments, etc. In adddition, considering the stress, anxiety and uncertainty that learners and educators face with the global epidemic, it is thought that social presence should take priority for learning to take place. It is recommended that the study be developed by applying it to larger regions and samples.

Self-Efficacy of Students Taking the English Writing 3 Course in an Online Learning Setting

The aim of this study was to examine the self-efficacy of students taking the English Writing 3 online tutorials at Universitas Terbuka. This study applied a quantitative approach and survey method was used to collect data. A single-stage sampling procedure was adopted to collect information about student self-efficacy. Using a questionnaire to collect data, a thorough understanding of student self-efficacy was developed. Student self-efficacy was scored on a five-point scale. The research participants were students taking the English Writing 3 online tutorials. Of 650 students, 233 students completed and returned the questionnaires. Descriptive analytics were used to describe and summarize the data in order to provide the ground for finding new facts. The findings indicated that the majority of students had high self-efficacy. The students demonstrated sufficient ability, confidence, and resilience to accomplish certain tasks that were necessary for their learning This study confirmed that male and female students did not significantly differ in self-efficacy. It was found that there may be a link between age (maturity) and self-efficacy. In addition, self-efficacy could be attributed to previous learning experience. It was apparent from this study that self-efficacy was dynamic; self-efficacy development and growth were likely influenced by student learning progressions. The present study has provided a deeper insight into the nature of students learning English writings in an online distance learning environment.

THE ROLE OF E-LEARNING READINESS ON SELF-REGULATION IN OPEN AND DISTANCE LEARNING

In recent years, the proliferation of online and distance education has dramatically changed the landscape of education. With the growing demand for flexible and accessible learning opportunities, learners are increasingly turning to online and distance education programs to pursue their academic, personal, and professional goals. However, this modality of learning also presents unique challenges for learners, particularly when it comes to e-learning readiness and self-regulated learning. To explore these factors within the context of the online distance learning environment, this study used a cross-sectional quantitative research method to examine the differences in self-regulated learning skills of open and distance learners in terms of e-learning readiness in the Open Education System of Anadolu University. For the purpose of the study, an online survey was used to collect data. The participants of the study comprised 466 online distance learners. Results indicated that learners with high e-learning readiness levels had higher self-regulated learning skills compared to those with low levels. It was also determined that self-regulated learning skills did not differ in terms of the gender of the learners while they differed in terms of the time the learners spent on the learning management system.

Beyond Words: Uncovering the Untold Stories of Multilingual Students' Lived Experiences in Online Distance Learning

This study aimed to examine the lived experiences of multilingual students in online distance learning during the height of the COVID-19 pandemic. The study utilized the qualitative research design - transcendental phenomenology and employed purposive sampling. The study participants were ten (10) multilingual students among Senior High School Students. A researcher-made questionnaire was reviewed by research experts and was used in individual interviews with the participants. The collected data through interviews underwent thematic analyses and triangulation. Based on the findings, the model was developed through thematic analyses, the Basic Instructional Strategies Aiming to Address the Problems of Multilingual Students in Online Distance Learning MODEL (in the Filipino language: Batayang Instruksiyong estratehiya na Naglalayong Tugunan at Alamin (BINTA) ang mga suliranin ng mga multilinggwal na mag-aaral sa online distance learning) was developed. The BINTA Model represents the lived experiences of multilingual students in online distance learning in terms of the themes that emerged: lack of interaction and communication, difficulty in understanding technical terms, consistency of internet connection, and effective communication. This implies that the model can help improve these students' educational outcomes and experiences by providing appropriate instructional strategies tailored to the needs of multilingual students. Educators can help mitigate these students' challenges and difficulties in an online distance learning environment. Through this, educators can help ensure that multilingual students can engage with the material, participate fully in online discussions and activities, and ultimately achieve their learning goals.

STUDENT ENGAGEMENT, CHALLENGES AND COPING MECHANISMS IN HIGH SCHOOL ONLINE DISTANCE LEARNING DURING COVID-19 PANDEMIC

Most educational institutions made sure that instruction was uninterrupted at the start of the COVID-19 pandemic. As a flexible learning method, most schools chose online distance learning (ODL). Consequently, the Internet is among the many tools that ensures continuity in teaching and learning. Many schools have adopted ODL using their learning management system (LMS). However, schools are challenged in attaining the expected engagement among students. Students must cope with the new learning environment wherein they are physically separated from teachers and peers. This research aims to assess the engagement of senior high school in the ODL environment. Specifically, it describes the respondent’s engagement profile, preferred learning resources and activities, and challenges faced in ODL. Student logs from the university LMS during the second semester of 2020 – 2021 were utilized for engagement profiling. On the other hand, an online survey was conducted among 424 students to gather their preferred learning resources, activities, and challenges experienced in ODL. Results show that assignments and files are the most common resources used during the ODL. It shows that attendance and quizzes are what students often visit. Quiz and Wiki are where students spend their time. The result indicates that Slideshows and PDF or MS word materials are the most preferred learning materials. The Lesson is the most preferred learning activity, and students perceived that this activity is the most useful in the ODL. Lack of motivation or confidence earned the highest mean of 3.49, described as “every time.” Heavy workload, procrastination, lack of interaction, and technical issues are rated “every time,” showing that respondents are heavily challenged. In terms of coping, the result indicates that daily login and breaking down responsibilities were the most common mechanism. Communicating with the teachers yielded the lowest coping mean. The study concludes that engaging students in online distance learning are very challenging, especially when learners are not ready. Preferences in terms of learning resources and activities are multi-faceted. There is a need to improve the variation of asynchronous activities like interactive multimedia, such as gamification.

Challenges and Coping Strategies of Maritime Instructors and Students in An Online Distance Learning (ODL) Environment


 ABSTRACT
 
 The COVID-19 pandemic has forced Higher Education Institutions (HEIs), Teachers and students to move into Online Distance Learning in the Philippines to continue providing quality education. The study centers on two factors the Challenges and Coping Strategies of Maritime Instructors and Students in an Online Distance Learning (ODL) Environment of Dr. Carlos S. Lanting College. A total of 157 respondents were involved in the study and distribution of questionnaires was done thru online. The descriptive and quantitative method of research is used in this study. As a result both the students and teachers used smartphones and laptop in Online Distance Learning but majority of the students have postpaid subscription service (42.38%) with an unstable and slow internet connectivity. Furthermore, the Challenges of Maritime Instructors and Students in an Online Distance Learning (ODL) Environment, the respondents generally answered “rarely” to the given statements as to academic requirements(M=2.08 and M=2.33), Learning Management System (M=1.96 and M=2.30), delivery of instructions (M=2.17 and 2.39) while data from learning environment (M=2.78 and M=2.73) is interpreted as "sometimes," inferring that the respondents perceived the learning environment as the biggest challenge out of the four. The coping strategies of Maritime Instructors and Students in ODL the students generally answered "sometimes" to the given scenarios while the instructors generally answered "often." Meanwhile, the results show that the instructors preferred utilizing the Internet to their advantage for researching lessons and similarly to the students, setting specific time to prepare for school work are the best coping strategies for them. There is no significant difference and relationship on the Challenges and Strategies of Maritime Instructors and Students in an Online Distance Learning (ODL) Environment. Thus, to address the challenge regarding the learning environment and the poor internet connection, the findings of the study recommend that students and instructors must set time to prepare for schoolwork, create notes to better understand/deliver a lesson, and find another place for better learning/teaching and lesser distractions.

Challenges and Coping Strategies of Maritime Instructors and Students in An Online Distance Learning (ODL) Environment


 ABSTRACT
 
 The COVID-19 pandemic has forced Higher Education Institutions (HEIs), Teachers and students to move into Online Distance Learning in the Philippines to continue providing quality education. The study centers on two factors the Challenges and Coping Strategies of Maritime Instructors and Students in an Online Distance Learning (ODL) Environment of Dr. Carlos S. Lanting College. A total of 157 respondents were involved in the study and distribution of questionnaires was done thru online. The descriptive and quantitative method of research is used in this study. As a result both the students and teachers used smartphones and laptop in Online Distance Learning but majority of the students have postpaid subscription service (42.38%) with an unstable and slow internet connectivity. Furthermore, the Challenges of Maritime Instructors and Students in an Online Distance Learning (ODL) Environment, the respondents generally answered “rarely” to the given statements as to academic requirements(M=2.08 and M=2.33), Learning Management System (M=1.96 and M=2.30), delivery of instructions (M=2.17 and 2.39) while data from learning environment (M=2.78 and M=2.73) is interpreted as "sometimes," inferring that the respondents perceived the learning environment as the biggest challenge out of the four. The coping strategies of Maritime Instructors and Students in ODL the students generally answered "sometimes" to the given scenarios while the instructors generally answered "often." Meanwhile, the results show that the instructors preferred utilizing the Internet to their advantage for researching lessons and similarly to the students, setting specific time to prepare for school work are the best coping strategies for them. There is no significant difference and relationship on the Challenges and Strategies of Maritime Instructors and Students in an Online Distance Learning (ODL) Environment. Thus, to address the challenge regarding the learning environment and the poor internet connection, the findings of the study recommend that students and instructors must set time to prepare for schoolwork, create notes to better understand/deliver a lesson, and find another place for better learning/teaching and lesser distractions.

Интерактивност в обучението по английски език от разстояние в електронна среда

The article presents preliminary results of an experiment that investigates the effectiveness of interactive activities in teaching vocabulary and grammar to students at the Academy of the Ministry of Interior. The analysis shows impact of exclusively online distance learning environment and the different application of the technologies for enhancing interactivity have on the effective language learning experience.

Expectations, Experiences, and Satisfaction of the Graduate Students with Distance Online Learning Environment in OMSC Graduate School during the Covid-19 Pandemic

This descriptive study determined the level of expectations, experiences, and satisfaction of the graduate students with distance online learning environment in Occidental Mindoro State College Graduate School during the Covid-19 pandemic. The study was conducted from January 2021 until August 2021 at OMSC Labangan Campus, San Jose, Occidental Mindoro, Philippines. A total of 58 respondents selected through a simple random sampling technique participated in the study. The questionnaire was the main instrument used in gathering data for the study. Data gathered were analyzed using frequency and percentage, weighted mean, Pearson-r moment correlation, and Regression analysis. It was found that the level of expectation, the extent of the learning experience, and the level of satisfaction with the online learning environment of the graduate school are very high. There is a high positive correlation between expectations, experience, and satisfaction. Experience has a high positive correlation with satisfaction. None of the indicators of expectation influenced satisfaction. The social and cognitive presence influence the satisfaction of the graduate students with the distance online learning environment of the OMSC Graduate School. It was suggested to improve internet connectivity, use asynchronous and modular delivery modes of instruction, give feedback and return students' output, and the faculty must keep up their good work to improve the distance online learning environment. It was concluded that graduate student's expectation and experience greatly influence their level of satisfaction with the online distance learning environment. Concrete actions are needed to improve and optimize the processes in the distance learning environment to enhance students' experiences and increase satisfaction.

Case Report: The Impact of Online Forum Use on Student Retention in a Level 1 Distance Learning Module

The importance of making online and distance education successful has been dramatically prioritized due to the COVID-19 pandemic. Student retention is a key performance indicator in online higher education. Evidence suggests that within online distance education the key to retaining students is to encourage an engaging and supportive online community. Online asynchronous forums are one method that has been employed to promote such engagement. This study investigated the relationship between online forum activity and student retention amongst 21 tutor groups on an Open University Level 1 module. It found that the volume of tutor group forum activity had a significant association with student retention (p<0.05 two-tailed, Pearson r=0.53), with student contributions having a greater impact on retention (p<0.01 two-tailed, Pearson r=0.628) than tutor contributions. Although tutor contributions did not appear to impact student retention directly the number of tutor and student posts were highly correlated (p<0.001, two tailed, Pearson r=0.86). Results indicate that asynchronous forums can be an effective tool in promoting student retention in an online distance learning environment. Important factors that impact on student retention within the educational medium of asynchronous forums are evidenced. The implications of these findings for educators are discussed. Keywords: distance learning, student retention, forum participation, online learning community.

Extended Technology Acceptance Model to Examine the Use of Google Forms – based Lesson Playlist in Online Distance Learning

Shifting to online distance learning due to the COVID-19 pandemic challenged educators' roles as instructional materials designers. This study aimed to examine the students' acceptance of the teacher-designed e-learning tool called Google Forms-based Lesson Playlist (GF-LP) in a home-based online distance learning environment. This quantitative research analyzed 570 responses from Grades 11 and 12 students at a private school in the Philippines using the partial least squares-structural equation modeling. Results showed that perceived self-efficacy and system quality strongly affect the users' perceived ease of use while perceived ease of use highly influenced the students' perceived usefulness of GF-LP. Facilitating conditions do not affect the users' attitudes towards using the e-learning tool, which confirmed the effective utilization of GF-LP in online distance learning. The relationships between the original constructs of the Technology Acceptance Model (TAM) were also presented. This study recommends the use of GF-LP or its features for remote learning.

Going the Distance: What School Administrators Can Learn from One-to-One Laptop Schools

As a response to the COVID-19 pandemic, many school administrators are forced to transform traditional schooling into an online distance learning environment. This commentary addresses how some of the challenges and implications of our research in leadership and instruction of one-to-one laptop schools are applicable to establishing a distance learning environment alongside current standards for instruction. School administrators are strongly encouraged to collaborate with teachers as soon as teachers report for the school year to help create a shared vision of effective online instruction and implement supplemental frameworks that will guide evaluation of teaching and learning online.

Encouraging engagement: video-conference augmentation of online distance learning environments

Purpose The purpose of this reflection on practice is to consider and attempt made by the present author to re-imagine online distance learning (ODL) environments to provide a greater opportunity for learner engagement. Design/methodology/approach ODL environments were augmented by video-conferencing to increase dialogue, instructor presence and a sense of instructor care, concern and guidance. The video-conference component was limited time-wise (40 min per weekly module) and aimed at explaining and integrating learning content and activities. The resulting courses were thus augmented and enhanced and not transformed into blended learning courses. Findings Preliminary feedback from video-conference discussions and learner reflective journals indicates that the innovation was well received by students and contributed significantly to their appreciation, satisfaction and overall engagement. Practical implications The augmentation is simple and effective. It may be an approach that is particularly relevant in designing and facilitating ODL environments in an era of uncertainty, disruption and far-reaching educational changes caused by the COVID-19 pandemic. Social implications The author argues that the introduction of an active learning component has significant implications for learner performance, satisfaction and persistence with distance learning programs. Originality/value Attempts to increase social presence and engagement are not uncommon in ODL. This particular approach is simple, easily enacted and has a perceived element of originality and innovation that appeals to learners. It is argued that it contributes significant value to the quality and outcomes of the distance learning experience.

Incorporating augmented reality to enrich student learning

Learning in higher education is now performed across several dimensions, for example: face-to-face in the classroom or practical sessions; engaging with reusable learning objects; online distance learning and virtual learning environments, all represent significant 'places' of learning. With the advent of technology, the incorporation of multimedia resources to complement lecture theory/practical applications is increasingly evident in modules and programmes. However, with these advances come excessive supplementary digital resources that are available to students, often across multiple platforms. The resources can become separated from relevant lecture notes and this disconnection represents a potential block to learning. Augmented Reality (AR) addresses this concern. Through activation via a 'trigger' image placed in a printed handout, students can engage with specific multimedia content in real-time, and more importantly at the appropriate part of their course. Examples of these multimedia resources are pre-existing online, or customised electronic sketch, videos. Each can be made available for repeat viewings at a later stage, empowering students and benefiting self-paced learning and revision. Here, the role and benefit of AR in empowering students with regard to their learning and the steps needed to introduce AR are discussed.

Determining Open Education Related Social Media Usage Trends in Turkey Using a Holistic Social Network Analysis

The rapid development of the internet has given birth to social network sites that have found themselves among the most frequently used internet applications within a very short period of time (Wang, Jackson, Gaskin, & Wang, 2014). Testifying to this fact, 2016 data reveals that 2.307 billion out of 3.419 billion (67%) internet users worldwide are active social media users (Kemp, 2016), demonstrating just how widely social media networks have been adopted. Societies have rapidly adopted social networks, which by bringing individuals together in different ways, like game playing, tagging, working, online socializing, collaboration and communication (Ghali, Panda, Hassanien, Abraham, & Snasel, 2012). With the emergence of social networks, interactions between individuals have changed to a great extent, and with the internet and mobile devices becoming so widespread, a wide variety of collaborative learning opportunities and new e-learning platforms have emerged (Stantchev, Prieto-Gonzalez, & Tamm, 2015).According to Kim, Jeong, and Lee (2010), social network sites are defined as a virtual venue facilitating internet users to reach out and communicate with each other and in which online societies are established. According to Junco and Mastrodicasa (2007), social network sites are also the easiest way to connect in a disconnected world. In general, these sites are used by societies for social communications and entertainment purposes (Wang et al., 2014). Today many social network sites are used for various purposes. The most popular being blog-type social networks (Facebook, Google +, tumblr), microblog networks (Twitter), professional networks (LinkedIn, XING), photography related networks (Instagram), video based networks (YouTube, Vine, Instagram video), and networks in which personal interests are shared (Pinterest) (Stantchev et al., 2015).Providing learners with opportunities to participate in both learning and course groups, social networks are widely used in education environments and have become the subject of various studies. According to Al-Rahmi, Othman, and Yusuf (2015), the use of social media sites in educational activities increases academic performance, satisfaction, engagement, collaboration, and interaction with instructors. According to Wheeler, Yeomans, and Wheeler (2008), benefitting from social network sites in educational environments provides learners with opportunities to share their opinions, show their creativity, and receive feedback from their friends. Providing learners with a wide array of opportunities, social media use in learning environments continues to increase both in traditional classes (inside the classroom) and in online open and distance learning environments (outside the classroom) (Blaschke, 2014; Seaman & Tinti-Kane, 2013).According to Blaschke (2014), social media provides instructors with opportunity not only to support the development of learners' skills and competencies but also to include them in online classes as part of either open or distance learning systems. The literature includes certain studies on the use of social media to increase interaction between learners and instructors in open and distance learning environments (Van Wyk, 2014). A study conducted in IGNOU, an open university in India, identified the objectives of internet use and revealed that open and distance learners mostly used (80%) such social media as Facebook, Twitter, YouTube, and Blogs for learning and teaching purposes (Awadhiya, Miglani, & Gowthaman, 2014). In another study revealing the importance of social media use in open and distance learning environments, Ozmen and Atici (2014b) not only concluded that learners using social media in open and distance learning environments develop positive attitudes toward lessons but also reported increased quality of communication between - learner and instructor - learner. Another study by Ozmen and Atici (2014a) compared the academic achievements of instructors on the basis of their use of learning management systems and social media. …

Tutor virtual a distância: gestor de informação ou gestor de conhecimento?

A Educação a Distância (EaD) consolida-se no mercado educacional brasileiro com oferta de cursos que atrai um número cada vez maior de alunos em busca de capacitação para o mercado de trabalho pós-globalizado. Diante desta forte expansão, surge a inquietação quanto à qualidade do ensino oferecido em EaD considerando-se a competição mercadológica das instituições na captação de alunos. Tal cenário educacional introduz a figura do tutor virtual (que não é o professor) para atuar como mediador no ambiente virtual. As pressões políticas de fomento à democratização da educação aliadas às econômicas contribuem para haver um crescimento na captação de tutores sem haver uma compreensão clara de seu perfil e de suas atribuições, o que gera uma incerteza no desempenho de seu papel. Estes são recrutados para atuarem intermediariamente no ambiente on-line, o que pode conduzi-los a terem um desempenho de supervisão voltado ao cumprimento de tarefas pré-determinadas para os alunos e ao mesmo tempo pode distanciá-los de uma efetiva prática pedagógica imprescindível à construção do conhecimento. Este artigo busca discutir o protagonismo adjunto do tutor virtual dos cursos a distância a fim de refletir sobre o papel do tutor virtual como gestor informacional ou gestor de conhecimento no cenário educacional atrelado ao capitalismo neoliberal.

Improving student performance in high cognitive level courses by using formative e-assessment

A student's performance in high cognitive level courses, like the case of the STEM (Science, Technology, Engineering and Mathematics) subjects, is directly related with engagement and motivation. Practice and formative assessment are key elements to engage learners in this kind of courses. However, it is still an open issue, especially in distance education. This paper presents an approach to introduce formative e-assessment for skill and knowledge competence acquisition in an online distance learning environment. To do that, a technology-enhanced assessment system was designed and developed. The system implements formative e-assessment through intelligent type of questions and personalised feedback. For the evaluation, a pilot study was carried-out in a logic course requiring a high cognitive level of skill and knowledge at a fully online university. The results, based on quantitative and qualitative analysis, show a positive effect on the students' performance and learning experience as they are continuously engaged.

Rules of Engagement: Considering Good Policy and Practice with Online Military Learners

In online distance learning environments military learners are not particularly obvious or distinctive; however, they do possess a degree of difference that needs to be recognized. The military can be considered to possess a Janusian culture; two distinctive cultural patterns that emerge in different situations. The culture they display in online distance learning situations is not particularly different from their non-military peers; however, online facilitators should be aware of their other cultural dimension and the difficulties that they encounter in participating online. Drawn from the author’s ten years of working with military learners, this article explains these different cultural perspectives, explores the negative impacts of stereotyping, and provides practical suggestions for harnessing the strengths of these learners in productive online learning.