Achieving Optimal Bests, A Focus for Distance Education

Abstract

Teaching and learning in higher education have undergone a paradigm shift, transgressing from traditional face-to-face classroom to that of distance learning. The notion of teaching and learning via distance involves a number of means, namely text-based unit and course materials, satellite broadcasting, video conferencing, and more recently online learning. These teaching and learning modes, flexible and convenient, offer individuals more flexibility, freedom, and autonomy. Achievements of quality learning are more attractive, enabling part-time and full-time workers to strive for formal qualifications. The notion of online teaching and learning, in particular, is of significance as it enables the linking of people and cultures, despite the separation of time and space. This pedagogical practice acknowledged worldwide by institutions for its fast-paced, insightful delivery and innovations. Having said this, however, we also recognize that online learning does pose a number of critical issues and problems for consideration, for example: (i) how do we assist learners to achieve their optimal bests?, and (ii) how do we instill student motivation, especially when face-to-face engagement is predominantly non-existence? In alignment with these pervasive questions, educators and researchers have focused on different areas of research development that may relate to the potency of distance education, via technological pathways. One area of inquiry that may have educational implications for consideration is proactive engagement that may assist in the achievement of optimal best. How do we scaffold and encourage learners to actively engage in the learning processes with a view to succeed, academically? What preventive measures could we put in place to deter deficit and negative practices (e.g., work-avoidance behaviors)? In this chapter, we explore the importance of distance education, focusing on a number of contemporary issues that require continuing conceptualizations and research development. We offer and explore a number of imperative issues, namely: (i) insightful focus on strategies, pathways, and theoretical orientations that may act, in tandem, to facilitate achievement bests and enriched personal experiences (e.g., the use of technological advances for student scaffolding), and (ii) consideration of recommendations for future research development (e.g., an inquiry into the self-efficacy of online learning). We postulate that our discussion would provide insightful dialogues for ongoing theorizations and conceptualizations of distance education.