Distance Learning and Student Strategies

This paper reports the results of a two-part qualitative study into student strategies for learning in distance learning courses offered at Teachers College, Columbia University. Verbal Protocol Analyses was used to gather information on the cognitive strategies students used to solve problems encountered as they navigated through the site. A semi-structured interview was also conducted with participants to gain insight into student attitudes and perspectives on learning in the online environment. The theoretical framework of Activity Theory was used to develop a deeper understanding of the systemic roots of tensions in the online classroom environment. Conclusions include suggestions for specific teaching practices and design solutions to alleviate these tensions. (Contains 20 references.) (Author/AEF)