DOCUMENT RESUME AUTHOR The Lived Experience of Being a Distance Learner. 241p

241 Pages·2012·1.9 MB·English

DOCUMENT RESUME
ED 434 231 CE 079 224
AUTHOR Dickie, Simonne D. M.
TITLE The Lived Experience of Being a Distance Learner.
PUB DATE 1999-04-00
NOTE 241p.; Master's Thesis, Athabasca University.
PUB TYPE Dissertations/Theses Masters Theses (042)
EDRS PRICE MF01/PC10 Plus Postage.
DESCRIPTORS *Adult Learning; *Distance Education; *Educational
Environment; Educational Objectives; Educational Principles;
Foreign Countries; Graduate Study; Hermeneutics; Higher
Education; Individual Development; Influences; Interaction;
*Learning Processes; Lifelong Learning; Literature Reviews;
*Personal Narratives; Phenomenology; Student Attitudes;
Teacher Student Relationship
ABSTRACT
A phenomenological hermeneutic approach was used to explore
the process of being and becoming a distance learner and ways the distance
learning environment is inhabited or known. The study's author analyzed her
own distance learning experiences and those of three other individuals (two
females and one male) with an interest in education and distance learning
experience at the undergraduate and/or graduate levels. After reviewing the
literature on phenomenology, hermeneutics, and distance and lifelong
learning, the study's author recorded her own experiences and the personal
narratives of her three "co-researchers" in detail. Finally, she reflected on
all four personal narratives from the standpoint of the symbiotic
relationship between distance learning, lifelong learning, and personal
development. The following were among her 10 recommendations regarding
distance learning: (1) distance learners must take ownership of their
learning situation by being responsible for their learning as more
independent and self-directed learners; (2) although self-pacing is
important, keeping the cohort experience is advantageous; (3) the issue of
isolation/connection must be addressed; and (4) although technological tools
are an asset, the human element must not get lost. (The document contains 119
references. Appended are a co-researcher biography form and detailed account
of one co-researcher's consultation.) (MN)
********************************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
********************************************************************************
ATHABASCA UNIVERSITY
THE LIVED EXPERIENCE OF BEING A DISTANCE LEARNER
BY
SIMONNE D. M. DICKIE
A thesis submitted to the
Athabasca University Governing Council in partial fulfillment
Of the requirements for the degree of
MASTER OF DISTANCE EDUCATION
U.S. DEPARTMENT OF EDUCATION
of Educational Research and Improvement
(icUeCATIONAL RESOURCES INFORMATION PERMISSION TO
CENTER (ERIC) DISSEMINATE THRISEPRODUCE AND
This document has been reproduced as MATERIAL HAS
received from the person or organization BEEN GRANTED By
originating it.
1=1 Minor changes have been made to Athabasca, Alberta
improve reproduction quality.
P
docinutms eonf tv dieow n ort onpeicneiosnssa rsiltya tredp riens tehnist April, 1999 TO THE EDUCATIONAL
official OERI position or policy. INFORMATION RESOURCES
CENTER (ERIC)
1
BEST Copy
AITAELA1312
2
ATHABASCA UNIVERSITY
The undersigned certify that they have read and recommend to the Athabasca University
Governing Council for acceptance a thesis, THE LIVED EXPERIENCE OF BEING A
DISTANCE LEARNER submitted by SIMONNE D. M. DICKIE, in partial fulfillment of the
requirements for the degree of MASTER OF DISTANCE EDUCATION.
Patrick J. Fahy, Ph.D.
Supervisor
Bob Spencer, Ph.D.
Director of M.D.E. Program
Eila Lamb, Ed. D.
Date: , 1999
i
3
DEDICATION
This study is dedicated to anyone who believes in the value of trying to understand other
people's lifeworlds.
ii
Abstract
The intent of this study is to explore purposefully the "being and becoming" a distance
learner. The aim is to inquire into the meaning and significance of distance learning by
asking "what?" is distance learning as experienced by four learners (myself, Louise, Axel,
and Meg). We examine the moments of a distance learner and pass through the moments
themselves as lived experiences. The purpose of explicating the distance learning experience
is to discover meanings and communications that could affect the learners' well-being. By
exploring the phenomenon of being a distance learner, we can gain insights into how the
distance learning environment is inhabited or known.
The thesis begins with an introduction that raises the questions: How is distance learning
experienced? What is the meaning of distance learning for learners? When we are learning
at a distance, what is it we are attempting to do, to accomplish, to gain, to discover? I use
personal narratives to begin the phenomenological hermeneutic process of trying to
understand the meaning of being a distance learner. There is the underlying assumption that
we can learn from other people's lived experiences, and can even relate to the similarities or
differences between our lifeworlds. The second chapter gives a broad overview of the
distance learning world, which, because of their connections to distance learning, leads to a
discussion of the lifelong learning system and personal development. In addition, there is a
detailed account that explains why qualitative research, and in particular, the
phenomenological hermeneutic approach, is an appropriate method to use for this particular
inquiry. Chapter three describes the methodology, phenomenological hermeneutic research.
It serves to explain important phenomenological concepts, which have direct relevance to
iii
5
research methodology, and lays out the approach that is used to investigate the "lived
experience of being a distance learner." Chapter four is Louise's chapter. Her narratives are
the first ones to lead the way into our study of the lived experiences of distance learners.
Chapter five is Axel's chapter. We attempt to further our understanding of the lifeworlds of
distance learners through Axel's experiences. Chapter six contains an account of Meg's
lifeworld as it relates to distance learning. Our interpretations are shared and summarized in
chapter seven. I end with chapter eight, which shares reflections and offers recommendations
developed from the study.
This study reveals in depth how distance learners experience distance learning. Their
narratives are filled with the relevant details about the moments of their everyday distance
learning lifeworld and the significance of these moments as they relate to the meaning of
their distance learning experiences. By sharing what they discover and what they gain or lose
through their participation in the distance learning world, we are able to explicate and to
further our understanding of the unintended and essential outcomes of their distance learning
experiences. We come to know some of the advantages and disadvantages of the distance
learning format, such as quality control, accessibility, and an environment that fosters self-
responsibility and independent learning, which in turn promotes the development of
increased self-confidence and levels of competence. We learn that learners who are given
more control over their learning situation become more self-directed and take ownership of
their learning. Although the distance learning format requires learners to deal with content,
they face the extra challenge of using advanced learning tools. This study shows that the risk
factor and the stimulation that this extra challenge entails should not be viewed as a
iv
6
disadvantage, but rather as an opportunity to enhance personal and professional development.
This study also elucidates for us the qualities of limitless lived time and the boundaryless
lived space of the distance learning world and how these qualities add to the sense of
freedom, hope, opportunity, and empowerment that exist within the distance learning
experience. There exists a feeling of expanding and broadening.one's world, and of
incorporating lifelong learning as an ongoing reality in one's life. This study enlightens our
understanding of the balance between isolation and connections or relatedness that distance
learners struggle with. The narratives speak loudly of the essential issues that relate to the
distance learner's sense of well-being, opportunity for actualization, and ultimately tell us
that being a distance learner means living and experiencing a personal transformation.
v
7
ACKNOWLEDGEMENTS
A sincere thank you is due to many people for their assistance and support. We are all
indebted to the co-researchers for giving us privileged access into their lives. This study is
possible because of their participation. They generously shared their narratives and they were
an integral part of the interpretive process. I am grateful to Louise, Axel and Meg for their
generosity and for the integrity they displayed during the research. I am thankful for the
opportunity that Athabasca University has given me to pursue this challenge. In particular, I
thank Dr. Bob Spencer and Dr. Eila Lamb for accepting to work as part of my thesis
committee. In addition I feel sincere thankfulness that Dr. Spencer has been my advisor
throughout my journey through the Master of Distance Education program. I wish to express
my deep gratitude to my thesis supervisor, Dr. Patrick J. Fahy, for his very valued expertise
and unwavering guidance. Dr. Fahy first planted the seed to consider using a
phenomenological hermeneutic approach and he has truly been my mentor during this whole
process. The work involved with this study has been memorable and without listing names
of friends and family because you know who you are, know the significance and unique roles
you had in the lived experience of being involved with this thesis.
vi
8
TABLE OF CONTENTS
CHAPTER ONE THE 'WHAT' AND 'WHY' OF PHENOMENOLOGY AND
HERMENEUTICS 1
Background 1
Personal Narratives 7
Intent 11
CHAPTER TWO - LITERATURE REVIEW 16
Distance Learning 16
Lifelong Learning 23
Personal Development 30
Developing Connections 32
Qualitative Human Science Research 35
Hermeneutic Phenomenology 40
Summary 46
CHAPTER THREE - PHENOMENOLOGICAL HERMENEUTIC RESEARCH
METHODOLOGY 49
vii
9
Introduction 49
Methodological Overview 51
Role of the Researcher 55
Selection of Co-researchers 56
Presuppositions 58
Collection Strategies 59
Themes 60
Summary of the Collection Process 63
Biographies of Co-researchers 64
Personal Experience 64
Definitions and Etymological Resources (what words mean) 65
Protocol writing 67
Interview process 69
Conversations 69
Questions 73
Documents 75
viii
10