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Lone Wolves in Distance Learning?: An Empirical Analysis of the Tendency to Communicate Within Student Groups

Lone Wolves in Distance Learning?: An Empirical Analysis of the Tendency to Communicate Within Student Groups

Ina Kayser, Thomas Merz
Copyright: © 2020 |Volume: 12 |Issue: 1 |Pages: 13
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781799803430|DOI: 10.4018/IJMBL.2020010106
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MLA

Kayser, Ina, and Thomas Merz. "Lone Wolves in Distance Learning?: An Empirical Analysis of the Tendency to Communicate Within Student Groups." IJMBL vol.12, no.1 2020: pp.82-94. http://doi.org/10.4018/IJMBL.2020010106

APA

Kayser, I. & Merz, T. (2020). Lone Wolves in Distance Learning?: An Empirical Analysis of the Tendency to Communicate Within Student Groups. International Journal of Mobile and Blended Learning (IJMBL), 12(1), 82-94. http://doi.org/10.4018/IJMBL.2020010106

Chicago

Kayser, Ina, and Thomas Merz. "Lone Wolves in Distance Learning?: An Empirical Analysis of the Tendency to Communicate Within Student Groups," International Journal of Mobile and Blended Learning (IJMBL) 12, no.1: 82-94. http://doi.org/10.4018/IJMBL.2020010106

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Abstract

Distance learners are often referred to as ‘lone wolves' who, as a result of the geographical distance and other system-specific characteristics of distance learning programs, place little emphasis on communicating with the university and, in particular, their fellow students. This article, following a demonstration of the developments in the field of distance learning, focuses on the communication patterns of distance learners. As part of a quantitative study, the students of a German distance university answered a survey on this topic. A significant result was the division of the students into three groups according to their tendency to communicate: Power communicators, regular communicators, and the lone wolves. Moreover, a shift within the student cohorts can be identified: students in later semesters prefer synchronous communication as opposed to the asynchronous use of emails. Learning analytics and a shift in the role of academic support towards mentoring can support an increase in the tendency to communicate and, ultimately, in student motivation and performance.

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