ERIC Number: ED434231
Record Type: RIE
Publication Date: 1999-Apr
Reference Count: N/A
The Lived Experience of Being a Distance Learner.
Dickie, Simonne D. M.
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)
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
Publication Type: Dissertations/Theses - Masters Theses
Education Level: N/A
Authoring Institution: N/A
Note: Master's Thesis, Athabasca University.