Learner characteristics in Distance Education (DE)

Abstract

Faced with the great changes occurring in the workplace as well as the challenges placed by the Information Society and by Globalization demand a new perspective for education, continuous training and lifelong learning. Under such conditions we can expect that actual education structures will not be able to respond well to these challenges. New methods demand new organization alternatives that, in turn, require new educational policies and the rethinking of education itself. DE is a challenge by itself, placing new demands both to the learners, and facilitators. Schrum and Hong (2002) identify a set of seven dimensions for a distance learning environment, which allows the setting of positive learning experiences: (1) access tools; (2) technology experience; (3) study habits and skills; (4) life style factors; (5) goals and purposes; (6) learning preferences; (7) personal characteristics. The thesis defended in this paper holds that learners, when asked about their characteristics, considering a transversal approach focusing on different aspects of their family, personal and professional life, the available technology resources, technology skills, as well as motivation and learning preferences, provide a preview of a set of information that, if made available to facilitators, allows both players (learners and facilitators) access to the mechanisms that ease the adoption of learning strategies, that enhance the possibility of a well-succeeded learning experience.