CoChat
Sign Up
Cited by 114Online and Blended LearningEducational Technology and E-LearningDigital Transformation of Higher Education

The DOI matches its Crossref record.

Becoming an Online Distance Learner: What can be learned from students’ experiences of induction to distance programmes?

Motteram, Gary, Forrester, Gillian·2005·Distance Education
DOI 10.1080/01587910500291330
Open this paper in CoChat — free account

Abstract

This paper reports the findings of a qualitative study that investigated the experiences of distance learners beginning online Master of Education programmes. The research explored students’ induction (referred to as “orientation” in some contexts) to the programmes, and three key areas are given consideration in this paper. First, the opportunities and constraints provided by the technology in terms of introducing students to their online studies and the online environment are discussed. Second, some human elements are examined; namely, students’ needs, students’ relationships with fellow students, and the role of tutors. Third, there is a discussion on the development of online learning communities; their role and importance, and how students might be effectively integrated into them. Some implications for online teaching and learning are outlined and recommendations for online induction are provided. The paper concludes that a fundamental understanding of both students’ needs and their initial encounters with online distance education are important to ensure effective support is provided when students commence their studies.

Overview

Integrity signals

Registry

Crossref · 10.1080/01587910500291330

Cites

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

No references could be resolved yet.

Research works printed but not linked: 54

  1. Armatas C., 2003, Distance Education, 24, 141, 10.1080/0158791032000127446 · DOI
  2. Brace‐Govan J., 2000, Distance Education, 21, 118, 10.1080/0158791000210108 · DOI
  3. Burge E. J., 1994, Journal of Distance Education, 9, 19
  4. Creswell J. W., 1994, Research design: Qualitative and quantitative approaches
  5. Dearnley C., 2003, International Review of Research in Open and Distance Learning, 4, 10.19173/irrodl.v4i1.132 · DOI
  6. Dirr P. J., 1999, Putting principles into practice: Promoting effective support services for students in distance learning programs
  7. Eastmond D. V., 1995, Alone but together: Distance study through computer conferencing
  8. Evans T., 1994, Understanding learners in open and distance education
  9. Evans T., 1995, Open and distance learning today, 67
  10. Fung Y. Y. H., 2004, Open Learning, 19, 135, 10.1080/0268051042000224743 · DOI
  11. Garrison D. R., 1992, Adult Education Quarterly, 42, 136, 10.1177/074171369204200302 · DOI
  12. Garrison D. R., 1993, Distance Education, 14, 199, 10.1080/0158791930140204 · DOI
  13. Garrison D. R., 2003, E‐learning in the 21st century: A framework for research and practice, 10.4324/9780203166093 · DOI
  14. Gibbs G. R., 2002, Qualitative data analysis: Explorations with NVivo
  15. Gibson C. C., 1990, Contemporary issues in American distance education, 121
  16. Hara N., 2000, Students’ distress with a Web‐based distance education course: An ethnographic study of participants’ experiences, 10.1080/13691180010002297 · DOI
  17. Hodgson V., 1995, Journal of Computer Assisted Learning, 11, 210, 10.1111/j.1365-2729.1995.tb00137.x · DOI
  18. Howland J. L., 2002, Distance Education, 23, 183, 10.1080/0158791022000009196 · DOI
  19. Kenworthy B., 2003, Rethinking learner support in distance education: Change and continuity in an international context, 53
  20. Krauth B., 1999, Planning for student services: Best practices for the 21st century, 13
  21. Laurillard D., 1993, Rethinking university teaching: A framework for the effective use of educational technology
  22. Lockwood F. G., 1992, Activities in self‐instructional texts
  23. Marjanovic O., 1999, Journal of Computer Assisted Learning, 15, 129, 10.1046/j.1365-2729.1999.152085.x · DOI
  24. McConnell D., 1992, Supporting the learner in open and distance learning, 88
  25. Mills R., 1996, Supporting the learner in open and distance learning
  26. Morgan A., 1984, Distance Education, 5, 252, 10.1080/0158791840050208 · DOI
  27. Morgan A., 1990, Research in distance education 1, 9
  28. Morgan A., 1991, Research into student learning in distance education
  29. Morgan A., 1992, Improving your students learning
  30. Morgan A., 1992, Research in distance education 2, 81
  31. Morgan A. R., 1995, Open and distance learning today, 55
  32. Morgan C. K., 2003, International Review of Research in Open and Distance Learning
  33. Morgan A., 1993, Reforming open and distance education, 72
  34. Nipper S., 1989, Mindweave: Communication, computers and distance education, 63
  35. Nixon T., 1996, Supporting the learner in open and distance learning, 88
  36. Palloff R. M., 2003, The virtual student: A profile and guide to working with online learners
  37. Picciano A. G., 1998, Journal of Asynchronous Learning Networks, 2, 1
  38. Poole D. M., 2000, Journal of Research on Computing in Education, 33, 162, 10.1080/08886504.2000.10782307 · DOI
  39. Richardson J. T. E., 2000, Researching student learning. Approaches to studying in campus‐based and distance education
  40. Robertson B., 1987, Distance Education, 8, 121, 10.1080/0158791870080110 · DOI
  41. Rourke L., 1999, Journal of Distance Education, 14, 50
  42. Rovai A. P., 2001, International Review of Research in Open and Distance Learning, 3, 10.19173/irrodl.v3i1.79 · DOI
  43. Rowntree D., 1990, Teaching through self‐instruction: How to develop open learning materials
  44. Salmon G., 2000, E‐moderating. The key to teaching and learning online
  45. Schifter C., 2000, DEOSNEWS, 10
  46. Schrum L., 1998, New Directions for Adult and Continuing Education, 78, 1
  47. Somerville M., 1998, Current Issues in Distance Learning Conference, 105
  48. Stacey E., 1999, Journal of Distance Education, 14, 2
  49. Stacey E., Quality online participation: Establishing social presence, 138
  50. Tait A., 1995, Open and distance learning today, 232
  51. Tait A., 2000, Open Learning, 15, 287, 10.1080/713688410 · DOI · Paper page
  52. Wegerif R., 1998, Journal of Asynchronous Learning Networks, 2, 34
  53. Wenger E., 1999, Communities of practice: Learning, meaning and identity
  54. Wilson T., 1998, Journal of Computer Assisted Learning, 14, 91, 10.1046/j.1365-2729.1998.1420091.x · DOI

Cited by

Sorted by citations

  • Blending online asynchronous and synchronous learning

    Yamagata-Lynch, L. C. (2014) · The International Review of Research in Open and Distributed Learning · doi:10.19173/irrodl.v15i2.1778 · Cited by 276

    “Similar to findings shared by Motteram and Forrester (2005), participants of this study discussed in their reflection papers that following the course ground rules, overall course structure, and becoming proficient with course technologies helped them become effective course participants.”

See all 114

Metadata

Authors
Motteram, G., & Forrester, G.
Affiliations
University of Manchester (GB)
Corresponding author
Forrester, Gillian
ORCID
Venue
Distance Education
Publisher
Informa UK Limited
Published
2005-01
Volume
26
Issue
3
Pages
281-298
ISSN
  • 0158-7919 (ISSN-L)
  • 1475-0198
DOI
10.1080/01587910500291330
OpenAlex
W2038429837
Cited by
114
References
0
Citations by year
2024: 8 · 2023: 6 · 2022: 8 · 2021: 3 · 2020: 3 · 2019: 5 · 2018: 1 · 2017: 4 · 2016: 4 · 2015: 10 · 2014: 10 · 2013: 6 · 2012: 9
FWCI
20.74
Type
journal article
Language
en
Open access
closed
Locations
  • Distance Education (publishedVersion)
  • Research Explorer (The University of Manchester) (submittedVersion)
Topics
  • Social Sciences › Education › Online and Blended Learning
  • Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
  • Social Sciences › Education › Digital Transformation of Higher Education
Keywords
online distance learning, student induction, orientation, online learning communities, student needs, peer relationships, tutor role, Master of Education students, student integration

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

How to cite

Cite CoChat for the checks on this page, and the paper for its own findings.

This page
CoChat. (2026). Citation check: Becoming an Online Distance Learner: What can be learned from students’ experiences of induction to distance programmes? https://app.cochat.ai/papers/10.1080/01587910500291330
The paper
Motteram, G., & Forrester, G. (2005). Becoming an Online Distance Learner: What can be learned from students’ experiences of induction to distance programmes? Distance Education. https://doi.org/10.1080/01587910500291330