Distance Learning in Micronesia: Participants' Experiences in a Virtual Classroom Using Synchronous Technologies

Published in innovate, the journal of online education, vol. 4, issue 1, this article describes the experiences of participants in a distance learning course that used information and communication technologies (ICT) to create a virtual class environment to train teachers in Micronesia. This case study, conducted on the islands of Pohnpei and Ebeye, attempted to contribute to the development of culturally responsive educational systems for distance learning providers, helping them to determine why and how people make use of distance learning opportunities and to understand what factors lead to successful experiences for participants. It examined a reading course for K-8 teachers, offered via distance learning technologies through Pacific Resources for Education and Learning (PREL), a Hawaii-based organisation that implements educational initiatives in Micronesia, and Park University.

According to the study, limited access to computers, as well as to the internet and dial-up connections, reduces the amount of time students have to access materials, complete readings, and interact through threaded discussions in the online courseware environment. As a solution, PREL had participants meet in central locations to access the course through a web-conferencing software that is optimised for low-bandwidth, and hence, compatible with dial-up connections. Students “met” each week with the instructor using this technology solution. The weekly meeting allowed students to interact with each other and with the instructor. "As supported by the literature on high-context cultures with a preference for group-oriented learning, this mode allowed participants to discuss content with their peers and within their cultural contexts and report back to the instructor for immediate feedback." This solution addressed previously studied socio-cultural aspects of distance learning in Pacific island cultures and aspects of computer access.

The article states that predominant learning styles and communication preferences are important factors for consideration when designing an online course in a cross cultural setting. The author writes, "However, Henderson (2007) cautions designers to avoid superficial and tokenistic inclusion of multicultural perspectives and to be aware of stereotypes about cultural preferences. She provides a multiple cultures theoretical model for e-learning that takes into account the various social and cultural factors within a setting. These include the prevailing academic and training cultures, the majority and minority cultures (including indigenous cultures), and the social epistemologies of class and gender....In addition, for cultural groups that have a preference for collaborative learning, these researchers suggested using the principle of communities of practice."

In this case study, the asynchronous component of the course work, requiring individual computer access, posed the greatest problem. PREL was able to provide "just-in-time" ICT support (meaning immediate support available when the need arose) by engaging local site facilitators in one of the two locations. Due to the need to share computers or use school computers, timeliness of assignment completion was challenging and required the flexibility of instructors. The group collaboration combined with individual homework and opportunities to test learned strategies in the classroom (in asynchronous time) were successful parts of the course design. Group conferencing (synchronous online) time with instructors was highly valued. Some students requested also having individual time to talk on the phone with instructors.

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