Recent research on learning styles that follows up on research on multiple intelligences urges us to emphasize variety in our choice of activities; and this not only because all learners do not use all the same strategies or methods of learning but because they have neither the same competency level, nor the same cognitive or cultural baggage (especially in an FLS course), nor the same learning techniques, nor the same context of personal or career life, all of which can significantly influence concept integration.

If variety seems obvious in a classroom context, it is all the more obvious in a context of distance learning, given that variety will be intimately connected to motivation at distance.

  • Therefore, concretely, what kind of online activities should be favoured?
  • How do you ensure that suggested learning activities will sufficiently arouse the interest and promote the motivation that are required for taking the course, especially if the course is asynchronous and learners are accustomed to much independence in managing their learning?
  • Can learning activities that are generally used in class prove effective when carried out at distance?
  • Do such activities require so much support that it would be problematic to offer them online?

Is the distance communication medium appropriate for the type of activity required? It all depends on the objectives to be attained and the kind of course involved.

Last Modified: November 1, 2017