Distance Learning Ii

In a distance-learning environment, giving feedback face-to-face can be different because of interpretation. Face-to-face feedback allows a classmate the opportunity to express themselves through emotions such as sarcasm, humor, or sincerity. Using written communication can extract some of the emphasis used in social interaction. Verbal communication allows the personality to reflect with words while using a written communication can make it difficult to decipher between words. In a written format, a classmate could use the phrase, “You’re such a retard.” The written communication only comes across to the person receiving the conversation one way. In a face-to-face communication, it could mean several things depending on how the person said it, the type of body language used, and nonverbal cues used to communicate.

In my opinion, the distance element of learning leaves room for vulnerability in communication. Written communication allows a person to perceive and interpret incoming information from a different viewpoint rather than what the sender intended. Written communication allows for a larger margin of error by the receiver. A person’s misperception can lead to faulty preparation to current assignments. In written communication, people have to be precise about what they are trying to get across to the receiver, or the sender can expect the message to come across poorly.

In a distance-learning environment, giving feedback face-to-face can be different because of interpretation. Face-to-face feedback allows a classmate the opportunity to express themselves through emotions such as sarcasm, humor, or sincerity. Using written communication can extract some of the emphasis used in social interaction. Verbal communication allows the personality to reflect with words while using a written communication can make it difficult to decipher between words. In a written format, a classmate could use the