Introduction

The COVID-19 pandemic has posed unique challenges for international students and non-native English speakers studying in English-speaking universities (Tong et al., 2). Advantageously, virtual learning platforms have enabled students to overcome many of these difficulties and continue to access educational content from around the world in order to progress in their degrees (Major, 77). Both open learning and distributed learning models have the potential to facilitate higher education delivery for students who have encountered barriers resulting from the COVID-19 pandemic (Lowenthal et al., 385). Distributed learning can effectively solve Kevin’s barriers to completing his studies and achieving his dreams, such as Access, Time, and Engagement.

Our persona, Kevin, is interested in studying computer technology at a Canadian university but is currently at his home in China due to travel and social distancing restrictions related to the pandemic. Kevin is highly skilled in technology, having gained experience in programming, using electronic devices, playing video games, designing websites, and using virtual communications technologies like Zoom. Kevin is also proficient in general computer skills, such as Word and PowerPoint, as well as more advanced programs like C++ and Python. He hopes to create an electronics company and develop his own gaming products in the future. However, because he was born with a stuttering defect, his parents are more supportive of him going to work early rather than going to school for him to better survive.

Access

In consideration of Kevin’s unique circumstances, it is proposed that he would benefit most from a distributed learning framework. One of the main advantages of distributed learning is that he can complete courses and earn credit in his home country while working on his Canadian university degree. This framework will allow Kevin to access course material at any time and to schedule his education around his home and work responsibilities. Kevin has a high level of access to electronic equipment and the Internet, and he is also highly skilled in their use. Thus, many of the barriers and challenges that Kevin faces in a traditional, face-to-face, learning environment are opportunities and advantages in the context of a distributed, online, learning model.

Timing

Distributed learning was a good choice for Kevin’s time management because he currently has a part-time job at his father’s electronics factory, which puts a lot of time pressure on him and requires a highly flexible educational framework. At the same time, there is a time difference of approximately 16 hours between Canada and China, which makes it impossible for Kevin to attend classes on a Canadian schedule. Distributed learning allows him to attend classes and complete coursework at his convenience, while it not only facilitates his time management and aligns with his future career goals in computer technology, but also provides him with additional opportunities and experience using virtual learning platforms such as Zoom.

Engagement

Distributed learning is recommended based on Kevin’s specific learning and career goals, as well as his geographic circumstances. Such an environment will provide him with the flexibility he needs, while also providing him with additional time to read through course materials while continuing to master the English language. Kevin will already be familiar with virtual education based on his familiarity with telecommunications and computer technology, and it is believed that he should thrive in a distributed learning environment. For Kevin, the open learning environment will also be of great help to his hobbies and even his future career. As mentioned above, Kevin’s biggest dream is to develop his own games in the future, then this open learning environment can help him better acquire this knowledge. In many cases, the content taught in schools is very limited, but Kevin can find more additional information on this platform to help him better achieve his goals. For example, many forums are completely free and open to all users. There are also many forums about games. Kevin can see more detailed introductions above, and he can also have sufficient interest in the game industry with others. people to communicate.

References:

Lowenthal, Patrick, et al. “Thinking Beyond Zoom: Using Asynchronous Video to Maintain Connection and Engagement During The COVID-19 Pandemic.” Journal of Technology and Teacher Education, vol. 28, no. 2, 2020, pp.383-391.

Major, Claire Howell. Teaching Online: A Guide to Theory, Research, and Practice. John Hopkins University Press, 2015.

Tong, Jiayi, et al. “Distributed Learning for Heterogeneous Clinical Data with Application to Integrating COVID-19 Data Across 230 sites.” NPJ Digital Medicine, vol. 5, no. 1, 2022, pp.1-8.