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It critiques how prior literature has underrepresented student experience and reviews how the theses frame knowledge construction through active roles for learners and educators. The review summarizes guiding questions, key findings on lifelong learning and isolation/connection, and provides ten educator recommendations while noting methodological limits such as interview timing, participant inclusion, and restricted breadth of related literature.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/canadian-journal-of-learning-and-technology-volume-29-winter-2003-research-reports/597662/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/canadian-journal-of-learning-and-technology-volume-29-winter-2003-research-reports/597662.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the review focus on student experience in distance education?","Question",{"text":112,"@type":113},"The review argues that published research on distance education exists, but the student experience is underrepresented. It motivates the need for conversations with students invested in the experience.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What philosophical approach guides the two theses discussed in the review?",{"text":117,"@type":113},"Both theses follow hermeneutic phenomenology, treated as both descriptive and interpretive, emphasizing attention to how things appear while rejecting uninterpreted phenomena.",{"name":119,"@type":110,"acceptedAnswer":120},"What limitations does the review identify in Dickie’s research design and presentation?",{"text":121,"@type":113},"The review notes that interviews were not spaced to explore change over time, participants were not brought together for shared dialogues, and the literature review is limited in breadth and depth. 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Berge and Mrozowski (2001) examined ten years (1990 99) of dissertations and journal articles from four distance education journals . They reported that of 1,419 publications, 890 depicted research studies . They classified the research articles into ten different content themes . 31% of the articles addressed content themes regarding learners . Of these, 17% of the papers addressed learner characteristics, 8% redefining roles of key participants, and 6% learner support. The authors did not specify whether these papers incorporated experience from the perspective of the students although the labels of t he content themes would suggest otherwise .  \nThis research review critiques two qualitative theses designed to explore the day to day experience of learners studying online . Both are written in the tradition of hermeneutic phenomenology, described by van Manen (1997) as \"a descriptive methodology because it wants to be attentive to how things appear, it wants to let things speak for themselves \"and as \"an interpretive methodology because it claims that there are no such things as uninterpreted phenomena \" ( p. 180) . A commitment to learners and educators as active constructors of knowledge has implications for the research rationale, the questions asked, and the means of study . The reviewed research is motivated by a belief that improvements to distance education must be preceded by conversations with those invested in the experience, namely the students .  \nDickie, S. ( 1999). The Lived Experience of Being a Distance Learner.Unpublished Master's thesis. Athabasca University.  \nDickie completed her master's degree at a distance through Atha basca University . She inquired into her own, and three of her colleagues ' experience through:  \n One on one, face to face conversations followed up with `consultative reviews ' .  \n Biographies and ` protocols ' (students ' personally authored learning events) .  \n Limited review of documents deriving out of their experience such as one of the learner's journal and time line .  \nDickie 's research is ground breaking. She was the first North American researcher to conduct a deep inquiry into what it is like to be an online learner. She applies the reflexive methodologies as described by researchers such as Alvesson and Sköldberg (2000) , recognizing language both as reflective and constitutive of meaning. She skillfully integrates her roles as researcher and informant, depicting her own experiences as one of  \nthe participant case studies in the research. She involves the participants, not as subjects, but as co informants, involving them in all stages of depiction, interpretation and presentation of the research.  \nDickie posed five questions :  \n1. How is distance learning experienced?  \n2. What is the meaning of distance learning for learners?  \n3. When we are learning at a distance, what is it we are attempting to do, to accomplish, to gain, to discover?  \n4. If learning is an important goal of distance learning, then what do we l earn?  \n5. What do distance learners experience in addition to what has been purposely planned as part  \nof the curriculum? Dickie reflects that:  \n There is a symbiotic relationship between distance learning, lifelong learning, and personal development.  \n Traditional performance indicators such as time to completion do not `fit' the experience of distance learners .  \n Issues such as interactivity are effected by whether technologically based instruction is designed on a user based ver","cbCaic8YxVCDCjV4","https://ap.wps.com/l/cbCaic8YxVCDCjV4","pdf",148770,"English","# Research Reports\n## Focus and context\n## The two qualitative theses reviewed\n## Dickie (1999): lived experience and recommendations\n## Robinson (2000): web-based computer conferencing\n## Critique of methods and presentation","[{\"question\":\"Why does the review focus on student experience in distance education?\",\"answer\":\"The review argues that published research on distance education exists, but the student experience is underrepresented. It motivates the need for conversations with students invested in the experience.\"},{\"question\":\"What philosophical approach guides the two theses discussed in the review?\",\"answer\":\"Both theses follow hermeneutic phenomenology, treated as both descriptive and interpretive, emphasizing attention to how things appear while rejecting uninterpreted phenomena.\"},{\"question\":\"What limitations does the review identify in Dickie’s research design and presentation?\",\"answer\":\"The review notes that interviews were not spaced to explore change over time, participants were not brought together for shared dialogues, and the literature review is limited in breadth and depth. It also describes a presentation structure that requires readers to revisit similar text multiple times.\"}]","Canadian Journal of Learning and Technology - Volume 29 - Winter 2003 - Research Reports | PDF",1792085449]