With regard to my final Re/Search-informed paper, I chose the topic “Creating Community in Distance Learning Education” because I feel this is a relevant issue to my experience as a student at the University of Calgary.  When reading research, I am truly interested, not just to be an informed learner, but also because I can relate to each and every article I explore.  During my courses for the program thus far, I have felt completely isolated and at other times part of a learning community.  I wish to discover the characteristics of distance education programs that strive to create such a feeling of community.  It is also important to me to discover whether such programs even consider the importance of learner involvement.  Although this topic directly involves me as a graduate student, I feel the issue should be examined due to the “virtual education” trend that seems to be looming.   

With regard to my final Re/Search-informed paper, I am confident that every effort will be made by educators of the future to ensure students enjoy a feeling of community during their involvement in distance education programs.  I believe that with the development of future technologies into the field of education, those involved will understand that such feelings are critical to a students success in a program.  I would argue that community among distance learners is just as vital as quality learning experiences, resources and guidance.   

With regard to my final Re/Search-informed paper, I am uncertain if there will be a lot of resources available to do an in-depth study of the topic.  As this is a new developing area of education, I fear that, although there may be research available, it may not be pertinent to my needs and interests.  I am also uncertain of how to go about gathering information about the University of Calgary’s plan of action to develop a sense of learner community within the distance education program. In my first semester, we spent some time discussing the subject and the professor could not find information on the topic.  Due to my involvement in this program, I am very interesting in gaining this type of information.   

The value of research about the affective domain is that it is an untapped issue within the field of education.   As the Westerners presentation stated, researchers do not often promote the affective domains in their classrooms because they don’t know enough information about the issue or how to address the idea.  Although the four areas of the affective domain (motivation, anxiety, attitudes, and values) are easily recognized as key concerns for an educator, they may not be as easily identified as part of the affective domain.   A lack of awareness in this area may lead to insensitivity on the part of the teacher.   Dealing with disruptive students can be a frustrating experience, knowing the influences of such behavior can lead to a greater understanding and respect between student and teacher.    

We need to be cautious about research that is conducted for corporate use.  Too often research is commissioned by organizations whose motives are commercial.  We must be aware of this trend and attempt to examine the initiator of the study and make an effort to determine the motivations of the research.  Unfortunately, if is often difficult to attain such information by reading articles, journals and reviews.  In such cases, it is critical to read such research with an open mind and consider the publication source as well as cited sources for credibility.