A minimalist design for distance learning

Abstract

Purpose

The purpose of this paper is to determine whether the application of the minimalist approach is appropriate in distance learning (DL).

Design/methodology/approach

A survey of faculty who have participated in DL training courses at a university in the southeastern USA was conducted. In total, 72 faculty completed the survey, for a response rate of 34 percent.

Findings

Survey research findings demonstrate support for the suitableness of a minimalist approach to DL, as results indicate that faculty members do not need more training or more technology. In fact, results suggest there may be an excess of technological options, many of which are not being utilized.

Practical implications

In order to apply a minimalist approach to DL and in consideration of the survey results, the authors posit that fewer technologies should be used, the training required to teach an online course should be applied and simplified, and the technologies implemented in a DL course should be uncomplicated

Originality/value

Drawing from the literature on the minimalist approach to resourcefulness, a new lens with which to consider DL is presented. There have been few applications of minimalism within the IS literature. The minimalist approach presented herein is fitting given the budget reductions that have impacted higher education since the recession.