The Foundations of Distance Education course is the first in the course sequence of the Master of Distance Education program offered via an online format. Students explore the concepts and issues identified in distance education literature, examine the history and the theories of the field and apply these foundations in the analyses of selected institutions. Organizational structures and models are reviewed and diverse distance education systems are examined. Students are provided with a foundation of knowledge, skills and perspectives that begin to define a competent professional in the field of distance education (DE).
The goals of the course are to provide the student with a foundation of knowledge, skills and attitudes required of a competent practitioner of distance education. Through exploration of concepts and issues identified in the distance educational literature, and a critical examination of the history, theories and practices in the field, students will:
Holmberg, B. (1995), The evolution of the character and practice of distance education. Open Learning, June
Peters, Otto (1998), Learning and Teaching in Distance Education. Analyses and Interpretations from an International Perspective, Kogan Page:London
Selected additional readings from Holmberg, Moore, Beaudoin, Bernath, Rubin & others as assigned.
Grades are assigned according to the following:
A for 90 - 100% - ExcellentThe grade of "B" represents the benchmark for the Graduate School. It indicates that the student has demonstrated competency in the subject matter of the course, i.e., the student has fulfilled all course requirements on time, has a clear grasp of the full range of course materials and concepts, and is able to present and apply these materials and concepts in clear, reasoned, well organized and grammatically correct responses whether written or oral.
Only students who fully meet this standard and, in addition, who demonstrate exceptional comprehension and application of the course subject matter, merit an "A".
Students who do not meet the benchmark standard of competency fall within the "C" range or lower. They, in effect, have not met graduate level standards. Where this failure is substantial, they earn an "F".
The Grade Of "I" (Incomplete): The grade of "I" is exceptional and given only to students whose completed coursework has been qualitatively satisfactory but who have been unable to complete all course requirements because of illness or other extenuating circumstances beyond their control. The grade of "I" may be considered only for students who have completed at least fifty percent (50%) of the total coursework requirements and who have received a passing grade on all the coursework which they have completed. The instructor retains the right to make the final decision on granting a student's request for an "I", even though the student may meet the eligibility requirements for this grade.
Effective managers and leaders are also effective communicators. Written communication is an important element of the total communication process. The Graduate School recognizes and expects exemplary writing to be the norm for course work. To this end, all papers, individual and group, must demonstrate graduate level writing ability and comply with the format requirements of the Publications Manual of the American Psychological Association (latest ed.). Careful attention should be given to source citations, proper listing of references, and the presentation of tables and figures.
Plagiarism is the intentional or unintentional presentation of another person's idea or product as one's own. Plagiarism includes, but is not limited to the following: copying verbatim all or part of another's written work; using phrases, charts, figures, illustrations, or mathematical or scientific solutions without citing the source; paraphrasing ideas, conclusions, or research without citing the source; and using all or part of a literary plot, poem, film, musical score, or other artistic product without attributing the work to its creator. Students are fully accepted scholarly practices. Notes taken for papers and research projects should accurately record sources of material to be cited, quoted, paraphrased, or summarized, and papers should acknowledge these sources in footnotes.
The penalties for plagiarism include a zero or a grade of F" on the work in question, a grade of F" in the course, suspension with a file letter, suspension with a transcript notation, or expulsion.
Note: Work submitted for this class must be your own, and it must be original to this course. If you have questions regarding this, please consult instructor.
In accordance with the UMUC policy, any student who has a disability and is in need of classroom accommodations must inform the instructor of this need and, if he or she has not already done so, contact UMUC's office of Veteran and Disabled Student Services at (301) 985-7258.
Objectives
The initial week is designed for students to become familiar & comfortable with the teaching/learning environment through exposure & introduction:
Objectives
Students will:
Topics
Required Readings
Moore & Kearsley (1996),
ch.1
Holmberg, B. (1995) "The evolution of the character & practice of distance
education"
Open Learning, June, pp.47-53
Assignment
Study groups will submit agreed upon working definition of DE, with rationale.
Objectives
Students will:
Topics
Required Readings
Moore & Kearsley (1996), ch. 2, 10.
Moore, M. (1995) "Distance
Education: A Short Literature Review" Open and Distance Learning Today. (Lockwood,
F., ed.). London/New York: Routledge, pp. 32-41.
Beaudoin, M. (1991) "Researching Practice and Practicing Research: A Critique
of Distance Education Research and Writing" American Center for the Study of
Distance Education Research Monograph #4 .
Assignments
Objectives:
Students will:
Topics
Required Readings
Moore & Kearsley (1996)
ch. 4, 6, 7
Moore, M. "Theory of transactional distance" Keegan, D., ed. (1997), pp. 22-38.
Beaudoin, M. "The instructor’s changing role in distance education"
The American Journal of Distance Education" Vol.
4 No. 2 1990.
Assignments
Objectives
Students will:
Topics
Required Readings
Moore, M. and Kearsley,
G. (1996) Ch. 3 & 11.
Peters, Otto (1998), Models and Concepts of Open and Distance Learning, Manuscript.
Miller, G. (1987) "Distance
education in the United States: collaboration amid diversity." Open Learning,
Nov. 1987, pp. 23-27.
"Standards for Distance Education Practice", Western Interstate Commission
for Higher Education (WICHE).
http://www.wiche.edu/telecom/
Assignments
1. Individual
By the end of week 8, each student should investigate a total of 10 major distance education entities (min. of 3 in North America; 3 in Europe; and 3 in Asia/Australia), providing a brief description of each (not to exceed 150 words each) to include the following:
2. Group
By the end of week 8, each study group is to review selected contributions of each member within that group in response to the individual assignment, compare observations and ideas regarding the most prominent features of each DE entity, and then the group is to arrive at a consensus as to which three (3) institutions or programs best meets the evaluation criteria for DE programs recently developed by WICHE. Explain your group's choices by analyzing the strengths of those selected, noting such criteria as quality, innovation or others factors which influenced your choices.
Objectives
Students will:
Required Readings
Beaudoin, M. (1998) "A
New Professoriate for the New Millennium" DEOS The Distance Education Online
Symposium. http/www.cde.psu.edu/ACSDE.
Moore, M. and Kearsley,
G. (1996) Ch.12.
Review chapters and articles previously assigned, plus min. of three additional sources to be cited in final paper.
Assignments
1. Individual
At the end of week 10, students must submit their final individual paper/project (1500 words minimum) Note: previously developed written contributions may be used, but new material must also be included (30% of course grade).2. Group
Student groups will submit a summary statement identifying what they consider to be the five (5) most significant DE concepts covered in the course, & explain choices; faculty will prepare summary evaluation of individual and group work completed to satisfy course requirements.