The Foundation of Distance Education course is the first of seven core courses in the Master of Distance Education program and simultaneously serves in several Certificates in Distance Education. Students explore the critical concepts and issues identified in distance education literature and critically examine the history and theories of the field and apply these foundations in the analyses of selected institutions of distance education. The proceedings are based on five required textbooks from Holmberg, Moore & Kearsley, and Peters. Holmberg, Moore, and/or Peters join the various teaching teams in one course module each. This allows live interaction with distinguished experts in the field, whose works are critical for the foundations in distance education.
The goals of the course are to provide the student with a foundation of knowledge, skills, and attitudes that are required by a competent practitioner of distance education.
Students will learn to:
Holmberg, B. (1995). Theory and practice of distance
education. London/New York: Routledge.
(Will also be supplied online in class.)
Holmberg, B. (2003). Distance education in essence
- An overview of theory and practice in the early twentyfirst century (2nd
ed.). Oldenburg: Bibliotheks- und Informationssystem der Universität
Oldenburg.
(Distributed in North America by UMUC's "Learning
Market Place".)
Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth.
Peters, O. (1998). Learning and teaching in distance education - Analyses and interpretations from an international perspective. London: Kogan Page.
Peters, O. (2003). Distance education in transition
- New trends and challenges (3rd ed.). Oldenburg: Bibliotheks- und
Informationssystem der Universität Oldenburg.
(Distributed in North America by UMUC's "Learning Market Place".)
We highly recommend puchasing the following book since it contains a number of recommended readings for this course and will be used in other program courses as well:
Bernath, U., & Rubin, E. (Eds).
2003. Reflections on teaching and learning in an online master program -
A case study. Oldenburg: Bibliotheks- und
Informationssystem der Universität Oldenburg.
(Distributed in North America by UMUC's "Learning
Market Place".)
In general, journal articles and papers referenced in this syllabus will be supplied online in class.
It is strongly recommended that students purchase the Publications Manual of the American Psychological Association (5th Ed.). As noted below, the ability to write to APA standards is a Graduate School requirement.
This course is offered solely in the online mode. Students must be prepared to:
Three to four assignments are required. Each of the assignments contributes to the final grade.
According to the Graduate School's grading policy, the following symbols are used: A -- excellent; B -- good; C -- passing; and F-- failure.
The following scale will be used for the purposes
of this course:
A = 90 to 100
B = 80 to 89
C = 70 to 79
F = below 70.
The 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., 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, additionally 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, leaders, and teachers 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 and comply with the format requirements of the Publication Manual of the American Psychological Association, 5th Edition. Careful attention should be given to spelling, punctuation, source citations, references, and the presentation of tables and figures. It is expected that all course work will be presented on time and error free. Work submitted online should follow standard procedures for formatting and citations.
Academic integrity is central to the learning and teaching process. Students are expected to conduct themselves in a manner that will contribute to the maintenance of academic integrity by making all reasonable efforts to prevent the occurrence of academic dishonesty. Academic dishonesty includes, but is not limited to, obtaining or giving aid on an examination, having unauthorized prior knowledge of an examination, doing work for another student, and plagiarism of all types.
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, 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 can avoid unintentional plagiarism by following carefully accepted scholarly practices. Notes taken for papers and research projects should accurately record sources to material to be cited, quoted, paraphrased, or summarized, and papers should acknowledge these sources. 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.
Students with disabilities who want to request and register for services should contact UMUC's technical director for veteran and disabled student services at least four to six weeks in advance of registration each semester. Please call 301-985-7930 or 301-985-7466 (TTY).
Feedback on each graduate course and instructor is important to the university, your professor, and to all students. UMUC has the responsibility to assess the effectiveness of classroom instruction, and each student has the responsibility to provide accurate and timely feedback through completion of the course evaluation form. This is a shared obligation for us all. It is therefore important that you complete the evaluation form for each course. This should be viewed as an additional course and program requirement.
Understanding and navigating through WebTycho is critical to successfully completing this course. All students are encouraged to complete UMUC's Orientation to Distance Education and WebTycho Tour at http://www.umuc.edu/distance/de_orien/.
The online WebTycho Help Desk is accessible directly in the classroom. In addition, WebTycho Support is available 24 hours a day, 7 days a week, at 1-800-807-4862 or webtychosupport@umuc.edu.
Each Masters student will work towards the development
of a personal portfolio. The goal of the portfolio is to demonstrate your qualifications
gained in the field and to provide evidence of your competencies and skills
in a variety of disciplines/roles. The portfolio contains formal documents,
such as appropriate assignments and other contributions to the final grades
in each course; and voluntary documents, which may show any other kind of active
participation while enrolled in the Masters program. These voluntary contributions
allow students to show their proficiency and skills as a professional distance
educator.
This portfolio is a requirement for successful completion of the final Distance
Education Project course and each student is responsible for keeping a permanent
copy of the various assignments and documents from each course.
Module 1: Introduction
Objectives:
Introduction
Required Readings:
Holmberg, B. (1995). Theory and practice of distance education. London/New York: Routledge. (pp. 1-17)
Holmberg, B. (2003). Distance education in essence - An overview of theory and practice in the early twentyfirst century (2nd ed.). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. (pp. 9-33)
Miller, G. (1987, November). Distance education in the United States: collaboration amid diversity. Open Learning, 23-27.
Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth. (pp. 1-18)
Peters, O. (2003). Distance education in transition - New trends and challenges (3rd ed.). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. (pp. 11-23)
Recommended Reading:
Beaudoin, M. (2003). Learning or lurking? Tracking the 'invisible' online online student. In U. Bernath, & E. Rubin (Eds.), Reflections on teaching and learning in an online master program (pp. 121-130). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.
Module 2: History and Principles of Distance
Education
(with visiting expert)
Objectives:
Students
Topics:
Required Readings:
Holmberg, B. (1995). The evolution of the character
and practice of distance education. Open Learning, June, 47 - 53.
(Reprinted in: Holmberg, B. (2003). Distance education in essence - An overview
of theory and practice in the early twentyfirst century (2nd ed.). Oldenburg:
Bibliotheks- und Informationssystem der Universität Oldenburg. (pp.107-113)
Holmberg, B. (2003). Distance education in essence - An overview of theory and practice in the early twentyfirst century (2nd ed.). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. (pp. 35-62 & 71-91)
Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth. (pp. 19-35)
Peters, O. (1998). Learning and teaching in distance education - Analyses and interpretations from an international perspective. London: Kogan Page. (pp. 8-17)
Peters, O. (2003). Distance education in transition - New trends and challenges (3rd ed.). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. (pp. 13-23)
Recommended Readings
Holmberg, B. (1995). Theory and practice of distance education. London/New York: Routledge. (pp. 18-26, 104-132, 156-182)
Moore, M. (1995). American distance education: A short literature review. In F. Lockwood (Ed.), Open and Distance Learning Today. London, New York: Routledge. (pp. 32-41)
Assignment:
By the end of Module # 2 students
must submit an essay, which will contribute 1/3 to the final grade.
Module 3: Pedagogy of Distance Education and
Theoretical Approaches to DE
(with visiting expert)
Objectives:
Students
Topics:
Required Readings:
Holmberg, B. (1995). Theory and practice of distance education. London/New York: Routledge. (pp. 45-55, 156-182)
Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmont,CA: Wadsworth. (pp. 197-212)
Peters, O. (1994). Distance education and industrial production: a comparative interpretation in outline. In D. Keegan (Ed.), Otto Peters on distance education. The industrialization of teaching and learning (pp. 107-127). London: Routledge.
Peters, O. (1998). Learning and teaching in distance education - Analyses and interpretations from an international perspective. London: Kogan Page. (pp. 18-156)
Peters, O. (2003). Distance education in transition - New trends and challenges (3rd ed.). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. (pp. 25-105)
Simonson, M., Schlosser, C., & Hanson, D. (1999). Theory and distance education. A new discussion. The American Journal of Distance Education, 13(1), 60-75.
Recommended Readings
Holmberg, B. (1995). Theory and practice of distance education. London/New York: Routledge. (pp. 104-112 & 125-127)
Hülsmann, T. (2003). Texts that talk back - Asynchronous conferencing: A possible form of academic discourse? In U. Bernath, & E. Rubin (Eds.), Reflections on teaching and learning in an online master program - A case study (pp. 75-120). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.
Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth. (pp. 59-77; 101-152)
Assignment:
By the end of Module # 3 students
must submit an essay, which will contribute 1/3 to the final grade.
Module 4: Institutional Aspects of Distance Education
Objectives:
Topics:
Required Readings:
Holmberg, B. (2003). Distance education in essence - An overview of theory and practice in the early twentyfirst century (2nd ed.). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. (pp. 63-70)
Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth. (pp. 36-58 & 213-231)
Peters, O. (2003). Distance education in transition - New trends and challenges (3rd ed.). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. (pp. 177-214)
Peters, O. (1998). Learning and teaching in distance education - Analyses and interpretations from an international perspective. London: Kogan Page. (pp. 157-220)
Western Cooperative for Educational Telecommunications (2001). Best practices for electronically offered degree and certificate programs. Retrieved July 4, 2001, from the World Wide Web: http://www.wiche.edu/telecom/Article1.htm
Recommended Readings
Bernath, U., & Rubin, E. (2003). The online master of distance education (MDE) - Its history and realization. In U. Bernath, & E. Rubin (Eds.), Reflections on teaching and learning in an online master program - A case study (pp. 9-50). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.
Holmberg, B. (1995). Theory and practice of distance education. London/New York: Routledge. (pp. 133-155)
Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth. (pp. 232-246)
Assignment:
In Module # 4 students will first
work collaboratively on a project (ungraded) and submit an individual essay.
The grade for the essay will contribute 1/3 to the final grade.
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