Module 1: Introduction

Objectives:

Introduction

• to the course set-up
• of the participants to each other
• to the online Masters program
• to the Foundation Course
• to definitions in Distance Education

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)

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

• learn about the two constituent elements of DE;
• reflect on the evolution of DE;
• outline the history of DE from its early beginnings to today's practices;
• discuss some common reasons why students choose DE;
• specify methodological issues relevant to both course development and student-tutor interaction.

Topics:

• Today's Overall Picture of Distance Education
• The Background of Distance Education
• Planning Distance Education
• Course Development - Fundamental Considerations
• Structures and Media of Distance Education Courses
• Interaction between Students and the Supporting Organization
• Special Applications of Distance Education

Required Readings:

Holmberg, B. (1995). The evolution of the character and practice of distance education. Open Learning, June, 47 - 53.
(Reprinted in: Holmberg, B. (2001). Distance education in essence - An overview of theory and practice in the early twentyfirst century. 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 & 197-212)

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

• analyze the pedagogic structure of DE in the light of distinct models of DE;
• learn about DE in terms of distinct pedagogical categories;
• explain pedagogical advantages and disadvantages inherent to DE;
• explain the deep-rooted changes of the pedagogical structure of DE caused by increasing digitization;
• distinguish different theoretical approaches worldwide and relate them to cultural differences.

Topics:

• Distance and Proximity
• Three Constitutive Concepts -
  Dialogue
  Structure
  Autonomy
• Modifying Concepts -
  Open Learning
  Lifelong Learning
  Industrialized Learning and Teachin,
  Post Modern Learning
  Transactional Distance
• Digital Information and Communication

Required Readings:

Holmberg, B. (1995). Theory and practice of distance education. London/New York: Routledge. (pp. 47-50, 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. 18-155)

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

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; 101-124; 125-152)

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:

• Identify the primary types of institutional structures that support DE;
• Identify the top 25 DE institutions worldwide, their size, type of institutional structure and unique characteristics;
• Analyze the critical characteristics of each institutional structure;
• Give examples of each institutional structure in 1) North & South America 2) Europe and 3) Australia/Asia/Afrika;
• Critically examine the differences among the various institutional types and discuss the probable effects on functions such as course development, student services, instructional design, and pedagogy;
• Select, research, analyze, and discuss the critical aspects of a distance education institution.

Topics:

• Teaching and Learning Models Specific to Institutions
• Models of Open and Distance Learning
• Global Perspectives of Distance Education

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. (1998). Learning and teaching in distance education - Analyses and interpretations from an international perspective. London: Kogan Page. (pp. 183-246)

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)

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. 232-246)

Assignment:
In Module # 4 students will first work collaboratively on a project and at the end of the module submit an individual essay. The grade for the essay will contribute 1/3 to the final grade.