COURSE OBJECTIVES

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:

• recognize the defining characteristics of DE.
• know the history of DE from its early beginnings to today's technology-based systems.
• understand the pedagogical structure of DE and its relevant elements.
• be conversant in the cultural, political, social, economic and technical influences that have shaped the evolution of DE.
• be familiar with diverse institutional and organizational structures and models of DE.
• be able to analyze the impact of digitization on the pedagogical aspects of DE.
• appreciate the role of leadership in influencing DE initiatives and outcomes.
• be informed about past and present literature in the field and its contribution to DE theory and practice.
• stay informed of current newsworthy developments in the field.

Introduction (Week 1)

Objectives

The initial week is designed for students to become familiar & comfortable with the teaching/learning environment through exposure & introduction:

• of the participants to each other and to faculty
• to the online Master's program
• to the content, structure & format of the Foundations course
• to a study group that will collaborate throughout the course

Module 1 (Week 2)
Definitions of Distance Education (DE)

Objectives

Students will:

• become familiar with definitions of the field
• critique definitions & arrive at their own
• identify defining elements of DE as distinct from other types of education

Topics

• What is distance education?
• How does it differ from other forms of teaching & learning?
• Is there a single best definition?

Required Readings

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. 9 - 33)

Moore, M. G., & Kearsley, G. (1996). Fundamentals of Distance Education, Distance Education: A Systems View (pp. 1-18). Wadsworth: Belmont.

Peters, O. (2002). Distance education in transition - New trends and challenges. Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. (pp. 11 - 23)

Optional Readings

Holmberg, B. (1995). Today's Overall Picture of Distance Education, Theory and Practice of Distance Education (pp. 1-9). London, New York: Routledge.

Holmberg, B. (1995). The Background of Distance Education, Theory and Practice of Distance Education (pp. 18-26). London, New York: Routledge.

Assignment

Study groups will submit agreed upon working definition of DE, with rationale.

Module 2 (Week 3-6)
History and Principles of Distance Education

Objectives

Students will:

• identify and distinguish the constituent elements of DE
• reflect on the evolution of DE by comparing and contrasting various movements in the field with the cultural, political and philosophical influences of their time.
• outline the history of DE from its early beginnings to today's practices
• list and discuss the most important concerns relevant to the development and administration of DE
• discuss some common reasons why students choose DE and relate this to current societal, cultural, and political influences in today's society.
• specify the methodological issues relevant to both course development and student-tutor interaction.
• become familiar with DE research & literature, as well as with gaps in the field.

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
• Research & literature in the field

Required Readings

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 (Vol. 4).

Holmberg, B. (1995). The evolution of the character and practice of distance education. Open Learning, June, 47 - 53.
(Reprint 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. (2001). Distance education in essence - An overview of theory and practice in the early twentyfirst century. Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. (pp. 35 -106)

Moore, M. (1995). American Distance Education: A Short Literature Review. In F. Lockwood (Ed.), Open and Distance Learning Today (pp. 32 - 41). London, New York: Routledge.

Moore, M. G., & Kearsley, G. (1996). The Historical Context of Distance Education, Distance Education: A Systems View (pp. 19-35). Wadsworth: Belmont.

Moore, M. G., & Kearsley, G. (1996). The Theoretical Basis for Distance Education, Distance Education: A Systems View (pp. 197-212). Wadsworth: Belmont.

Peters, O. (2002). Distance education in transition - New trends and challenges. Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. (Growing importance of distance education in the world - pp. 13 - 23).

Optional Readings

Peters, O. (1998). Distance and proximity (Chapter 2), Learning and Teaching in Distance Education - Analyses and Interpretations from an International Perspective (pp. 18-31). London: Kogan Page.

Assignments

1. Individual
   At the end of week 5, each student is expected to submit an essay (750-1000 words) on an aspect of DE's historical underpinnings. (20 % of course grade)
2. Group
   By the end of week 6, each study group is to post a statement that reflects its best thinking regarding what they consider to be the 3 to 5 most significant historical developments in the history of distance education, describing the impact of those events on the field.

Module 3 (Week 7-10)
Pedagogical Approaches & Theoretical Considerations of DE

Objectives:

Students will:

• examine and assess the pedagogic structure of DE in the light of distinct models of DE.
• show how DE can be defined in terms of distinct pedagogical categories.
• explain the pedagogical advantages and disadvantages inherent to DE.
• explain the changes in the pedagogical structure of DE caused by increasing digitization.
• distinguish different theoretical approaches worldwide and relate them to cultural differences.

Topics

• Distance and proximity
  • Dialogue
  • Structure
  • Autonomy
• Modifying Concepts
  • Open Learning,
  • Lifelong Learning,
  • Industrialized learning and Teaching
  • Post Modern Learning
  • Transactional Distance
  • Theoretical approaches to DE and their pedagogical consequences

Required Readings

Beaudoin, M. (1990). The instructor's changing role in distance education. The American Journal of Distance Education, 4(2).

Peters, O. (2002). Distance education in transition - New trends and challenges. Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. (pp. 25 - 105)

Moore, M. G., & Kearsley, G. (1996). Research on Effectiveness, Distance Education: A Systems View (pp. 59-77). Wadsworth: Belmont.

Moore, M. G., & Kearsley, G. (1996). Course Design and Development, Distance Education: A Systems View (pp. 101-124). Wadsworth: Belmont.

Moore, M. G., & Kearsley, G. (1996). Teaching and Tutoring, Distance Education: A Systems View (pp. 125-152). Wadsworth: Belmont.

Optional Readings

Holmberg, B. (1995). Theory and Practice of Distance Education (pp. 45-55, pp. 68-71, pp. 104-112, pp.125-127). London/New York: Routledge.

Peters, O. (1998). Three constitutive concepts (Chapter 3), Learning and Teaching in Distance Education - Analyses and Interpretations from an International Perspective (pp. 32-54). London: Kogan Page.

Peters, O. (1998). The three concepts in practice (Chapter 4), Learning and Teaching in Distance Education - Analyses and Interpretations from an International Perspective (pp. 55-96). London: Kogan Page.

Assignments

1. Individual
   At the end of week 10, each student must submit an annotated bibliography of distance education literature, containing a minimum of five citations from varied sources, paper and electronic. Grade for the annotated bibliography will be 20% of final course grade.
2. Group
   Each group is to discuss and analyze the interaction that has occurred between students and faculty thus far in the course, assess whether or not the stated objectives of the modules seem to be met, and submit a group opinion by the end of week 6.

Module 4 (Week 11-13)
Institutional Aspects of Distance Education

Objectives

Students will:

• Identify, describe, compare and contrast the primary types of institutional structures that support DE.
• Identify 10 leading DE institutions worldwide, their size, type of institutional structure and unique characteristics.
• Analyze the critical characteristics of each institutional structure (minimum of three from North America, Europe, and Australia/Asia).
• Critically examine the differences among the various institutional types and discuss the probable effects on such functions as course development, student services, instructional design, and pedagogy.
• Understand leadership issues as applied to DE settings.

Topics

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

Required Readings

Beaudoin, M. (2001, in press). Leadership in distance education: An appraisal of research and practice. In M. G. Moore (Ed.), Handbook of American Distance Education.

Moore, M. G., & Kearsley, G. (1996). The Scope of Distance Education, Distance Education: A Systems View (pp. 36-58). Wadsworth: Belmont.

Moore, M. G., & Kearsley, G. (1996). International Perspectives, Distance Education: A Systems View (pp. 213-231). Wadsworth: Belmont.

Peters, O. (2002). Distance education in transition - New trends and challenges. Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. (Concepts and models - pp. 37 - 45)

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

Optional Readings

Peters, O. (1998). Teaching and learning models specific to institutions (Chapter 7), Learning and Teaching in Distance Education - Analyses and Interpretations from an International Perspective (pp. 157-214). London: Kogan Page.

Assignments

1. Individual
By the end of week 13, each student should investigate a total of 10 major distance education entities (in North America; in Europe; and in Asia/Australia - include a mix of profit, non-profit, public, private, academic, corporate, large, small insitutions), providing a brief description of each (approx. 150 words each) to include the following:

• history/mission/goal of institution or unit
• main features of distance education/training program(s)
• methods of development/delivery of curriculum/content
• nature of interaction with & between students
• services or support offered to distant learners
• any other distinctive elements

 

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.

Module 5 (Week 14)
Future Trends in DE

Objectives

Students will:

• Consider future applications and implications of distance education,
• Develop an in-depth understanding on a DE topic of their choice, related to one of the major themes of the foundations course (i.e., definition, history, theory, practice, pedagogy, institutions) and relate this to the future of distance education.
• Consider the transformation of education in the new millennium

Required Readings

Beaudoin, M. (1998). A New Professoriate for the New Millennium. The Distance Education Online Symposium, 8(5).

Moore, M. G., & Kearsley, G. (1996). The Transformation of Education, Distance Education: A Systems View (pp. 232-246). Wadsworth: Belmont.

Module 6 (Week 15)
Final Project & Course wrap-up

Objectives

Students will:

• Students & faculty will jointly determine if course objectives and learning outcomes were achieved,
• Identify areas for further course enhancement.
• Complete a research-based paper that reflects substantial awareness and understanding of a key issue relating to the future of DE

Required Readings

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 15, students must submit their final individual paper (1500 words minimum) Note: previously developed written contributions may be used, but new material must also be included (25 % 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.