University of Maryland University College
Graduate School of Management and Technology

in co-operation with

Carl von Ossietzky University of Oldenburg
Center for Research in Distance Education

Student Support in Distance Education and Training

OMDE 608

Jane E. Brindley & Christine Walti

(The Syllabus is subject to change)

COURSE DESCRIPTION

This course focuses on the role of learner support and interaction within modern distance education and training systems. Learner support is broadly defined to include all types of tutorial and instructional assistance including mentoring, peer support, and teaching, as well as a broad range of other services such as orientation, information, advising, counselling, and remedial and study skills assistance.  As well, the role of the library and administrative services such as admission, registration, prior learning assessment, and credit coordination will be addressed. Students in OMDE 608 will also explore issues such as decentralization of services, responding to student attrition, the importance of evaluation and applied research, the development of online learner support, serving learners with special needs, and professional development for practitioners.  In the last unit of the course, students will be introduced to the many contextual factors which determine the development of a particular learner support model, and will have the opportunity to work in a team to custom design learner support services for an educational or training provider.
 
 

COURSE OBJECTIVES

At the end of this course, students should be able to:
  1. Explain the rationale for learner services in modern distance education and training.
  2. Describe the various learner support functions.
  3. Critically analyze issues in the provision of learner support.
  4. Identify the contextual factors which determine a learner support model.
  5. Apply particular contextual factors to planning for learner support.
  6. Develop a plan for the introduction of learner services in a distance education or training system, including selection of components and delivery methods.
  7. Develop a professional development plan for a particular learner support system.
  8. Recommend a management strategy for learner support in a particular system.
  9. Develop an evaluation plan for learner support activities in a particular system.
  10. Critically evaluate and use applied research results in planning learner support services.

REQUIRED TEXTS

    Bernath, U., & Rubin, E. (Eds.) (2003). Reflections on teaching and learning in an online master program. Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.    

    American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, D.C.: APA.
ISBN: 1-55798-791-2

As noted below, the ability to write to APA standards is a Graduate School requirement.

In general, journal articles and papers referenced in this Syllabus will be supplied online.

   

COURSE REQUIREMENTS

This course is only offered in the online mode. Students must be prepared to:

GRADING

The final course grade will be determined as follows:

The course will be completed by two individual essay-type assignments and a collaborative case study (study group work).

GRADUATE SCHOOL GRADING GUIDELINES

According to the Graduate School's grading policy, the following symbols are used: A = excellent; B = good; C = passing; and F = failure.

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, e.g., 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, well-reasoned, well-organized, and grammatically correct responses, whether written or oral.

Only students who fully meet this standard and, in addition, demonstrate exceptional comprehension and application of the course subject matter earn a grade of "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 can 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.

WRITING STANDARDS

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.

POLICY ON ACADEMIC INTEGRITY AND PLAGIARISM

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, 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 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

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).

COURSE EVALUATIONS

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.

TECHNICAL ASSISTANCE AND WEBTYCHO SUPPORT

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.

PORTFOLIO

Each Master's student will work towards the development of a personal portfolio. The portfolio contains required and voluntary documents. Required documents are mandatory assignments and other mandatory contributions to the final grades in each course. Voluntary documents may show any other kind of active participation in the courses of the Master's 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.

COURSE OUTLINE

The course is divided into three major units, each with an assignment (see below). The first unit addresses the context and various elements of learner support and the second focuses on planning and management issues. These first units are divided into major topics for discussion.  The third unit integrates the content from the first two through the analysis and development of case studies.

 

Unit 1: Context and Elements of Learner Support (Week 1-5)

Unit 1.  Weeks 1 and 2: Introduction and Overview

Objectives:

  1. Describe the theoretical frameworks, research findings, and other contextual issues which have contributed to the development of learner support systems
  2. Explain the rationale for learner support in modern distance education and training
  3. Describe the various learner support functions
Topics:
  1. Overview of the course
  2. Overview of types of learner/models of learner support
  3. History and development of learner support and its rationale in open distance learning and training
  4. The evolving role of online learner support
  5. Theoretical frameworks and prevailing values: goals of learner support
Required readings:

    Brindley, J. E. (1995). Learner services: Theory and practice, Distansutbildning i itveckling, Rapport nr. 11 (pp. 23-34). Umea, Sweden: University of Umea.

     Dirr, P. (1999). Putting principles into practice: Promoting effective support services for students in distance learning programs. A report on the findings of a survey. Western Interstate Commission for Higher Education. Retrieved July, 2001, from the World Wide Web: http://www.wiche.edu.Telecom/Projects/studentservices/index.htm

     Krauth, B., & Carbajal, J. (2000). Guide to developing online student services. Western Cooperative for Education Telecommunications, Western Interstate Commission for Higher Education. Retrieved July, 2001, from the World Wide Web: http://www.wiche.telecom.resources/publications/guide/guide.htm

     Robinson, B. (1995). Research and pragmatism in learner support. In F. Lockwood (Ed.), Open and distance learning today (pp. 221-231). London: Routledge.

     Rumble, G. (2000). Student support in distance education in the 21st century: Learning from service management. Distance Education, 21(2), 216-235.

     Tait, A. (1995). Student support in open and distance learning. In F. Lockwood (Ed.), Open and distance learning today (pp. 232-241). London: Routledge.
 

Unit 1.  Weeks 3 - 5: Elements of Learner Support

    Topic 1. Tutoring and Teaching

 Objectives:

  1. Explain the major theoretical approaches to tutoring and teaching in distance education
  2. Describe how technology is changing methods of teaching and tutoring
  3. Analyse the approaches to teaching and tutoring in an online environment
Topics:
  1. The importance of interactivity and instructor feedback
  2. The evolving role of the instructor in distance education
  3. Facilitating learners in a collaborative environment
Required readings:

     Berge, Z. L. (1995). The role of the online instructor/facilitator. E-Moderators.com. Retrieved August 2, 2001, from the World Wide Web: http://www.emoderators.com/moderators/teach_online.html

    McLoughlin, C., and Luca, J.  (2000).  Cognitive engagement and higher order thinking through computer conferencing:  We know why but do we know how?  In A. Herrmann and M.M. Kulski (Eds.), Flexible Futures in Tertiary Teaching.  Proceedings of the 9th Annual Teaching Learning Forum, 2-4 February, 2000.  Perth:  Curtin University of Technology.  Retrieved February 11, 2002 from the World Wide Web:  http://cleo.murdoch.edu.au/confs/tlf/tlf2000/mcloughlin.html

    Thorpe, M.  (2002).  Rethinking learner support: the challenge of collaborative online learning.  Opening Learning, 17(2), 105-119.
 
    Wolcott, L. L. (1995). The distance teacher as reflective practitioner. Educational Technology, (January/February), 39-43.

    Topic 2. Advising and Counselling

 Objectives:

  1. Describe the different types of services which fall under the general heading of advising and counselling
  2. Explain the rationale for advising and counselling services
Topics:
  1. Orientation and information (enquiry) services
  2. Academic advising
  3. Counselling
  4. career guidance
  5. personal counselling
  6. Learning and study skills assistance
  7. Student advocacy and student charters
  8. Facilitating persistence in corporate training programs
Required readings:

    Frankola, K.  (2000).  Why online learners drop out.  Workforce.com. Retrieved August, 2002, from the World Wide Web: http://www.workforce.com/archive/feature/22/26/22/index.php

     McLoughlin, C., and Marshall, L.  (2000).  Scaffolding:  A model for learner support in an online teaching environment.  In A. Herrmann and M.M. Kulski (Eds.), Flexible Futures in Tertiary Teaching.  Proceedings of the 9th Annual Teaching Learning Forum, 2-4 February, 2000.  Perth:  Curtin University of Technology.  Retrieved February 11, 2002 from the World Wide Web:  http://cleo.murdoch.edu.au/confs/tlf/tlf2000/mcloughlin.html

    O'Rourke, J. (1995). A piece of the jigsaw: Student advising in distance education. In A. Tait (Ed.), Collected Conference Papers, Sixth Cambridge International Conference on Open and Distance Learning (pp. 136-145). Cambridge, UK: The Open University.

      Phillips, M.  (2001).  Supporting the student online:  The good, the bad and the possible.  Keynote Address presented at the Cambridge International Conference on Open and Distance Learning, 7-10 October, Madingley Hall, Cambridge, U.K.

    Smith, L. (2003). Assessing student needs in an online graduate program. In U. Bernath & E. Rubin (Eds.), Reflections on teaching and learning in an online master program (pp. 255 -266). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.

    Topic 3: Library, Registry, and Other Administrative Support Services

 Objectives:

  1. Describe the different types of services which fall under the general heading of library, registry, and other administrative support services
  2. Explain the goal of library, registry, and other administrative support services
Topics:
  1. Library and information services
  2. Registry
  3. recruitment
  4. admission
  5. prior learning assessment
  6. credential assessment
  7. credit coordination
  8. course registration
  9. Course materials
Required Readings:

    Granger, D., & Benke, M. (1998). Supporting learners at a distance from inquiry through completion. In C. C. Gibson (Ed.), Distance learners in higher education (pp. 127-137). Madison, WI: Atwood Publishing.

    King, T. J. (1995). The identification of high dropout risk distance education students by the analysis of student records data. In D. Sewart (Ed.), 17th World Conference for Distance Education: One World Many Voices: Quality in Open and Distance Learning (Vol. 2, pp. 98-101). Milton Keynes, UK: International Council for Distance Education and The Open University.

    Phillips, S. E. (1995). The Commonwealth of Learning student record management system. In D. Sewart (Ed.), 17th World Conference for Distance Education: One World Many Voices: Quality in Open and Distance Learning (Vol. 2, pp. 437-440). Milton Keynes, UK: International Council for Distance Education and The Open University.

    Stephens, K., Unwin, L., & Bolton, N. (1997). The use of libraries by postgraduate distance learning students: A mismatch of expectations. Open Learning, 12(3), 25-33.

    Wong, A. T. (1997). Valuing diversity: Prior learning assessment and open learning. In A. Tait (Ed.), Collected Conference Papers, Sixth Cambridge International Conference on Open and Distance Learning (pp. 208-216). Cambridge, UK: The Open University.

Unit 1 Assignment:

At the end of Unit 1 students must submit an Annotated Bibliography of the required readings. This consists of a short summary including any evaluative comments (e.g. the value of the article or chapter) for each of the required readings for Unit 1. The summaries should be no longer than about 3 to 5 lines for each reading.  The grade for this assignment will contribute 30% to the final grade.
 
 

Unit 2: Planning and Managing Learner Support Systems (Week 6-10)

Unit 2.  Week 6-7:  Designing Services to Meet Needs: Learner Characteristics and Special Groups

Objectives:

  1. Analyse the importance of learner characteristics for designing learner support
  2. Describe the major client groups served by distance education
  3. Explain the ways in which a learner support system can be tailored to serve specific client groups
Topics:
  1. Learner characteristics
  2. Gender issues
  3. Learners with special needs
  4. Learning styles and preferences
  5. Indigenous groups
  6. Prison programs
  7. Rurally isolated learners
  8. Workplace training programs
Required readings:

    Diaz, D.P., and Cartnal, R.B. (1999).  Comparing student learning styles in an online distance learning class and an equivalent on-campus class.  College Teaching, 47(4), 130-135.  Retrieved March 11, 2002 from the World Wide Web:  http://home.earthlink.net/~davidpdiaz/LTS/html_docs/grslss.htm

    Hipp, H. (1997). Women studying at a distance: What do they need to succeed? Open Learning, 12(2), 41-49.

    Phillips, V. (2002).  Why does corporate e-learning fail?  Virtual University Gazette.  Retrieved July 2, 2002 from the World Wide Web:  http://www.geteducated.com/vug/june02/vug0602.htm

     Sanchez, I., & Gunawardena, C. N. (1998). Understanding and supporting the culturally diverse distance learner. In C. C. Gibson (Ed.), Distance learners in higher education (pp. 47-64). Madison, WI: Atwood Publishing.

Unit 2.  Weeks 8-10: Management and Organization of Learner Support Services

    Topic 1.  Setting Goals, Planning, and Consideration of Organizational Structures

Objectives:

  1. Describe the process for identifying goals for learner support within distance education
  2. Identify the management challenges which are specific to learner support in distance education
  3. Analyse the planning and management processes which facilitate the delivery of support to learners
Topics:
  1. Defining the goals of learner support
  2. congruence with institutional mandate and culture
  3. Strategic planning, priority setting, and budget management
  4. Organizational structures
  5. centralization v. decentralization of services
  6. designing study centres, computer labs, and other facilities support
  7. the impact of ICT
Required Readings:

    Rumble, G. (1992). Strategic Planning (Chapter 3). In G. Rumble (Ed.), The management of distance learning systems (pp. 43-47). Paris: UNESCO / International Institute for Educational Planning.

    Sewart, D. (1993). Student support systems in distance education. Open Learning, 8(3), 3-12.

    Srivesta, M., and Reddy, V.V.  (2002).  Is information and communication technology reshaping the learner support?  University News, 40(4), January 28-Februrary 3, 43-54.

    Sweet, R. (1993). Student support services: Direction for change (Part I). In R. Sweet (Ed.), Perspectives on distance education series: Student support services: Towards more responsive systems, Report on a Symposium on Student Support Services in Distance Education (pp. 1-40). Delhi, Vancouver, Canada: Commonwealth of Learning.

    Topic 2.  Staff and Staff Development

 Objectives:

  1. Identify the major issues and challenges specific to the management of staff in the context of learner support in distance education
  2. Describe the contributions which professional or staff development can make to the goals of learner support within the ODL context
Topics:
  1. Staffing
  2. roles and qualifications
  3. Performance evaluation/professional development
  4. needs assessment and goal setting
  5. staff development
  6. impact of ICT on faculty development needs
Required Readings:

    Brindley, J., Zawacki, O., & Roberts, J. (2003). Support services for online faculty: The provider and the user perspective. In U. Bernath & E. Rubin (Eds.), Reflections on teaching and learning in an online master program (pp. 255 -266). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.    

    Forster, A., & Hewson, L. (1998). Universities learning: The lure of the net. In C. Latchem & F. Lockwood (Eds.), Staff development in open and flexible learning (pp. 221-231). London, UK: Routledge.

    Gunawardena, C., & Zittle, R. (1998). Faculty development progammes in distance education in American higher education. In C. Latchem & F. Lockwood (Eds.), Staff development in open and flexible learning (pp. 105 – 114). London, UK: Routledge.

    Sewart, D. (1998). Tuition and counselling: Supporting teachers for competitive advantage. In C. Latchem & F. Lockwood (Eds.), Staff development in open and flexible learning (pp. 148-156). London, UK: Routledge.

   

    Topic 3.  Quality Assurance, Evaluation and Research

Objectives:

  1. Explain the rationale for the use of quality assurance, evaluation, and applied research for learner support services in distance education
  2. Identify the major barriers to quality assurance, evaluation, and research in learner support in distance education
  3. Describe the major approaches to quality assurance and evaluation in learner support services
Topics:
  1. Quality assurance and setting service standards
  2. Evaluating services: approaches to data collection
  3. Using applied research and developing an iterative approach
Required Readings:

    Brindley, J. E. (1995). Measuring quality in learner services; Building towards the future. In D. Sewart (Ed.), 17th World Conference for Distance Education: One World Many Voices: Quality in Open and Distance Learning (Vol. 2, pp. 49-52). Milton Keynes, UK: International Council for Distance Education and The Open University.

    Calder, J. (1994). Student recruitment and support services (Chapter 6). In J. Calder (Ed.), Programme evaluation and quality: A comprehensive guide to setting up an evaluation system (pp. 101-108). London, UK: Kogan Page.

    Paul, R. H. (1990). Managing for success: Learner interaction and independence (Chapter 6). In R. H. Paul (Ed.), Open learning and open management: Leadership and integrity in distance education (pp. 76-98). London, UK: Kogan Page.

    Thorpe, M. (1996). Issues of evaluation. In R. Mills & A. Tait (Eds.), Supporting the learner in open and distance learning (pp. 222-234). London, UK: Pitman Publishing.

 Unit 2 Assignment:

At the end of Unit 2 students must submit a paper (6-8 pages, maximum 2000 words) on a special topic in student support including but not limited to any of the topics covered in the course.  The paper should take a position on a particular issue or critique a position taken by an author or authors from the readings, and support the argument with references from the relevant literature.  Sample topics will be provided.  The grade for this paper will contribute 30% to the final grade.
 
 

Unit 3: Developing a Model of Learner Support (Week 11-15)

 Unit 3.   Case Studies

 Objectives:

  1. Author a case study including the information relevant to designing a learner support system
  2. Design a learner support system appropriate to a particular case study, addressing the needs, challenges, and opportunities, and working within resource and budget limitations
  3. Critically analyze the strengths and weakness of learner support systems which have been designed to address a particular context
Topics:
  1. Review of contextual factors
  2. institutional mandate and culture/goals of support system
  3. learner characteristics/geography
  4. resources and infrastructure/skills and technology availability
  5. applied research/existing data
  6. Sample case studies
  7. Case Studies - using contextual factors to plan and develop models of learner support
  8. student presentations and critiques

Required Readings

    Brindley, J. E. (1995). Learners and learner services: The key to the future in distance education. In J. M. Roberts & E. M. Keough (Eds.), Why the information highway: Lessons from open and distance learning (pp. 102-125). Toronto: Trifolium Books Inc.

    Ryan, Y. (2001). The provision of learner support services online. In G. Farrell (Ed.), The changing faces of virtual education (pp. 71-94). Vancouver: Commonwealth of Learning.

    Tait, A. (2000). Planning student support for open and distance learning. Open Learning, 15(3), 287-299.

Reference Case Studies

    Bhadane, N. R. (1993). Yashwantrao Chavan Maharashtra Open University. In R. Sweet (Ed.), Perspectives on distance education series: Student support services: Towards more responsive systems, Report on a Symposium on Student Support Services in Distance Education (pp. 63-74). Delhi, Vancouver, Canada: Commonwealth of Learning.

    Brigham, D. (2001). Converting student support services to online delivery. International Review of Research in Open and Distance Learning, 1(2), 1-16.

    Kamau, J. W., & Selepeng-Tau, O. S. (1998). The University of Botswana. In E. P. Nonyongo & A. T. Ngengebule (Eds.), Learner support services: Case studies of DEASA member institutions. Pretoria, SA: University of South Africa.

    Khlibtong, N. (1993). Sukkothai Thammathirat Open University. In R. Sweet (Ed.), Perspectives on distance education series: Student support services: Towards more responsive systems, Report on a Symposium on Student Support Services in Distance Education (pp. 91-96). Delhi, Vancouver, Canada: Commonwealth of Learning.

    Maiaene, A., & Malefane, J. (1998). Overview of Lesotho Distance Teaching Centre's distance education model. In E. P. Nonyongo & A. T. Ngengebule (Eds.), Learner support services: Case studies of DEASA member institutions. Pretoria,SA: University of South Africa.

    Mehta, P. K. (1993). Case studies (Part II): Indira Gandhi National Open University. In R. Sweet (Ed.), Perspectives on distance education series: Student support services: Towards more responsive systems, Report on a Symposium on Student Support Services in Distance Education (pp. 45-51). Delhi, Vancouver, Canada: Commonwealth of Learning.

    Nonyongo, E. P. (1998). The South African Committee for Higher Education (Sached) Trust*. In E. P. Nonyongo & A. T. Ngengebule (Eds.), Learner support services: Case studies of DEASA member institutions. Pretoria, SA: University of South Africa.

    Ngengebule, A. T. (1998). University of South Africa (Unisa). In E. P. Nonyongo & A. T. Ngengebule (Eds.), Learner support services: Case studies of DEASA member institutions. Pretoria, SA: University of South Africa.

    Venkaiha, V. (1993). Dr. B.R. Ambedkar Open University. In R. Sweet (Ed.), Perspectives on distance education series: Student support services: Towards more responsive systems, Report on a Symposium on Student Support Services in Distance Education (pp. 53-58). Delhi, Vancouver, Canada: Commonwealth of Learning.

Unit 3 Assignment:

Unit 3 will be spent working on case studies. For this purpose, students will work in small study groups during the first two and a half weeks. Each group will prepare and post a case study of a distance education situation based on real/work situations and/or readings (2-5 pages; max. 1200 words). It will include details about the educational provider, students, subject matter, and context. No grade will be assigned for the case studies but a good case study is important to the assignment. The Unit 3 assignment is for each student to provide a response to the case study which his/her group prepares. The response will describe an appropriate student support system for the educational context presented, including a rationale for the choices made (6-8 pages; max. 2000 words). The grade for the response to the case study will contribute 30% to the final grade for the course.