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
Sweet, R. (1993). Perspectives on distance education series: Student support services: Towards more responsive systems - Report on a Symposium on Student Support Services in Distance Education. Delhi, Vancouver, Canada: Commonwealth of Learning.
Preface and Contents
Page 1-20
Page 21-42
Page 43-74
Page 75-100
References
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.
The course will be completed by two individual essay-type assignments and a collaborative case study (study group work).
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.
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.
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.
Objectives:
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. tern Cooperative for Education Telecommunications, Western Interstate Commission for Higher Education. Retrieved July, 2001, from the World Wide Web: http://www.wiche.edu/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.
Optional/Additional Readings
Croft, M. (1991). Report on round table on student support services. Vancouver, Canada: The Commonwealth of Learning.
Dillon, C. L., Gunawardena, C. N., & Parker, R. (1992). Learner support: The critical link in distance education. Distance Education, 13(1), 29-45.
Duffy, T. M., & Jonassen, D. E. (Eds.). (1992). Constructivism and the technology of instruction: A conversation. Hillsdale, NJ: Lawrence Erlbaum.
Glennie, J. (1996). Towards learner-centred distance education in the changing South African context. In R. Mills & A. Tait (Eds.), Supporting the learner in open and distance learning (pp. 19-33). London, UK: Pitman Publishing.
Knowles, M. J. (1980). The modern practice of adult education: From pedagogy to androgogy (2 ed.). New York: Cambridge University Press.
Rekkedal, T., & Qvist-Eriksen, S. (2003). Internet based e-learning, pedagogy and support systems. Learning.ericson.net: Socrates - student support services in e-learning. Retrieved August 9, 2003 from http://www.uni-oldenburg.de/zef/cde/support/readings/norway.doc
Tait, A. (2003). Re-thinking learner support in the Open University UK: a case study. In A. Tait & R. Mills (Eds.) Rethinking learner support in distance education (pp. 185 - 197). London, UK: RoutledgeFalmer.
Unit 1. Weeks 3 - 5: Elements of Learner Support
Topic 1. Tutoring and Teaching
Objectives:
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.
Keegan, D. (1986). Interaction and communication (Chapter 6). In D. Keegan (Ed.), The foundations of distance education (pp. 89-107). Kent, UK: Croom Helm.
Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22-38). London: Routledge.
Morgan, C., & Morris, G. (1994). The student view
of tutorial support: Report of a survey of Open University Education students.
Open Learning, 9(1), 22-33.
Part I, Part II
Naidu, S. (2001). Designing Instruction for eLearning Environments. In M. G. Moore (Ed.), Handbook on Distance Education. Mahwah, NJ: Lawrence Erlbaum Associates.
Relan, A., & Gillani, B. J. (1997). Web-based instruction and the traditional classroom: Similarities and differences. In B. Khan (Ed.), Web-based instruction (pp. 25–37). New Jersey: Educational Technology Publications.
Roberts, J., Brindley, J. E., & Spronk, B. (1998). Learning on the information highway: A learner's guide to the technologies. Toronto, Canada: Office of Learning Technologies/ Cheneliere/McGraw-Hill.
Sweet, R. (1993). Student support services: Direction for change. 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. Advising and Counselling
Objectives:
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://www.uni-oldenburg.de/zef/cde/support/readings/loughlin2.htm
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., & Scott, P. (1999). Multimedia advice, guidance and counselling on the Web: A prototype learner's guide. In A. Tait (Ed.), Collected Conference Papers, Sixth Cambridge International Conference on Open and Distance Learning (pp. 121-130). Cambridge, UK: The Open University.
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.
Manning, E. (1997). The preparation of students for distance learning: Two very different approaches from a wider European perspective. In A. Tait (Ed.), Collected Conference Papers, The Cambridge International Conference on Open and Distance Learning (pp. 114-119). Cambridge, UK: The Open University.
Nilsson, V. (1989). Voluntary academic assessment to enhance independent learning. In A. Tait (Ed.), Collected Conference Papers, The Cambridge International Conference on Open and Distance Learning (pp. 167-181). Cambridge, UK: The Open University.
Tallman, F. D. (1994). Satisfaction and completion in correspondence study: The influence of instructional and student-support services. The American Journal of Distance Education, 8(2), 43-57.
Topic 3: Library, Registry, and Other Administrative Support Services
Objectives:
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.
Bolton, N., Unwin, L., & Stephens, K. (1998). The use of libraries by postgraduate distance learning students: whose responsibility? Open Learning, 13(1), 3-8.
Cavenagh, T., & Lingham, B. (1994). Library services
for external postgraduates and overseas students. Distance Education, 15(1),
112-152.
Part I, Part II
Fage, J., & Mayes, R. (1995). Monitoring learners' progress. In R. Mills & A. Tait (Eds.), Supporting the learner in open and distance learning. London, UK: Pitman Publishing.
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.
Objectives:
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://www.uni-oldenburg.de/zef/cde/support/readings/diaz.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.
Evans, T. (1994). Endframes: uncovering the diversities of learners' contexts (Chapter 9). In T. Evans (Ed.), Understanding learners in open and distance education (pp. 122-133). London, UK: Kogan Page.
Kirkup, G. (1996). The importance of gender. In R. Mills
& A. Tait (Eds.), Supporting the learner in open and distance learning
(pp. 146-164). London, UK: Pitman Publishing.
Part I, Part II
Leach, J. (1996). Learning in practice: support for professional development. In R. Mills & A. Tait (Eds.), Supporting the learner in open and distance learning (pp. 101-126). London, UK: Pitman Publishing.
Morgan, A. (1995). Adult change and development: learning and people's lives. In D. Sewart (Ed.), 17th World Conference for Distance Education: One World Many Voices: Quality in Open and Distance Learning (Vol. 1, pp. 319-322). Milton Keynes, UK: International Council for Distance Education and The Open University.
Spronk, B. (1995). Appropriating learning technologies: Aboriginal learners needs, technologies and practices. In J. M. Roberts & E. M. Keough (Eds.), Why the information highway: Lessons from open and distance learning (pp. 77-101). Toronto: Trifolium Books Inc.
Stahmer, A. E. (1995). Learners in the workplace. In J. M. Roberts & E. M. Keough (Eds.), Why the information highway: Lessons from open and distance learning (pp. 41-59). Toronto: Trifolium Books Inc.
Thompson, M. M. (1998). Distance learners in higher education. In C. C. Gibson (Ed.), Distance learners in higher education (pp. 9-24). Madison, WI: Atwood Publishing.
Worth, V. (1996). Supporting learners in prison. In R. Mills & A. Tait (Eds.), Supporting the learner in open and distance learning (pp. 177-190). London, UK: Pitman Publishing.
Unit 2. Weeks 8-10: Management and Organization of Learner Support Services
Topic 1. Setting Goals, Planning, and Consideration of Organizational Structures
Objectives:
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.
Srivastava, M., & 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. 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.
Paul, R. H. (1990). Managing at a distance: Regional networks and off-campus tutors (Chapter 7). In R. H. Paul (Ed.), Open learning and open management: Leadership and integrity in distance education (pp. 99-118). London, UK: Kogan Page.
Paul, R. H. (1990). Leadership, integrity and the future (Chapter 11). In R. H. Paul (Ed.), Open learning and open management: Leadership and integrity in distance education (pp. 169-189). London, UK: Kogan Page.
Reid, J. (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. 190-193). Milton Keynes, UK: International Council for Distance Education and The Open University.
Topic 2. Staff and Staff Development
Objectives:
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.
Lewis, R. (1998). Staff development in conventional institutions moving towards open learning. In C. Latchem & F. Lockwood (Eds.), Staff development in open and flexible learning (pp. 23-32). London, UK: Routledge.
Sweet, R. (1993). Student support services: Direction for change. 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 3. Quality Assurance, Evaluation and Research
Objectives:
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. 101-115). 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.
McCollum, A., Calder, J., Ashby, A., Thorpe, M., & Morgan, A. (1995). Quality and learning effectiveness in vocational education. In D. Sewart (Ed.), 17th World Conference for Distance Education: One World Many Voices: Quality in Open and Distance Learning (Vol. 2, pp. 141-149). Milton Keynes, UK: International Council for Distance Education and The Open University.
Mills, R., & Paul, R. H. (1993). Putting the student first: Management for quality in distance education. In T. Evans & D. Nation (Eds.), Reforming open and distance education (pp. 113-129). London, UK: Kogan Page.
Tait, A. (1997). The importance of context in quality assurance in distance education. In A. Tait (Ed.), Quality assurance in distance education: International case studies (pp. 1-8). Vancouver, Canada: Commonwealth of Learning.
Thorpe, M. (1992). Counselling and learner
progress (Chapter 5). In M. Thorpe (Ed.), Evaluating open and distance learning
(2 ed., pp. 88 -117). Harlow, UK: Longman.
Part I, Part II
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.
Objectives:
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.
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.