A.

Course Prefix, Number, Title, Credit Hours

LT 741 Introduction to Distance Education     3 credit hours

B.

University name

Dakota State University

C.

Academic term/year 

Spring 2008

D.

Course meeting time and location     

online course

E.

Instructor(s) name(s)**, address, phone number, e-mail address, office hours

Deb Gearhart

138 Extended Learning Center (ELC)

1101 S Brundidge St

Troy University

Troy, AL 36082

334-670-5776 or 334-434-0558 (cell)

deb.gearhart@dsu.edu  or dgearhart@troy.edu

 I can be reached by phone week days at from 8:00 to 5:00 pm CST.  I will take calls at home (334-566-5591) in the evening until 9:00 pm CST and during the day on the weekends.  I can be reached by email anytime and will respond within 24 to 48 hours.

F.

Approved course description (found in University catalog)

This course is an analysis of the history, philosophy, design, and evolution of distance learning systems.  Distance learning is a worldwide concept and the course uses examples from many countries to emphasize institutional, program and course design methods and approaches.  The course assumes a system perspective in the analysis of distance education and the distance learner.  The various components of distance learning systems are introduced and overviewed including a) course development and design; b) course production; c) course delivery; d) learner support; e) evaluation of courses and the methods of cybernetic control of both student performance and instructional effectiveness; and f) research and evaluation of distance learning systems.

G.           

Additional course description (optional)

H.           

Prerequisites     None

I.

Description of Instructional Methods

Students proceed through a course of study as directed and assisted by computer technology.  Mastery is based on achieving competencies and benchmarks.

1. Delivery: This course will be delivered mainly over the Internet with lessons demonstrating other distance education technologies. Depending on the students' distribution and accessibility of facilities, DDN and/or Governor Electronic Classroom (GEC) may be used to enhance real-time, multimedia class interaction.
2. Readings: Core textbooks are distributed in printed hard copy. Supplementary readings are provided on the Web.
3. Class Interaction: Email exchange and discussion/bulletin board will be used to provide a forum for asynchronous class interaction.  Discussion and interaction at the graduate level is important and all students will be expected to participate.
4. Pedagogy: Student-centered, constructive, collaborative and engaged learning will be the principal approach used in this course. Students are encouraged to be responsible for their own learning. Guidance will be provided to promote students' intrinsic motivation and develop a strategic approach to both learning and teaching in distance education.

J.

Course Requirements

•      Required textbook(s) and other materials

Teaching and Learning at a Distance – Foundations of Distance Education. Third ed. Michael Simonson, et al. Pearson Merrill Prentice Hall, 2006. ISBN # 0-13-119630-8.

Developing and Designing Web-Based Instruction. Wang, H. & Gearhart, D. Pearson Merrill Prentice Hall, 2006. ISBN # 0-13-098780-8.

Textbooks can be purchased at the DSU Bookstore.  http://www.dsubookstore.com/

Supplemental Texts:

References (2000-2006)


 

            Dabbagh, N. & Bannan-Ritland, B. (2005). Online Learning, Concepts, Strategies, and Application. Pearson Merrill Prentice Hall.

            DeNigris, J. & Witchel, A. (2001). How to Teach and Train Online. Pearson Custom Publishing.

            Ertmer, P. A., Hruskocy, C. & Woods, D. M. (2000). Education on the Internet.  Merrill Prentice Hall.

            Heinich, R., Molenda, M., Russell, J. D., Smaldino, S. E. (2002). Instructional Media and Technologies for Learning. Merrill Prentice Hall.

            Jonassen, D. H., Howland, J., Moore, J. & Marra, R. M. (2003). Learning to Solve Problems with Technology. Merrill Prentice Hall.

            Kearsley, G. (2000). Online Education Learning and Teaching in Cyberspace. Wadsworth Thompson Printing.

            Moore, M. G. & Cozine, G. T. (2000). Web-Based Communications, the Internet, and Distance Education.  The Pennsylvania State University: The American Center for the Study of Distance Education.

            Roblyer, M. D. (2001). Ten First Steps on the Internet. Merrill Prentice Hall.

            Weigel, V. B. (2002). Deep Learning for a Digital Age.  Jossey Bass Publishing.

References (1990-1999)

       Burge, Z.L. & Collins, M.P. (Eds.) (1997). Wired Together: Computer-mediated communication in K-12.  (Vols. 1-4) Cresskill, NJ: Hampton Press.

 

        Cahoon, B. Ed. Adult Learning and the Internet. (1998). New directions for Adult and Continuing Education, No. 78. San Francisco, CA: Jossey-Bass Publishers.

       Cyrs, T. E. Teaching at a Distance with the Merging Technologies. (with E. D. Conway). Las Cruces, NM:     Center for Educational Development at New Mexico State University.

       Eastmond, D.E. (1995). Alone but together: Adult distance study through computer conferencing. Cresskill,   NJ: Hampton Press.

       Keegan, D. (1990). Online education: Perspectives on a new environment. New York, NY: Praeger.

      McCormack, C. & Jones, D. (1998). Building a Web-based Education System. Wiley Computer Publishing.

       Moore, M.G., and Kearsley, G. (1996). Distance Education A Systems View, Belmont, LA: Wadsworth     Publishing Co.

       Rossman, M.H.& Rossman, M.E.(Eds.). (1995). Facilitating Distance Education (New Directions for Adult   and Continuing Education, No 67). San Francisco, CA: Jossey-Bass.

       Willis, B. (1993). Distance education: A practical guide. Englewood Cliffs, NJ: Educational Technology Publications.

     Willis B. (1994). Distance education: Tools and strategies. Englewood Cliffs, NJ: Educational Technology Publications.

    2. Key Journals

• American Journal of Distance Education
• Educational Technology Research & Development
• Tech Trends
• Educational Technology
• Distance Education (Australia)
• Journal of Distance Education (Canadian)
• Distance Education Report

•      Class attendance policy

You are required to attend class by your participation on the discussion board, which is graded and is 20% of your grade.  Please review the discussion board guidelines on the course site for posting and grading information.

•      Cheating and Plagiarism policy

Cheating and other forms of academic dishonesty run contrary to the purpose of higher education and will not be tolerated in this course. All forms of academic dishonesty will result in a failing grade. Please be advised that when the instructor suspects plagiarism, the Internet and other standard means of plagiarism detection will be used to resolve the instructor’s concerns. DSU’s Academic Integrity Board Policy 04-05-00 is available online at http://www.departments.dsu.edu/hr/newsite/policies/040500.htm.

• Additional  information

You will be receiving a library id and will need to use the DSU Library for your research in this course.  The link to the Library is http://www.departments.dsu.edu/library/and to the distance student library information is http://www.departments.dsu.edu/library/distance.htm. 

For questions relating to your graduate program or on taking distance courses please contact the Graduate Programs Office, 800-641-4309 or http://www.departments.dsu.edu/gradoffice/or Extended Programs at 800-641-4309 or http://www.departments.dsu.edu/disted/. 

For technical requirements needed for online graduate courses please refer to http://www.departments.dsu.edu/disted/registration/technical_requirement.htm.

Freedom in Learning Statement:  Students are responsible for learning the content of any course of study in which they are enrolled. Under Board of Regents and University policy, student academic performance shall be evaluated solely on an academic basis and students should be free to take reasoned exception to the data or views offered in any course of study.  It has always been the policy of Dakota State University to allow students to appeal the decisions of faculty, administrative, and staff members and the decisions of institutional committees.  Students who believe that an academic evaluation is unrelated to academic standards but is related instead to judgment of their personal opinion or conduct should contact the dean of the college which offers the class to initiate a review of the evaluation.

For Internet courses: Course Delivery:  Students proceed through a course of study as directed and assisted by computer technology.  Mastery is based on achieving competencies and benchmarks.

K.

Course Goals

L.

Evaluation Procedures

        Course evaluation will be based on an integrated consideration of the following components:

1. Participation = 20%
2. Assignments = 20%
3. Position Paper = 30%
4. Final Project = 30%

  The student will receive a letter grade of A, B, C, D, or F.  The assignment due dates are outlined below.  Assignments are graded in 3-5 days after being received.

The discussion board counts as our classroom discussion so participation on the discussion board is required and will be graded.  Participation is 20 % of your grade.  Each week’s discussion will receive 10 points, 7 points for your posting and 3 points for your responses.  Instructions for posting are on the discussion board.

There are two assignments, an article critique and a distance education lesson plan.  The article critique is on an article of your choice geared to distance education.  There is no particular format for the article critique.  It is to get you started on research for your position paper.  The article critique is due on February 11.  The distance education lesson plan is an exercise designed to demonstrate the changes needed to adapt a classroom lesson plan for distance delivery.  The DE lesson plan is due on March 3.

Your position paper is due by April 1.  A position paper is a paper written to take a position on a topic, related to distance education, positively or negatively and to defend your position with references.  The position paper is to be 10-15 pages double spaced, with page numbers and references.  I suggest you use the APA style. 

Your final project is due May 6.  The final project requires each student to integrate course-related knowledge, theory, application skills, and experiences in a coordinated effort.  The project must have instructor approval but is open to all possibilities.

M.

ADA Statement

If you have a documented disability and/or anticipate needing accommodations (e.g., non-standard note taking, test modifications) in this course, please arrange to meet with the instructor. Also, please contact Dakota State University’s ADA coordinator, Keith Bundy in the Student Development Office located in the Trojan Center Underground or at 256-5121, as soon as possible. The DSU website containing additional information, along with the form to request accommodations is http://www.departments.dsu.edu/disability_services/. You will need to provide documentation of your disability. The ADA coordinator must confirm the need for accommodations before officially authorizing them.  

N.

O.

P.

Q.

Graduate Nature (for Graduate courses ONLY)

    Participants will research, discuss, and apply current pedagogy on effective integration of distance education technologies in the teaching and learning process. Participants will reflect on changes in pedagogy based on the results of application of new technologies in the classroom. Participants are provided the theoretical and technical background to conduct research and design coursework using distance education technologies.

R.

Tentative Course Outline/Schedule

S. Simonson, et. al. text    W&G. Wang & Gearhart text

Units

Topics

Readings

Activities

Unit 1 (1/16 – 1/26)

Foundations of Distance Education

S chapters 1-2

W&G chapter 1

Discussion Board

Introductions

Unit 2 (1/27 – 2/2)

Systems Approach to Distance Education

S chapters 9,12

W&G Chapter 11

Discussion Board

Unit 3 (2/3 – 2/9)

Research in Distance Education

S chapter 3

Discussion Board

Unit 4 (2/10 – 2/16)

Distance Education Technologies

S chapter 4

Discussion Board

Article critique due 2/11

Unit 5 (2/17 – 2/23)

Distance Education Students

S chapter 6

Discussion Board

Position paper topic due 2/19

Unit 6 (2/24 – 3/1)

Instructional Design

S chapter 5

W&G chapter 2, 6

Discussion Board

 Unit 7 (3/2 – 3/8)

Instructional Strategies

W&G chapter 4, 5

Discussion Board Distance Education Lesson Design  due 3/3

Unit 8 (3/9 – 3/29)

Creating Materials

S chapter 8

W&G 7,10

Discussion Board

Final project topic due 3/14

Enjoy Spring Break

Unit 9 (3/30 – 4/5)

Authoring Tools

W&G chapter 9

Discussion Board

Position papers due 4/1

Unit 10 (4/6 – 4/12 )

Copyright

S chapter 11

W&G chapter 8

Discussion Board

Unit 11 (4/13  – 4/19)

Assessing/evaluating  Distance Education

S chapter 10

W&G chapter 3

Discussion Board

Unit 12 (4/20 – 4/26)

Training and Instructor Needs

S chapters 7, 13

Discussion Board

Unit 13 (4/27 – 5/2)

Course Wrap up

Final project due

Due 5/6

Discussion Board