COURSE DESCRIPTION

The Foundation of Distance Education course is the first of seven core courses of the Master of Distance Education program. It simultaneously serves several Certificates in Distance Education. Students explore the critical concepts and issues identified in the distance education literature and critically examine the history and theories of the field and apply these foundations in the analyses of selected institutions of distance education. The proceedings are based on three required textbooks from Holmberg, Moore & Kearsley, and Peters. Holmberg and Peters will join the teaching team in one course module each. This allows live interaction with two distinguished experts in the field, whose works are critical for the foundations in distance education.

COURSE OBJECTIVES

The goals of the course are to provide the student with a foundation of knowledge, skills and attitudes that are required by a competent practitioner of distance education.

Students will learn to:

• identify the characteristics of distance education.
• outline the history of distance education from its early beginnings to today's IT-based practices.
• specify a series of methodological issues relevant to distance education.
• understand the pedagogic structure of distance education and its relevant elements.
• reflect on institutional aspects in distance education.
• reflect on the impact of digitization on the pedagogical structure of distance education.

REQUIRED TEXTBOOKS

Holmberg, B. (1995). Theory and Practice of Distance Education. London/New York: Routledge.
(Parts of the the book will be made available electronically.)

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

Moore, M. G., & Kearsley, G. (1996). Distance Education: A Systems View. Wadsworth, CA: Belmont.

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

It is strongly recommended that students purchase the Publications Manual of the American Psychological Association (4th Ed.) and that they pay particular attention to these pages before, during and after the writing of any Assignments:

Quotations: Sections 3.34, 3.35 etc., starting p. 95
Reference Citations in Text: Sections 3.94, 3.95, etc., starting p. 168
Reference List: Section 1.04, etc., starting p. 174
WWW citations: Consult the UMUC library at http://www.umuc.edu/library/guides/apa.html

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

COURSE REQUIREMENTS

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

• ensure technical to access WebTycho (the digital learning environment)
• invest an average of 10 hour workload in each week of the course.
• The total of 150 hours workload during the Foundation course consists of around:
  • 50 hours of reading,
  • 50 hours of active, visible participation in the discussion groups,
  • 50 hours for assignments.

Grading Policy

The course will be completed by three individual essay-type assignments, each of which contributes one third to the final grade.

Grades are assigned according to the following:

A for 90 – 100% - Excellent
B for 80 – 89% - Good, meets Standard
C for 70 – 79% - Below Standard
F for 0 – 69% - 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, i.e., the student 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, reasoned, well organized and grammatically correct responses whether written or oral.

Only students who fully meet this standard and, in addition, who demonstrate exceptional comprehension and application of the course subject matter, merit an "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 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 and leaders 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 ability and comply with the format requirements of the Publications Manual of the American Psychological Association (latest ed.). Careful attention should be given to source citations, proper listing of references, representation of numbers, and the presentation of tables and figures.

Policy on Academic Integrity (Plagiarism)

"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 carefully accepted scholarly practices. Notes taken for papers and research projects should accurately record sources of material to be cited, quoted, paraphrased, or summarized, and papers should acknowledge these sources in footnotes."

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.

Note: Work submitted for this class must be your own, and it must be original to this course. If you have questions regarding this stipulator, please consult instructor.

Disabled Students

In accordance with the UMUC policy, any student who has a disability and is in need of classroom accommodations must inform the instructor of this need and, if he or she has not already done so, contact UMUC’s office of Veteran and Disabled Student Services at (301) 985-7258.

COURSE OUTLINE

Module 1 Introduction

Objectives:

• 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

Module 2
with guest faculty Prof. Dr. Boerje Holmberg
History and Principles of Distance Education

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 Reading:

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). Theory and Practice of Distance Education (pp. 1-132). London/New York: Routledge.

Holmberg, B. (1995). The evolution of the character and practice of distance education. Open Learning, June, 47 - 53.

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. (1998). Learning and Teaching in Distance Education - Analyses and Interpretations from an International Perspective (pp. 8-17). London: Kogan Page.

Peters, O. (1997, October). Growing Importance of Distance Education in the World (Excerpt). Keynote speech at the East-West Consensus Workshop on Telematics for Education and Training. Moscow.

Assignment:

By the end of module 2 students must submit an essay. The grade for this essay will contribute with one third to the final grade.

Module 3
Pedagogy of Distance Education and Theoretical Approaches to DE

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 Teaching,
  Post Modern Learning,
  Transactional Distance
• Digital Information and Communication

Required Reading:

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

Peters, O. (1999). A Pedagogical Model for Virtual Learning Space. Grundlagen der Weiterbildung - Praxishilfen, Luchterhand, 5.160.

Peters, O. (1998). Learning and Teaching in Distance Education - Analyses and Interpretations from an International Perspective (pp. 18-155). London: Kogan Page.

Holmberg, B. (1995). Guided didactic conversation, Theory and Practice of Distance Education (pp. 47-50). London, New York: Routledge.

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.

Moore, M. G. (1993). Theory of Transactional Distance. In D. Keegan (Ed.), Theoretical Principles of Distance Education (pp. 22-38). London/New York: Routledge.

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.

Simonson, M., Schlosser, C., & Hanson, D. (1999). Theory and Distance Education. A New Discussion. The American Journal of Distance Education, 13(1), 60-75.

Assignment:

By the end of module 3 students must submit an essay. The grade for this essay will contribute one third 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 America 2) Europe and 3) 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.
• 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 Reading:

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

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.

Miller, G. (1987, November). Distance education in the United States: collaboration amid diversity. Open Learning, 23-27.

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 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.

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

Peters, O. (1998). Learning and Teaching in Distance Education - Analyses and Interpretations from an International Perspective (pp. 157-214). London: Kogan Page.

Peters, O.Concepts and Models of Open and Distance Learning. Retrieved June 18, 2001, from the World Wide Web: http://www.uni-oldenburg.de/zef/cde/found/peter98b.htm

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

Assignment:

By the end of module 4 students must submit an individual project. The grade for this project will contribute one third to the final grade.