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

in co-operation with

University of Maryland University College
Graduate School of Management and Technology

Student Support in Distance Education and Training

OMDE 608

Jane E. Brindley & Christine Walti

(The Syllabus and Readings are subject to change)

COURSE DESCRIPTION

Students are introduced to theories and concepts of support for learners in distance education and training, and will examine the various types of learner support including tutoring and teaching; advising and counselling; and library, registrarial, and other administrative services. The course addresses management issues such as planning, organizational models, staffing and staff development, designing services to meet learner needs, serving special groups, and evaluation and applied research. Students will apply theory to designing a learner support model for a particular context (e.g. public or private educational institution, corporate or military training). The course was originally developed by Jane E. Brindley (Canada) and Alan Tait (United Kingdom), and has since been modified by Jane Brindley (Canada) and Christine Walti (United States).

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 READINGS

(These can be purchased via the University of Maryland - University College Virtual Bookstore)

American Psychological Association (2001). Publication manual of the American Psychological Association (5th
ed.).Washington, D.C.: APA
 
Bernath, U., & Rubin, E. (Eds.) (2003). Reflections on teaching and learning in an online master program.
Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.

(This text book is also a required reading in MDE 601)
Brindley, J.E., Walti, C., & Zawacki-Richter, O. (Eds). (2004). Learner support in open, distance and online learning
environments. Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.

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

(This book is out of print. However, the files will be provided in the course. All copyright restrictions apply.)

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

COURSE REQUIREMENTS

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

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

GRADING

Three to four assignments are required. Each of the assignments contributes to the final grade.

GRADUATE SCHOOL GRADING GUIDELINES

According to the Graduate School’s grading policy, the following symbols are used:

A (90-100) = excellent
B (80-89) = good
C (70-79) = passing
F (69 or below) = 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.”

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.

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 of 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.

Plagiarism detection software may be used by the course instructor in the process of grading required assignments.
Students are not permitted to submit an assignment or paper that already has been submitted for another course at UMUC or any other institution, even if it is entirely their own work. This includes cutting and pasting portions of previous papers or other written assignments. The penalties will be the same as those listed above for plagiarism.

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 email vdsa@umuc.edu or call 301-985-7930 or 301-985-7466 (TTY).

COURSE EVALUATIONS

UMUC values its students’ feedback. You will be asked to complete a mandatory online evaluation toward the end of the semester. The primary purpose of this evaluation is to assess the effectiveness of classroom instruction. UMUC requires all students to complete this evaluation. Your individual responses are kept confidential.

The evaluation notice will appear on your class screen about 21 days before the end of the semester. You will have approximately one week to complete the evaluation. If, within this 21-day period, you do not open the file and either respond to the questions or click on "no response", you will be "locked out" of the class until you do complete the evaluation. This means that you will not be able to enter the classroom. Once you have completed the evaluation, you will regain access to the classroom. If you have any problem getting back in your classroom, you should immediately contact WebTycho support at 1.800.807.4862 or at webtychosupport@umuc.edu.

The Graduate School takes students' evaluations seriously, and in order to provide the best learning experience possible, information provided is used to make continuous improvements to every class. Please take full advantage of this opportunity to provide constructive recommendations and comments about potential areas of improvement.

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.

COURSE OUTLINE

The course is divided into three major units, and has four assignments, two in Unit 1, and one each in Units 2 and 3 (see below for descriptions). The first unit addresses the rationale for learner support, theories and concepts, and the various elements of learner support, and the second unit focuses on planning and management issues. These first two units are divided into major topics for discussion. The third unit integrates the content from the first two units of the course through the development and analysis of case studies.

Unit 1: Context and Elements of Learner Support (Weeks 1-4)

Unit 1.1:  Introduction and Overview (Week 1)

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.
Brindley, J.E., Walti, C., & Zawacki-Richter, O. (2004). The current context of learner support in open, distance
and online learning: An introduction. In J. E. Brindley, C. Walti, & O. Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments (pp. 9-27). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.
Krauth, B., & Carbajal, J. (2000). Guide to developing online student services. Western Cooperative for Education
Telecommunications, Western Interstate Commission for Higher Education. Retrieved August 18, 2004, from: http://www.wiche.edu/telecom/resources/publications/guide/guide.htm
LaPadula, M. (2003). A comprehnsive look at online learner support. American Journal of Distance Education, 17(2),
119-128.
Mills, R. (2004). Looking back, looking forward: What have we learned? In J. E. Brindley, C. Walti, & O.
Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments (pp. 29-37). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.
Rekkedal, T. (2004). Internet based e-learning, pedagogy and support systems. In J. E. Brindley, C. Walti, & O.
Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments (pp. 71-93). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. 

Unit 1.2:  Elements of Learner Support (Weeks 2-4)

Topic 1.2.1: 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 18, 2004,
from: http://www.emoderators.com/moderators/teach_online.html
Blaschke, L.M. (2004). Sustaining online collaboration: Seven lessons for application in the Volkswagen AutoUni. In
U. Bernath & A. Szücs (Eds.), Proceedings of the 3rd EDEN Research Workshop Oldenburg, March 4-6, 2004, (pp. 388-394). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.
Blaschke, L., Dudink, B., Fox, B., Schuster, C., Smith, L.J., & Templeton, C. (2004). In search of the ideal
classroom in a blended learning environment: A case study for Volkswagen AutoUni. Presentation 3rd EDEN Research Workshop (March 4-6, 2004). Powerpoint presentation. Retrieved July 31, 2004, from: http://agil-ed.com/VW.htm
McLoughlin, C., & 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: http://cleo.murdoch.edu.au/confs/tlf/tlf2000/mcloughlin.html
Naidu, S. (2004). Supporting learning with creative instructional designs. In J. E. Brindley, C. Walti, & O.
Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments (pp. 109-116). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.

Topic 1.2.2: 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 guidaqnce
  5. personal counselling
  6. Learning and study skills assistance
  7. Student advocacy and student charters
  8. Facilitating persistence in corporate training programs

Required readings:

Harris, R., Simons, M., & Bone, J. (2000). Functions and actions of the workplace trainer. In R. Harris, M. Simons, &
J. Bone, More than meets the eye. Rethinking the role of workplace trainer (pp. 30-41). Kensington Park, SA, Australia: National Centre for Vocational Education Research (NCVER). Retrieved August 3, 2004, from http://www.ncver.edu.au/research/proj/nr7035.pdf
Executive Summary of the entire report (Optional)
Johnson, M. (2004). Enhancing study skills: Developing self-help materials for distance learners. In J. E. Brindley, C.
Walti, & O. Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments (pp. 117-124). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.
Simpson, O. (2004). Retention and course choice in distance learning. In U. Bernath & A. Szücs (Eds.), Proceedings
of the 3rd EDEN Research Workshop Oldenburg, March 4-6, 2004, (pp. 381-387). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.
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.
Walti, C. (2004). Implementing web-based portfolios and learning journals as learner support tools: An illustration.
In J. E. Brindley, C. Walti, & O. Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments (pp. 157-168). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. 

Topic 1.2.3: 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:

George, L., & Frank, I. (2004). Beyond books - Library services to distance education students. In J. E. Brindley, C.
Walti, & O. Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments (pp. 135-143). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. 
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.
Lefoe, G., Gunn, G., & Hedberg, J. (2002). Recommendations for teaching in a distributed learning environment: The
students' perspective. Australian Journal of Educational Technology, 18(1), 40-56. Retrieved August 1, 2004, from http://www.ascilite.org.au/ajet/ajet18/lefoe.html
Tesch, P.C. (2004). Ethics in distance education. In U. Bernath & A. Szücs (Eds.), Proceedings of the 3rd EDEN
Research Workshop Oldenburg, March 4-6, 2004, (pp. 481-484). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.
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 Assignments:

At the end of week two, students must submit Assignment #1, an Annotated Bibliography of 10 required readings. At the end of Unit 1 (week four), students must submit Assignment 2, a second Annotated Bibliography of 10 more required readings. Each annotated bibliography consists of a short summary including any evaluative comments (e.g. the value of the article or chapter) for each of the readings. The summaries should be no longer than about 3 to 5 lines for each reading. The grade for each assignment (1 and 2) will contribute 20% to the final grade (40% in total).

Unit 2: Planning and Managing Learner Support Systems (Weeks 5-9)

Unit 2.1:  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:

Blackmun, E.V., & Pouyat Thibodeau. P. (2004). Learning communities. In J. E. Brindley, C. Walti, & O.
Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments (pp. 145-156). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. 
Gejel. J. (2004). Supporting the wEak-Learner in e-learning cultures. In U. Bernath & A. Szücs (Eds.), Proceedings
of the 3rd EDEN Research Workshop Oldenburg, March 4-6, 2004, (pp. 468-473). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.
Smith, L., & Drago, K. (2004). Learner support in workplace training. In J. E. Brindley, C. Walti, & O.
Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments (pp. 193-203). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. 
Spronk, B. (2004). Addressing cultural diversity through learner support. In J. E. Brindley, C. Walti, & O.
Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments (pp. 169-178). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. 
von Prümmer, C. (2004). Gender issues and learning online. In J. E. Brindley, C. Walti, & O. Zawacki-Richter (Eds.),
Learner support in open, distance and online learning environments (pp. 179-192). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.  

Unit 2.2:  Management and Organization of Learner Support Services

Topic 2.2.1:  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:
Anderson, T. (2004). Student services in a networked world. In J. E. Brindley, C. Walti, & O. Zawacki-Richter
(Eds.), Learner support in open, distance and online learning environments (pp. 95-108). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. 
Hülsmann, T. (2004). The two-pronged attack on learner support: Costs and the centrifugal forces of
convergence. In J. E. Brindley, C. Walti, & O. Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments (pp. 241-250). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. 
Nalewaja Van Voorhis, S., & Falkner, T.M.R. (2004). Transformation of student services: The process and challenge
of change. In J. E. Brindley, C. Walti, & O. Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments (pp. 231-240). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. 
Tait, A. (2004). Management of services to students. In J. E. Brindley, C. Walti, & O. Zawacki-Richter (Eds.),
Learner support in open, distance and online learning environments (pp. 205-217). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.

Topic 2.2.2:  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 developmen
  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. (2004). Supporting members supporting learners. A professional association grapples with changes. In
U. Bernath & A. Szücs (Eds.), Proceedings of the 3rd EDEN Research Workshop Oldenburg, March 4-6, 2004, (pp. 104-112). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. 
Guri-Rosenblit, S. (2004). Distance education teachers in the digital age: New roles and contradictory demands. In
J. E. Brindley, C. Walti, & O. Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments (pp. 63-70). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. 
Salmon, G. (2004). The voice in the wilderness: Enabling online teachers and tutors to tame learning
technologies. In J. E. Brindley, C. Walti, & O. Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments (pp. 219-229). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. 
Zawacki-Richter, O. (2004). The growing importance of support for learners and faculty in online distance
education.  In J. E. Brindley, C. Walti, & O. Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments (pp. 51-62). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. 

Topic 2.2.3:  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:

Anderson, T. (2004). Practice guided by research in providing effective student support services. In J. E. Brindley,
C. Walti, & O. Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments (pp. 259-272). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. 
Doria, M., & Santana, R. (2004). Training while working: Design of a learner-based model. In U. Bernath & A. Szücs
(Eds.), Proceedings of the 3rd EDEN Research Workshop Oldenburg, March 4-6, 2004, (pp. 518-523). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.
Fage, J. (2004). Combining statistical, qualitative and evlauative research to develop regional recruitment and
retention strategy in line with institutional mission. In U. Bernath & A. Szücs (Eds.), Proceedings of the 3rd EDEN Research Workshop Oldenburg, March 4-6, 2004, (pp. 41-45). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. 
.
Paul, R. H. (1990). Managing for success: Learner interaction and independence. 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. (2004). Evaluating the quality of learner support. In J. E. Brindley, C. Walti, & O. Zawacki-Richter
(Eds.), Learner support in open, distance and online learning environments (pp. 251-258). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. 

Unit 2 Assignment:

Before the end of Unit 2, students must submit Assignment #3, a paper (4-6 pages, maximum 1500 words) that takes a position on one of the required readings from the course. The grade for this paper will contribute 20% to the final grade. By the end of Unit 2 case study groups must submit preliminary plan for Case Study scenario.

Unit 3: Developing a Model of Learner Support (Weeks 10-14)

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. Sample case studies - using contextual factors to plan and develop models of learner support
  8. Student presentations and critiques

Required Readings:

Allen, N. (2004). University of Maryland University College: Institutional models and concepts of student support. In
J. E. Brindley, C. Walti, & O. Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments (pp. 273-281). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. 
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.
Brindley, J.E., & Paul, R. (2004). The role of learner support in institutional transformation - A case study in the
making. In J. E. Brindley, C. Walti, & O. Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments (pp. 39-50). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. 
Ryan, Y. (2004). Pushing the boundaries with online learner support. In J. E. Brindley, C. Walti, & O.
Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments (pp. 125-134). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. 
Tait, A. (2004). On institutional models and concepts of student support services: The case of the Open University
UK. In J. E. Brindley, C. Walti, & O. Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments (pp. 283-293). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg. 

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
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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 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 for the assignment.
Assignment #4 requires each student to provide an individual response to the case study that his/her group has prepared. 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.

Overall participation in the course and particularly in the study group contributes 10% to the final grade for the course.

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