LT 741: COURSE SYLLABUS
A. INSTITUTION: Dakota State University
B. INSTRUCTOR NAME, ADDRESS, PHONE NUMBER, EMAIL
ADDRESS:
Deb Gearhart
Office Hours:
8:00 to 5:00 CST
201A Mundt Library
M-F at the toll free number
Dakota State University
I can be reached at home evenings till 9:00
Madison, SD 57042
605-256-5049 or 800-641-4309
home phone: 605-256-9233
fax: 605-256-5208
deb.gearhart@dsu.edu
C. SEMESTER/YEAR: Spring 2004
D. COURSE PREFIX, NUMBER AND TITLE: LT 741 Introduction to
Distance Education
E. CREDIT HOURS: 3
F. APPROVED COURSE DESCRIPTION:
This course is an analysis of the history, philosophy, design, and evolution of
distance learning systems. Distance learning is a world-wide 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):
See the section of INSTRUCTIONAL METHODOLOGIES
H. PREREQUISITES: None
I. ADDITIONAL COURSE INFORMATION:
ADA STATEMENT:
If there is any student who has special needs for accommodation, please feel free
to discuss the matter with the instructor. Students requiring accommodations need
to contact Dr. Robert Jackson, the DSU ADA Academic Coordinator. He can be
reached at (605) 256-5823 or toll free at (800) 641-4309 or
robert.jackson@.dsu.edu. The ADA Office is located in the Student Services
Office in the Trojan Center on the Madison Campus.
J. POLICIES AND PROCEDURES:
1. Assignments: Assignments should be completed on time, especially
assigned responsibilities in any group project and team work. Any delay
may affect the course evaluation. Please contact the instructor if you
know in advance you will be delayed, out of town, etc.
2. Academic Honesty: All written work by students should be the result of
the individual student's research, thought, preparation, and writing efforts.
Plagiarism and work that is prepared by others outside of the enrolled
class and submitted as original work by the student will result in a failing
grade for the course. The DSU Academic Integrity Board Policy 04-05-00
is available online at
http://www.departments.dsu.edu/hr/newsite/policies/040500.htm. 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 concern.
K. TEXTBOOK AND OTHER REFERENCES:
Required Textbooks:
Teaching and Learning at a Distance – Foundations of Distance Education. 2nd ed.
Michael Simonson, et al. Prentice Hall, Inc., 2003. ISBN # 0-13-094629-X.
Distance Learning - Making Connections Across Virtual Space and Time, 1st
edition. Anthony Picciano, Prentice Hall, Inc., 2000. ISBN # 0-13-080900-4
Supplemental Texts:
Moore, M. G., and Kearsley, G. (1996). Distance Education A Systems View,
Belmont, LA: Wadsworth Publishing Co.
Cyrs, T. E. (1997). Teaching at a Distance with the Merging Technologies. (with
E. D. Conway). Las Cruces, NM: Center for Educational Development at New
Mexico State University.
Cyrs, T. E. (1997). Teaching and Learning at a Distance: What it Takes to
Effectively Design, Deliver, and Evaluate Programs. New Directions for Teaching
and Learning. Number 71, Fall 1997. Jossey-Bass Publishers.
Brad Cahoon, Ed. Adult Learning and the Internet. (1998). New directions for
Adult and Continuing Education, No. 78. San Francisco, CA: Jossey-Bass
Publishers.
K. COMPUTER EQUIPMENT & SKILLS NEEDED:
Computer Requirements
Operating System
Computer Processor
Computer Memory
Hard Disk Space
Modem / Internet Access
Mac O/S 8 or 9, Windows 95/98/NT, Unix
Intel® Pentium® III or higher
64 MB (megabytes) of RAM
40 MB (megabytes), variable
56kbps recommended
Web Browser
Microsoft Internet Explorer 5 Netscape Navigator 4 or Netscape 6
L. CORE OBJECTIVES:
This course is designed to enable students to:
1. Evaluate the strengths, weaknesses, and options associated with various
technologies for delivery (SoE D, A;NCATE 1.F.1)
2. Describe considerations and procedures associated with the delivery system for
major distance activities: technical support, course design/development,
teaching/tutoring, student interface, and administration services (SoE D; NCATE
1.F.1, 1.G.1).
3. Conduct, Experience, and evaluate a variety of teaching techniques in interactive
television and Web-based instruction (SoE D; NCATE 1.G.1)
4. Prepare for or enhance a professional role they have in an education program that
uses the technology, such as technician, course developer, instructor, evaluator,
coordinator of student services, or administrator (SoE D; NCATE 1.G.1).
M. ADDITIONAL OBJECTIVES (OPTIONAL):
1. Develop a general knowledge of distance learning's past, present and possible
future, and be aware of the political, socio-economic, and technological factors
that help shape the status of distance learning systems. Be able to describe and
discuss the above.
2. Be able to relate learning theory to distance learning practice. Compare and
critique instructional models for adoption and adaptation in distance learning
settings.
3. Describe and discuss the information attributes of different media in terms of their
cognitive relevance and instructional values for different learners in different
subject-matter areas.
4. Describe and critique the non-linearity of hypermedia and its potential cognitive
advantages and common pitfalls, and be able to use at lease one popular Web
development tool in instructional hypermedia development.
5. Be able to use both synchronous and asynchronous tools for class interaction and
management, including BBS and email.
6. Be able to discuss the human factors issues surrounding the selection and use of
synchronous and asynchronous instructional delivery tools.
7. Be aware of the test validity issues in distance learning and describe the strategies
and techniques available to enhance test validity in distance learning.
N. INSTRUCTIONAL METHODOLOGIES:
1. Delivery: This course will be delivered over the Internet with lessons
demonstrating other distance education technologies. Students proceed through a
course of study as directed and assisted by computer technology. Mastery is
based on achieving competencies and benchmarks.
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.
Communication with the instructor is by email or phone.
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.
O. COURSE OUTLINE:
Week
Topics
Assignments
Activities
Week 1 (1/9 - 1/18)
Unit 1 Foundations of
Distance Education
S. Chap. 1 & 2
Introductions
P. Chap. 1
Discussion Board
Discussion Board
Week 2 (1/19– 1/25) Unit 1 Foundations of
Distance Education
Week 3 (1/26 – 2/1) Unit 2 Understanding S. Chap. 3
the Systems Approach
to Distance Education P. Chap 2
Week 4 (2/2 – 2/8)
Week 5 (2/9 – 2/15)
Week 6 (2/16 –
2/22)
Unit 2 Understanding
the Systems Approach
to Distance Education
Unit 3 Distance
Education
Technologies
Unit 4 Instructional
Design
S. Chap. 4
P. Chap. 3
S. Chap. 5, 6, 9,
11, 12
Discussion Board
Topic for position
paper due 2/2
Discussion Board
Article or site
critique due 2/9
Discussion Board
Discussion Board
S. Chap. 4, 8
Guide on p. 209
Week 7 (2/23 – 3/1)
Unit 4 Instructional
Design
Discussion Board
Design Exercise due
3/2
Position Paper due
3/9
Discussion Board
Spring Break (3/2 –
3/8)
Week 8 (3/9 – 3/15) Unit 4 Instructional
Design
Week 9 (3/16 –
3/22)
Unit 5 The Distance
Education Student
Week 10 (3/23 –
3/29)
Unit 6 Teaching at a
Distance
Week 11 (3/30 –
4/5)
Week 12 (4/6 –
4/12)
Unit 6 Teaching at a
Distance
Unit 7 Distance
Education and the
Web
Unit 7 Distance
Education and the
Web
Course Wrap-up
S. Chap. 7
Discussion Board
P. Chap. 5
S. Chap. 8
Discussion Board
P. Chap. 6
Week 13 (4/13 –
4/19)
Week 14 (4/20 –
4/26)
Discussion Board
S. Chap. 10
Discussion Board
P. Chap. 7 & 9
Discussion Board
Week 15 (4/27 –
5/3)
Final Project
S. Simonson, et al. text
Final project due 5/2
P. Picciano text
P. EVALUATION PROCEDURES:
Course evaluation will be based on an integrated consideration of the following
components:
1.
2.
3.
4.
Participation = 20%
Assignments = 20%
Term Paper = 30%
Term Project = 30%
The term paper is due by spring break. The paper is a position paper, 10-12 pages double
spaced. The topic of your paper is due by February 1. The term project is due by May 3.
The 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.
Q. SELECTED BIBLIOGRAPHY/RESEARCH AND BEST PRACTICES:
The knowledge bases that support course content and procedures include:
1. Contemporary References (1990-1997)
Burge, Z.L. & Collins, M.P. (Eds.) (1997). Wired Together: Computer-mediated
communication in K-12. (Vols. 1-4) Cresskill, NJ: Hampton Press.
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.
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
R. FIELD/CLINICAL EXPERIENCES (FOR PROFESSIONAL
EDUCATION COURSES ONLY):
S. RELATION TO MISSION (FOR PROFESSIONAL EDUCATION
COURSES ONLY):
T. GRADUATE NATURE (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.
Important Links:
Library http://www.departments.dsu.edu/library/distance.htm
Policies
Student Handbook
http://www.departments.dsu.edu/student_services/handbook/
E-Education Services Student Guide
http://www.departments.dsu.edu/disted/studentguide/guide.htm
Campus Policies
http://www.departments.dsu.edu/registrar/catalog/undergraduate/AcademicPolicies
/academic_policies.htm
DSU Bookstore http://www.dsubookstore.com/
Computer Services Support
http://support.dsu.edu/
Ordering Transcripts http://www.departments.dsu.edu/registrar/transcripts.htm
Home