Distance Learning
EPSY 410-02
Fall 1998
Virtual Classroom Syllabus
http://www.sp.uconn.edu/~myoung/DistLrn_Syl.html
 Text- Moore & Kearsley (1996). Distance
Education: A Systems View.
 Readings- online and make copies.

Course Requirements
Korean Applied Project - see online attachment
 Journal report

– Library Research N=10 annotated bibliography
– Identify the best 4
– present your favorite to the class
Research Proposal - see online
 Goals/Diary- contribute to online discussions
 Exam

What is Distance Learning?
What is Distance Learning?
“ planned learning that normally occurs in a
different place from teaching and as a result
requires special techniques of course
design, special instructional techniques,
special methods of communication by
electronic and other technology, as well as
special organizational and administrative
arrangements.” (Moore & Kearsley, 1996)
Images of Distance Learning
What is the “traditional” DL model?
1 teacher + remote classroom(s) of students

Classic Distance Learning
One-way Video
Two-way Audio (phone)
• Fax
• E-mail
“Classics” also include...
Radio (ESL to remote areas).
 Correspondance texts + mastery test by mail.
 Videotapes.

Individual Exploration
•
•
•
•
Electronic Library
Online Tutorials (e.g. Mosaic)
Simulations
ICAI
Collaborative Desktop
• CUSeeMe (Video & Data)
•MOO, Chat, etc. (text only)
Collaborative Work (Learning)
The alternative model of learning
Teleconferencing
• PictureTel (POTS)
• Satellite
• Fiber Optic Network
Web-based instruction
hypertext syllabi
 Web Board/ Web CT (Asynchronous)
 Digital Video Streaming
 Quicktime achival videos
 PDF file references
 online surveys and tests

Voice, Video, & Data
• DynaCom
• IBM's ATM
• requires fiber connections
What is Distance Learning?
What’s YOUR definition?
A summary of issues from the
literature...
Administrative
Faculty
Student
Issues of Virtual Classroom
Administration
Must be same for virtual and live students
 Registration
 Financial Aid
 Advising
 Access to Bookstore
 Access to Library

Issues for Faculty
Faculty Load (see Academe reading)
 Courseware development assistance
 Promotion and reward
 Ownership of materials
 “canned” faculty no longer needed
 TV “image” of personality on-camera

Issues for Students
prerequisite technology skills
 cost of delivery technology
 quality of education/ content
 acceptance of degree (credentialing)

How do your experiences fit
with UConn as a DL facility?
Reality Check!
The opening of a discussion of
DL Research
Advanced Organizer:
Quality research despirately needed!
Week 1 working assumptions
DL research is many driven by user
satisfaction. Was it worth the $$?
 DL’s best hope is to be like live classroom
instruction.
 DL research should concern the delivery
medium.
 DL is about tranfering information to
students efficiently and cost effectively.

Week 1 proposed assumtions
DL research should be about how student thinking
and learning can be enhanced with technology.
 DL research should identify strengths that exceed
classroom instruction.
 DL research should be about learning not
technology.
 DL research should acknowledge innovative
contexts for learning, the inherently interactive
nature of learning, support changes in education
away from the “delivery model.”

Assignment 1
Read the forum & e-mail me your
initial thoughts about the course