The objectives of this course are to enable the students to understand the basic problems of Distance education.

There are some general “knowledge” objectives for all: 

• to understand key concepts of DE and the issues surrounding those concepts

• to develop a conceptual framework for the topic of distance education–to view DE programs as systems with closely interwoven elements

• to develop a conceptual framework for examining pedagogical issues in DE

• to be able to prescribe appropriate instructional strategies for different DE learning situations.

Beyond the basic “knowledge” objectives is a larger practical objective: 

• that each of us leave this course with a concrete, high-quality accomplishment—a publishable paper, a topic for a thesis, a conference presentation, or the like.  The accomplishments will be different, but should be appropriate to each person’s academic and career goals. 

At the end of the course unit, the learner is expected to be able to:

• describe current leading-edge work in distance education in K-12, higher education, business, government, and military settings
• depict the ways in which learning and teaching across barriers of distance and time are similar to -- and different from -- face-to-face instruction
• gain fluency in using various interactive media (asynchronous threaded discussion sites, synchronous multi-user virtual environments, groupware, interactive presentational media, videoconferencing), instructional frameworks (e.g., Moodle) and e-learning applications (e.g., telementoring)
• apply effective instructional design for various interactive media, instructional frameworks, and applications.
• experience how each medium for interacting across distance shapes the cognitive, affective, and social dimensions of learning and indicate the range of individual responses to these media
• describe methods for evaluating the effectiveness of distance education and distributed learning approaches
• discuss how innovations such as the World Wide Web, multi-user virtual environments, computer-supported collaborative learning, telementoring, and online communities are shaping the evolution of distance education and distributed learning

Lectures, Assignments, Weekly Discussions in Forum, Lab Works, Projects, online activities

All students in this course will be required to have an electronic mail account. Students will be required to interact throughout the semester using threaded discussions and e-mail for peer and faculty communication. The course Web pages will be used for course outlines, "e-lectures" (electronic lectures), and as a course bulletin board.  Although the course is taught at a distance, students will be required to research relevant topics in near-by libraries.

Active Class Participation (30% of your grade)
The success of this course is based on active, continued class participation. Students will be expected to read assigned articles and to be prepared for in-depth discussion, synthesis, and analysis on a weekly basis.

Individually or in pairs, you will be required to select a chapter of the text on which to lead the discussion. You will provide a chapter summary, website links to expand on the topic, and student activities for engaging your peers.  See assignment page for details.

Chapters will be selected and/or assigned during the third week of the class. Each pair will be responsible for submitting their material at least three days prior to the date the topic will begin (see schedule).  A web-based form will be provided to submit all necessary elements of your assignment.

Web-based Expository Instruction Module  (30 % of your grade)

Working in a collaborative team students will use the existing CEIT 521 course shell in Moodle (or other LMS, LCMS, or Tool defined by the instructor) to design, develop, and facilitate an online module of expository instruction on a thought-provoking topic related to distance learning. The module should take no more than one (1) hour of instructional time.
Example module topics may be derived from, but are not limited to, course topics or the following:

• Implementation of a LMS/CMS
• Learning objects, SCORM, ADL, IMS
• Best practices in online learning
• Synchronous and asynchronous learning strategies
• Student centered activities in the virtual classroom
• Self-regulated learning in online courses
• Web 2.0 Tools and Teaching Strategies
• Web Video formats/Steaming Media/Podcasting
• Evaluation Accessibility/Section 508 of the ADA (universal design)
• Instructional use of blogs, wikis, virtual environments
• Distance learning in elementary and secondary school programs
• Constructivist learning in the online environment
• Developing critical thinking skills online
• Retention of online learners

Each module may be built totally or partially in Moodle (or other LMS, LCMS, or tool defined by the instructor) using the announcement area, course documents/handouts, a discussion forum or other online collaboration tool, and at least one assessment instrument. At least three (3) students will be assigned to participate as students in each module. Each team will facilitate his/her module and then each team member writes an individual 3-5 page reflection of their experience as both facilitator and student in an online course.

Reflections include:

• Screen captures of each page/frame of instruction included in the module
• Samples of results of assessments or a copy of the course gradebook.
• Copies of discussion forum threads
• Level I (Reaction) survey of the course

Research Project (30% of your grade)
Each student is responsible for synthesizing current research in Distance Education/Learning to make an evaluation of distance education theory and practice.  First, each student will select a research topic related to Distance Education.  You will find four empirical research articles on your chosen topic.  You will analyze each article for its significance to your topic, methodology, and results.  Each analysis will be submitted using a form that will be provided for you.  Finally, you will provide a synthesis of all four articles noting their similarities and differences, their contribution as a whole to the topic, and suggestions for further research.  Again, a  form will be provided.  Your peers as well as your instructor will review your research project.

Final Exam. (10% of your grade) A paper-pencil written exam review what you learned during the lectures about foundations of distance education.

This is a hands-on course and will require additional time on the computer outside of scheduled class times. This course is designed for students with intermediate level of computer literacy. The goal is to develop skills in the use of computer technologies to deliver instructional strategies at a distance.

Expectations:

1. Complete all assignments on time. Late assignments will lower your grade.
2. Complete all projects with class. Late projects will not be accepted except for extreme unforeseen emergencies and then only prior to the next class meeting. Failure to meet this requirement will result in a failing grade for the project.
3. Participate fully in all classroom activities through class discussions, thoughtful questions, assisting others via cooperative learning techniques, constructing knowledge, and reflecting.4
5. Attendance/presence is required at all classes. Anyone having two or more absences will need special permission from the instructor to pass the course.

• Simonson, M., Smaldino, S., Albright, M., and Zvacek. (2000). Teaching and learning at a distance: Foundation of distance education. Upper Saddle River , NJ : Prentice Hall.
• Moore, M.G., Kearsley, G., Distance education : a systems view
  (Wadsworth Pub Co; ISBN: 0534264964, 1996)
• Picciano, A.G. (2001). Distance Learning: Making Connection Across Virtual Space and Time. Prentice Hall, Inc. Upper Saddle River, NJ.
• Porter, L.R. (1997). Creating the Virtual Classroom: Distance Learning with the Internet. Wiley Computer Publishing, New York.

• Schrum, L. and Berenfeld, B.Teaching and Learning in the Information Age: A Guide to Educational Telecommunications, 1997, Allyn & Bacon; ISBN: 0205198015.

• Jonassen, D. (Ed.). Handbook of research for educational communications and technology: a project of the Association for Educational Communications and Technology, 1996, MacMillan Library Reference; ISBN: 0028646630.

• Integrating Educational Technology into Teaching, fourth edition by M. D. Roblyer
• Teaching and Learning with Technology (with Skill Builders CD), MyLabSchool Edition:2/e, 2005, ISBN: 0205458750,Judy Lever-Duffy, Jean McDonald, Al Mizell
• Using Technology in the Classroom:6/e, 2005 |ISBN: 0205419151, Gary Bitter, Melissa Pierson
   

E-Mail: hasank@metu.edu.tr
Office: EFC-210
Tel:+90+312+210 4064
Course Home Page(s):
http://netclass.ii.metu.edu.tr

The instructor reserves the right to make any changes deemed necessary.