Mod+4+assign.+contributions+so+far

Running head: BEST PRACTICES MANUAL FOR DISTANCE EDUCATION

A Best Practices Manual for Distance Education

Meghan Phillips, Tawana Rose, Lisa Tallaksen, Tonya Tingey, Sarah Walker

Grand Canyon University

TEC 565

September ___, 2010

Abstract

Distance education is a field that is constantly growing. For an educational organization that is interested in reaching a larger or more diverse student population, creating distance opportunities could change the dynamic for their learners and instruction. To make this addition more organized, easily accessible, and user-friendly, the organization should use a best practices manual. This best practices manual discusses the background and foundation for distance education, as well as the necessary tools, design, curriculum integration, and assessment. There are differences between traditional classroom learning environments and those offered online, so to close that gap and use the best features of both within a successful online environment, it is important that research is done to identify the most supportive methods of communication and instruction. This best practices manual identifies what has worked in this field and what can be done to improve upon it. Important details such as copyright law, plagiarism, diversity, and rigor are also addressed.

Table of Contents

Part I: Overview of Distance Education

What is Distance Education?

Global Delivery Models

Distance Education in the United States

Characteristics of Distance Education

Key points in the History of Distance Education

Theoretical Framework

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Part II: Attributes, Responsibilities, Policies, and Equipment

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Student Attributes

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Learner Responsibilities

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Equipment

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Attendance and Class Participation

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Instructor Responsibilities

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Policy Issues

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Part III: Content and Technology in Distance Education

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Copyrights

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Handouts

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Study Guides

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Visuals

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Internet

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Internet Communication Tools

<span style="display: block; font-family: 'Times New Roman',Times,serif;">A Best Practices Manual for Distance Education

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Part I: Overview of Distance Education

<span style="display: block; font-family: 'Times New Roman',Times,serif;">What is Distance Education? <span style="display: block; font-family: 'Times New Roman',Times,serif;">Distance Education (DE) is defined as “an institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors. (Albright & Simonson, 2009, p. 32). This simply means that educational institutions sponsor and conduct classes where the student and the teacher are separated by time, distance, and geographic space but are still connected through the learning projects and experiences. These learning experiences are possible through interactive telecommunications; or Internet programs which allow teachers and students to consistently hare information. <span style="display: block; font-family: 'Times New Roman',Times,serif;">Today distant education is used in academic learning situations, but it also used in professional and corporate learning situations. Technology is being used to educate and train more individuals without the necessary costs of travel and extraneous expenses. Moreover, distance education can employ any number of diverse delivery systems, such as correspondence (print media) as well as online, audio, videos, video teleconferencing and television courses (technical media). Distance education gives more individuals the opportunity to be educated because it is brought directly to them. Finally, Distance Education is being used in schools across the country for a number of reasons. Two examples are where those with small populations could come together to collectively study a particular subject at the same time and where children in remote areas live so it is more convenient to study through distant education than it is to drive long distances to a school building.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Global Delivery Methods

<span style="display: block; font-family: 'Times New Roman',Times,serif;">With the growing popularity of distance education in the United States and around the world, it is important to determine the method of communication and distribution of information from the instructor to student, from the student to instructor, and from student to student. For distance education to be effective, global delivery methods and models are crucial and need to be used to ensure success of the program. These methods and models will ensure that students are receiving appropriate instruction on lessons and have the necessary materials to be successful and get the most out of the learning experience. During the 1990s, computer conferencing was the most commonly used form of distance education. Despite the benefits, computer conferencing had several big issues. The first problem associated with computer conferencing was that it only allowed for text-based communication (Simonson et al. 2009). In addition, it required that learners had reliable access to computers and the internet, which was not always the case around the world. A third obstacle that computer conferencing had to overcome related to translation issues. As technology advanced, the methods of global delivery also improved, which lead to greater success and greater use of distance education around the world.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Traditionally, information presented in distance education courses was delivered through a one-way communication model. In this model, the instructor would distribute information through a variety of methods such as video, text from assigned readings, and other printed material. This presented a problem for the learner because they could not interact with the information provided by the instructor. Since then, new methods of global delivery have been created and incorporated to enhance distance education. Software programs have been developed which allow teachers and students to interact through a two-way communication model. Angle, Blackboard, and Moodle, are three examples of popular software programs that assist two-way communication in a non-traditional educational setting. These programs are utilized because they give the instructor the ability to distribute information quickly and effectively. Instructors can post notes, assignments, and links to websites. In addition, these programs also allow for two-way communication through the use of discussion forums. Students can quickly access all the course materials from one central location and also use these programs to submit assignments. These programs assist distance education by creating a virtual classroom where the students and instructors can interact with one another in a variety of ways.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Despite the advantages associated with software programs like the ones above, these programs require the instructor to be present on a regular basis. The instructor must make sure that information posted to the software program is up to date and replace it when it is not. In addition, the instructor must be present to oversee the discussions taking place among the students, answer questions, and grade work submitted by the students. Software programs such as NovelStars and APEX provide students with self-paced programs where the instructor’s main role is to monitor student progress. The instructor may still need to grade written assignments and help keep students on task but the program is designed to be self-paced for the student. The programs come with pre-loaded lessons and activities based on a set curriculum. Students enrolled in these programs must complete the course within a set time frame. These programs are often used when students are trying to make up lost credit or get ahead in credits.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">As technology continues to improve, global delivery methods for distance education will also improve, changing the face of distance education as we know it. Distance education has moved from a one-way communication model to a two-way interactive learning environment placing the learning in the students own hands. As technology continues changing, the teacher’s role is shifting towards becoming more of a facilitator to the educational process, guiding and assisting students, rather than leading the process. Distance education is gaining more popularity each year and helping people from all around their world meet their educational goals.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Distance Education in the United States

· <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Distance learning began via letters in the United States in the early 1900’s (THE Journal, 1999). · <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">To include technology, the radio was introduced to correspondence teaching in the 1920’s (Motamedi, 1999). · <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Distance education courses are offered from students’ homes and from other branches of the educational institution. · <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Two-way video feed, pre-recorded video, and online learning modules are common distance learning methods (THE Journal, 1999). · <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Most higher education institutions offer online classes now. · <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Partnerships are being created between schools, schools and businesses, and schools and states to increase the quality of distance education across the board (THE Journal, 1999). · <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Distance learning programs are expanding with some schools offering just various courses online while others offer entire degree programs online.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Characteristics of Distance Education <span style="display: block; font-family: 'Times New Roman',Times,serif;">One of the primary characteristics of Distance Learning aside from the fact students are separated from the teacher and do not learn in a traditional classroom setting is that the educational structure is designed to assist the DE learner in slightly different ways than traditional settings. These structures are designed to aid a variety of students regardless of their learning styles. However, students who do well in Distance Education are most often self-motivated, self-disciplined and focused individuals. <span style="display: block; font-family: 'Times New Roman',Times,serif;">In many online DE courses, the same structure allows students to continue taking courses without much hesitation because the same expectations are in each course. For example, most DE courses of study require the student to be a part of a discussion board, at least a couple of times a week, and a collaborative group, which has at least one project to do collectively during the course. Together, these two activities emulate the time one might spend in a traditional classroom discussing and working with others. The course will also require weekly readings and individual homework assignments. The instructor is available in these DE courses through E-mail and of course, can tap into the discussion boards as well. Most courses offer support through access to a library and other resource materials. Finally, assessment of work is posted online so the student always has access to grades.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Key points in the History of Distance Education

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Theoretical Framework <span style="font-family: 'Times New Roman',Times,serif;">Wedemeyers theory as cited in Simonson, Smaldino, Albright, & Zvacek, 2009) has ten components that outline the utilization of technology to create a frame work of distance education that could enhance the learning expectation and move to create a modern learning experience. Wedmeyer’s theory goes on to discuss what he entitles the “space time barriers” which is a way of separating the teaching for the learning to produce educational break through. Here he proposes that the student and the instructor need to be separated. Normal teaching process must occur through some form of medium. <span style="font-family: 'Times New Roman',Times,serif;"> Michal Moore’s theory of Interdependent study and transactional distance “is a “classification method for distance education programs.” (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 44) His theories came to light through his own experiences. In this theory two variables are examined. The learner autonomy as well as the distance between teacher and learner is evaluated. Further more he breaks distance education into two measurable components, ther presence of dual communication, or the dialogue and the structure or responsiveness of the student and instructor. <span style="font-family: 'Times New Roman',Times,serif;">The theory of industrialization of teaching from Otto Peters came from research analyzing distance education in the 1960’s. He concluded it could ne evaluated by comparing it to “industrialized goods” (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 44) <span style="font-family: 'Times New Roman',Times,serif;">The theory of interaction and communication by Borje Holmburg is a communication theory. It is based around the interaction between teaching and learning parties as well as the emotional and personal relations between the learner and the teacher. <span style="font-family: 'Times New Roman',Times,serif;"> Malcolm Knowles Anthology is based on research based on adult learners. This consists of seven components. A synthesis of existing theories Hilary Peraton meshes existing theories of communication in distance education together.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Part II: Attributes, Responsibilities, Policies, and Equipment

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Student Attributes

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Learner Responsibilities

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Distance Learning Equipment

<span style="display: block; font-family: 'Times New Roman',Times,serif;">For distance education to work effectively and efficiently it is crucial for both the learner and the teacher to be equipped with the proper equipment. There are many different forms of distance education so it is important to have the appropriate equipment that will best meet the needs of the student and the teacher. One common form of distance education requires the learner to have access to a television and a DVD player. In this form of distance education the student is required to play videos that the instructor provides. In other forms of distance education, a computer with internet access is a required component for not only the student, but also the instructor. In addition to the computer, some other hardware and software programs may also be required to enhance the educational experience of the distance education learner.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">It is also important that instructors teaching distance education curriculum have the necessary resources to help. Teach-ology.com is a widely used resource that provides teachers with best practice tips as well as information regarding equipment. On the website, the company lists almost two dozen different links which provide teachers with information pertaining to companies that specialize in equipment for distance education. Digital Bridges is a software and hardware package that is commonly used in many distance education programs all around the world. These software and hardware programs provided teachers with the opportunity to enhance the distance learning experience by taking it past the computer screen and creating an environment with two-way communication where the students and the instructor can interact with one another.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Digital Bridges is a software and hardware package that allows the teacher to be at one location and effectively community with the students in another location, even all the way around the world. The hardware consists of routers that connect computers and televisions, while the software gives the users a shared interface with chat, discussion, and other interactive modes. Together they allow for interaction between all members of the class and the instructor. This program also allows both synchronous and asynchronous distance education to take place no matter the location of the learners.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Attendance and Class Participation

<span style="display: block; font-family: 'Times New Roman',Times,serif;">As an educator it is always important to have clear expectations on attendance and class participation, this is especially true for distance education courses. In distance education courses the students cannot be present in the same way a traditional learner can be, however, it is just as important for the distance learner to be present and active throughout the learning process. In asynchronous distance learning the student can learn at different times and in different places which is why it is critical that the student understand their responsibilities (Simonson, et al., 2009). In this type of learning environment the student is able to determine when and where they will access class information which allows for flexibility. In addition, students must be actively participating in online forums and discussions. In synchronous distance learning the student may need to view a recording of a class or lesson at a later time (Simonson, et al., 2009).

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Instructors must also have the due dates for assignments clearly stated. Students must know what is expected of them for each assignment and should be provided with grading rubrics to help them meet the expectations of the assignment. Instructors must also make sure students understand class policies on issues such as participation and late work. In many distance education courses student are required to respond to questions posted on online discussion boards. In these discussion forums, students must actively participate and provide insight which may lead to new discussions and further learning for all members of the class (Newman, 2003). As in all educational settings, attendance and class participation play a key role in the success of a student which is why it is important to have clear expectations and encourage students to participate and interact.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Instructor Responsibilities <span style="display: block; font-family: 'Times New Roman',Times,serif;">

· <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Organize course information · <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Introduction for students · <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Create course syllabus · <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Answer emails, questions in forum · <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Grade assignments and provide constructive feedback · <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Aid in the development of higher learning concepts and keep course discussion productive and valuable · <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Assist learners in their progress · <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Overall responsibilities depend on educational institution. · <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Best teaching practices still have to be used in order for online teaching to be effective.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Policy Issues

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Part III: Content and Technology in Distance Education

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Copyrights

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Handouts

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Study Guides

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Visuals <span style="display: block; font-family: 'Times New Roman',Times,serif;"> <span style="display: block; font-family: 'Times New Roman',Times,serif;"> · <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Visuals should be use to make information interesting and more helpful · <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Visuals should follow all good design rules and be aesthetically interesting and pleasing. · <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Videos should be used when applicable and should not waste the time of the student · <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">And easy-to-read font and color scheme are a must · <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Video can be used to enhance the knowledge shared by distance education. · <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Visual feed could be set up as two-way video, one-way video, or pre-recorded video.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Internet

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Internet Communication Tools

<span style="display: block; font-family: 'Times New Roman',Times,serif;">References

<span style="display: block; font-family: 'Times New Roman',Times,serif;">(2009). Course delivery using videoconferencing. Retrieved October 5, 2009, from []

<span style="display: block; font-family: 'Times New Roman',Times,serif;">(2009). Equipment. Retrieved October 3, 2009, from

<span style="display: block; font-family: 'Times New Roman',Times,serif;">[]

<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Motamedi, V. (1999, November). //An Overall view of distance education in the united states//. <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">Retrieved September 13, 2010, from http://www.eric.ed.gov/PDFS/ED438795.pdf.

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Newman, R. (2003). Distance Education Best Practices Manual. Retrieved September 12, 2009, from http://www.pnc.edu/distance/BestPracticesManual.pdf

<span style="display: block; font-family: 'Times New Roman',Times,serif;">Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.), Boston, MA: Pearson/Allyn and Bacon. <span style="display: block; font-family: 'Times New Roman',Times,serif;"> <span style="display: block; font-family: 'Times New Roman',Times,serif;"> <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">THE Journal. (1999, September 01). //The Origins of distance education and its use in the united// //<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">states //<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;">. Retrieved September 13, 2010, from [].