OMDE 608 Student Support in Distance Education and Training
OMDE 608Student Support in Distance Education and Training
Instructors: Jane Brindley and Christine Walti
Course Description
An introduction to the theories and concepts of support for learners in distance education and training. The various types of learner support, including tutoring and teaching; advising and counseling; and library, registrarial, and other administrative services are examined. 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 are addressed. In the final part of the course, an opportunity is provided to apply theory to designing a learner support model for a particular context (e.g. public or private educational institution, corporate or military training)
Course Objectives
· Explain the rationale for learner services in modern distance education and training
· Describe the various learner support functions
· Critically analyze issues in the provision of learner support
· Identify the contextual factors which determine a learner support model
· Apply particular contextual factors to planning for learner support
· Develop a plan for the introduction of learner services in a distance education or training system, including selection of components and delivery methods
· Recommend a management strategy for learner support in a particular system
· Develop an evaluation plan for learner support activities in a particular system
· Critically evaluate and use applied research results in planning learner support services
Course Outline
Module 1 Context and Elements of Student Support (Tutoring and teaching, Advising and counseling, Library, registry and other administrative services)
Objectives:
· Describe the theoretical frameworks, research findings, and other contextual issues which have contributed to the development of learner support systems
· Explain the rationale for learner support in modern distance education
· Describe the various learner support functions
· Explain the major theoretical approaches to tutoring and teaching in distance education
· Describe how technology is changing methods of teaching and tutoring
· Analyze the approaches to teaching and tutoring in an online environment
· Describe the different types of services which fall under the general heading of advising and counseling
· Explain the rationale for advising and counseling services
· Describe what kinds of advising, counseling, and other services intended to facilitate learning and academic persistence are needed in various contexts, including the corporate training setting
Module 2 Planning and Managing Learner Support Systems (Designing Services to Meet Learner Needs: Learner Characteristics and Special Groups, Setting Goals, Planning and consideration of Organizational Structures, Staff and Staff Development, Quality Assurance, Evaluation and Research
Objectives:
· Analyze the importance of learner characteristics for designing student support
· Describe the major client groups served by distance education
· Explain the ways in which a learner support system can be tailored to serve specific client groups
· Describe the process for identifying goals fro learner support within distance education
· Identify the management challenges which are specific to learner support in distance education
· Analyze the planning and management processes which facilitate the delivery of support to learners
· Identify the major issues and challenges specific to the management of staff in the context of learner support in distance education
· Describe the contributions which professional or staff development can make the goals of learner support within the ODL context
· Explain the rationale for the use of quality assurance, evaluation, and applied research for learner support services in distance education
· Identify the major barriers to quality assurance, evaluation, and research in learner support in distance education
· Describe the major approaches to quality assurance and evaluation in learner support s services
Module 3 Developing a Model of Learner Support (Case Studies)
Objectives:
· Author a case study including the information relevant to designing a learner support system
· Design a learner support system appropriate to a particular case study, addressing needs, challenges, and opportunities, and working within resource and budget limitations
· Critically analyze the strengths and weakness of learner support systems which have been designed to address a particular context
Learning Journal Notes
Brenda enjoyed this course immensely. The interaction among peers and instructors was lively and informative. The first assignment, an annotated bibliography, yielded valuable feedback that Brenda incorporated into the second assignment successfully. In addition to the newly encounter materials about learner support, Brenda enjoyed the study group encounter. The group worked well together and the elements of the preliminary work for the case study came together seamlessly. Brenda notes that reviewing the study group protocol provided during OMDE 601 contributed to the successful encounter. During this semester I was also enrolled in COMM 600- a writing course for graduate students. This course definitely contributed to my successful completion of this course.
Feedback Moments
· “ Extra input for OMDE 608
From:
XXX
Sent:
Wed 5/09/07 5:59 AM
To:
XXXX
Cc:
[email protected]
Prof XXX and Prof XXX,
I just wanted to say that Brenda Ledford was an amazing leader in our study
group.
She far exceeded the necessary role, giving 110%.
She was wonderfully organized, punctual and very encouraging towards the
group members.
I just wanted to point out her extra efforts.
Also want to thank you both for the stimulating class and the detailed
feedback.
XXXX”
---This e-mail was forwarded to me after the SG project was completed. Brenda appreciated the heartfelt accolade of this fellow group member on her leadership skills.
· “‘Brenda writes: “I do realize my reaction to this piece is directly influenced by the fact that I am American. […]’
Great point, Brenda. I must often remind myself of my habit of filtering everything through my American experience. […]”--a peer’s response to Brenda’s realization and awareness of restricting viewpoints and a need for greater global awareness when approaching distance education.
Thanks, BCL
Instructors: Jane Brindley and Christine Walti
Course Description
An introduction to the theories and concepts of support for learners in distance education and training. The various types of learner support, including tutoring and teaching; advising and counseling; and library, registrarial, and other administrative services are examined. 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 are addressed. In the final part of the course, an opportunity is provided to apply theory to designing a learner support model for a particular context (e.g. public or private educational institution, corporate or military training)
Course Objectives
· Explain the rationale for learner services in modern distance education and training
· Describe the various learner support functions
· Critically analyze issues in the provision of learner support
· Identify the contextual factors which determine a learner support model
· Apply particular contextual factors to planning for learner support
· Develop a plan for the introduction of learner services in a distance education or training system, including selection of components and delivery methods
· Recommend a management strategy for learner support in a particular system
· Develop an evaluation plan for learner support activities in a particular system
· Critically evaluate and use applied research results in planning learner support services
Course Outline
Module 1 Context and Elements of Student Support (Tutoring and teaching, Advising and counseling, Library, registry and other administrative services)
Objectives:
· Describe the theoretical frameworks, research findings, and other contextual issues which have contributed to the development of learner support systems
· Explain the rationale for learner support in modern distance education
· Describe the various learner support functions
· Explain the major theoretical approaches to tutoring and teaching in distance education
· Describe how technology is changing methods of teaching and tutoring
· Analyze the approaches to teaching and tutoring in an online environment
· Describe the different types of services which fall under the general heading of advising and counseling
· Explain the rationale for advising and counseling services
· Describe what kinds of advising, counseling, and other services intended to facilitate learning and academic persistence are needed in various contexts, including the corporate training setting
Module 2 Planning and Managing Learner Support Systems (Designing Services to Meet Learner Needs: Learner Characteristics and Special Groups, Setting Goals, Planning and consideration of Organizational Structures, Staff and Staff Development, Quality Assurance, Evaluation and Research
Objectives:
· Analyze the importance of learner characteristics for designing student support
· Describe the major client groups served by distance education
· Explain the ways in which a learner support system can be tailored to serve specific client groups
· Describe the process for identifying goals fro learner support within distance education
· Identify the management challenges which are specific to learner support in distance education
· Analyze the planning and management processes which facilitate the delivery of support to learners
· Identify the major issues and challenges specific to the management of staff in the context of learner support in distance education
· Describe the contributions which professional or staff development can make the goals of learner support within the ODL context
· Explain the rationale for the use of quality assurance, evaluation, and applied research for learner support services in distance education
· Identify the major barriers to quality assurance, evaluation, and research in learner support in distance education
· Describe the major approaches to quality assurance and evaluation in learner support s services
Module 3 Developing a Model of Learner Support (Case Studies)
Objectives:
· Author a case study including the information relevant to designing a learner support system
· Design a learner support system appropriate to a particular case study, addressing needs, challenges, and opportunities, and working within resource and budget limitations
· Critically analyze the strengths and weakness of learner support systems which have been designed to address a particular context
Learning Journal Notes
Brenda enjoyed this course immensely. The interaction among peers and instructors was lively and informative. The first assignment, an annotated bibliography, yielded valuable feedback that Brenda incorporated into the second assignment successfully. In addition to the newly encounter materials about learner support, Brenda enjoyed the study group encounter. The group worked well together and the elements of the preliminary work for the case study came together seamlessly. Brenda notes that reviewing the study group protocol provided during OMDE 601 contributed to the successful encounter. During this semester I was also enrolled in COMM 600- a writing course for graduate students. This course definitely contributed to my successful completion of this course.
Feedback Moments
· “ Extra input for OMDE 608
From:
XXX
Sent:
Wed 5/09/07 5:59 AM
To:
XXXX
Cc:
[email protected]
Prof XXX and Prof XXX,
I just wanted to say that Brenda Ledford was an amazing leader in our study
group.
She far exceeded the necessary role, giving 110%.
She was wonderfully organized, punctual and very encouraging towards the
group members.
I just wanted to point out her extra efforts.
Also want to thank you both for the stimulating class and the detailed
feedback.
XXXX”
---This e-mail was forwarded to me after the SG project was completed. Brenda appreciated the heartfelt accolade of this fellow group member on her leadership skills.
· “‘Brenda writes: “I do realize my reaction to this piece is directly influenced by the fact that I am American. […]’
Great point, Brenda. I must often remind myself of my habit of filtering everything through my American experience. […]”--a peer’s response to Brenda’s realization and awareness of restricting viewpoints and a need for greater global awareness when approaching distance education.
Thanks, BCL