Best Practices for Designing Distance Education and the U-M-T Approach

INTRODUCTION

Distance education is defined by the Association for Educational Communications and Technology (Schlosser & Simonson, 2006) as:

Institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources and instructors.

Distance education has two major components, distance teaching and distance learning. Distance teaching is the efforts of the educational institution to design, develop and deliver instructional experiences to the distant student so that learning may occur. Education and distance education is comprised of teaching and learning. This article focuses on distance teaching.

BACKGROUND: QUALITY INSTRUCTION FOR DISTANCE EDUCATION

Distance education has been practiced for more than 150 years, passing through three phases: first, correspondence study, with its use of print-based instructional and communication media; second, the rise of the distance teaching universities and the use of analog mass media; and third, the widespread integration of distance education elements into most forms of education, and characterized by the use of digital instructional and communication technologies. Peters (2002) has suggested that “the swift, unforeseen, unexpected and unbelievable achievements of information and communication technologies” will require “the design of new formats of learning and teaching and [will cause] powerful and far-reaching structural changes of the learning-teaching process” (p. 20). Peters’ views are well-accepted, but there is also consensus that the most fruitful way of identifying elements of quality instruction may be to re-examine “first principles” of distance education and mediated instruction.

Perhaps the first of the “first principles” is the recognition that distance education is a system, and that the creation of successful courses—and the program of which they are a part—requires a “systems” approach. Hirumi (2000) identified a number of systems approaches but noted a concept common to all: that “a system is a set of interrelated components that work together to achieve a common purpose” (p. 90). He described a system that involved the efforts of faculty, staff, administrators, and students, and consisted of eight key components: curriculum, instruction, management and logistics, academic services, strategic alignment, professional development, research and development, and program evaluation.

Bates (in Foley, 2003) proposed 12 “golden rules” for the use of technology in education. These “rules” offer guidance in the broader areas of designing and developing distance education:

1. Good teaching matters. Quality de sign of learning activities is important for all delivery methods.

2. Each medium has its own aesthetic. Therefore professional design is important.

3. Education technologies are flexible. They have their own unique characteristics but successful teaching can be achieved with any technology.

4. There is no “super-technology.” Each has its strengths and weaknesses; therefore they need to be combined (an integrated mix).

5. Make all four media available to teachers and learners. Print, audio, television, and computers.

6. Balance variety with economy. Using many technologies makes design more complex and expensive; therefore limit the range of technologies in a given circumstance.

7. Interaction is essential.

8. Student numbers are critical. The choice of a medium will depend greatly on the number of learners reached over the life of a course.

9. New technologies are not necessarily better than old ones.

10. Teachers need training to use technology effectively.

11. Teamwork is essential. No one person has all the skills to develop and deliver a distance-learning course, therefore, subject matter experts, instructional designers, and media specialists are essential on every team.

12. Technology is not the issue. How and what we want the learners to learn is the issue and technology is a tool. (p. 833)

Another source of best practices are the criteria used in developing the World Bank’s Global Development Learning Network. When designing this network “results of more than 30 years of research on adult learning were applied to the distance learning programs” (Foley, 2003; p. 832). The criteria included:

1. They are based on clearly established learning needs and built around succinct statements of outcome.

2. They are based on a variety of teaching and learning strategies and methods that are activity based….

3. Effective distance learning materials are experiential…they address the learner’s life experience….

4. Quality distance learning programs are participatory in that they emphasize the involvement of the learner in all facets of program development and delivery

5. Successful distance learning programs are interactive and allow frequent opportunities for participants to engage in a dialogue with subject matter experts and other learners.

6. Learner support systems are an integral part of any successful distance-learning program. (p. 832)

Still another source of best practices is the The Indiana Partnership for Statewide Education (IPSE; 2000) that proposed the following set of 18 “Guiding Principles for Faculty in Distance Learning:” These guidelines cover the range of system components including program planning, faculty support, assessment plans and services for learners.

• Distance learning courses will be carefully planned to meet the needs of students within unique learning contexts and environments.

• Distance learning programs are most effective when they include careful planning and consistency among courses.

• It is important for faculty who are engaged in the delivery of distance learning courses to take advantage of appropriate professional developmental experiences.

• Distance learning courses will be periodically reviewed and evaluated to ensure quality, consistency with the curriculum, currency, and advancement of the student learning outcomes.

• Faculty will work to ensure that incentives and rewards for distance learning course development and delivery are clearly defined and understood.

• An assessment plan is adapted or developed in order to achieve effectiveness, continuity and sustainability of the assessment process. Course outcome assessment activities are integrated components of the assessment plan.

• Learning activities are organized around demonstrable learning outcomes embedded in course components including; course delivery mode, pedagogy, content, organization, and evaluation.

• Content developed for distance learning courses will comply with copyright law.

• Faculty members involved in content development will be aware of their institution’s policies with regard to content ownership.

• The medium/media chosen to deliver courses and/or programs will be pedagogically effectual, accessible to students, receptive to different learning styles, and sensitive to the time and place limitations of the students.

• The institution provides appropriate support services to distance students that are equivalent to services provided for its on-campus students.

• The institution provides its students at a distance with accessible library and other learning resources appropriate to the courses or programs delivered via technology. It develops systems to support them in accessing and using these library and other learning resources effectively.

• It is important to provide the appropriate developmental experiences for faculty who are engaged in the delivery of distance learning experiences.

• The institution implements policies and processes by which the instructional effectiveness of each distance-learning course is evaluated periodically.

• Timely and reliable technical support is vital to the success of any distance-learning program.

• It is recommended that a system of faculty incentives and rewards be developed cooperatively by the faculty and the administration, which encourages effort and recognizes achievement associated with the development and delivery of distance learning courses.

• The institution will communicate copyright and intellectual property policies to all faculty and staff working on distance learning course development and delivery.

• The institution complies with state policies and maintains regional accreditation standards in regard to distance learning programs. www.ihets. org/learntech/principles_guidelines.pdf

Commonalities between these principles and those suggested by other authors and organizations may be readily perceived. For instance, careful planning and the need for teacher training are cited by Bates (in Foley, 2003), and the emphasis on the unique needs of students in a variety of contexts is mentioned by Foley (2003). The IPSE principles make an important contribution by highlighting the need for consideration of copyright law and policies, intellectual property ownership, faculty incentives, and state policies and accreditation standards.

Because education (including distance education) is a system, each of its elements interacts with other elements, making difficult the isolation of elements. Interaction — its type, quantity, quality, timing — for instance, cannot be separated from instructional philosophy, choice of media, and other factors.

Recommendations for the design of distance delivered instruction

The following recommendations are based on the current literature of the field of distance education, including the literature cited above. These guidelines are intended to provide ways to organize courses and be guiding principles that will make courses with equal numbers of semester credits equivalent in terms of comprehensiveness of content coverage, even if these courses are offered in different programs, cover different topics, and are delivered using different media (Simonson, Smaldino, Albright & Zvacek, 2009).

The next four sections discuss organizational guidelines for online learning program design, assessment planning, content format and structure suggestions and guidelines for the pace of instruction.

Organizational Guidelines

In traditional university courses, the 50-minute class session is the building block for courses. Usually, 15 classes are offered for each semester credit. In the online training sector, the building block is often called the learning object. A learning object often consists of a lesson, study work, and assessment.

Distance delivered courses do not have class sessions. It is proposed that the field use the topic as the fundamental building block for distance instruction. (The topic would be equivalent to the learning object used by government, military, and corporate trainers.) Topics are then organized into modules that are further organized into units that are roughly equivalent to a semester credit traditionally offered using fifteen 50-minute class sessions. One rule of thumb is emerging related to student and instructor time: An instructor should allocate about 40 hours per semester credit and a student is expected to also allocate a similar time commitment of 40 hours per semester credit (Simonson, Smaldino, Albright & Zvacek, 2009).

When courses are designed, the instructional designer would use the Unit, Module, and Topic/Learning Object Approach (U – M – T Approach) as shown below. Note that a typical 3-credit course would normally have 3 units, 15 modules, 45 topics, and 45 learning outcomes.

Table 1.

Here are expanded working definitions of the course elements of unit, module, and topic:

Unit - A unit is a significant body of knowledge that represents a major subdivision of a course’s content. Often, one unit of a course would represent four or five weeks of instruction, and would be equivalent to a semester credit. For example, a unit in an educational statistics course might be Descriptive Statistics.

Module - A module is a major subdivision of a unit. A module is a distinct and discreet component of a unit. Generally, a unit such as Descriptive Statistics might be divided into 3-5 major components, such as Statistical Assumptions, Measures of Central Tendency, Measures of Variation, and the Normal Curve. Modules generally are the basis for several class sessions and are covered in about a week of instruction and study.

Topic/Learning Object – A topic is an important supporting idea that explains, clarifies, or supports a module. A topic would be a lesson or an assignment. Topics in a module on Central Tendency might be Median, Mode, and Mean. The Topic/Learning Object is often designed to require one hour of work working with the lesson which is usually make up of an obj ective, multimedia content, and a summary. Students are also expected to study in addition to working with interactive “online instruction.” Study means reading papers and texts, watching videos, or reviewing materials.

These terms (Unit – Module – Topic/Learning Experience) can be used in a variety of ways. Of importance is the idea that topics form modules and modules form units, and units are the main sub-divisions of courses.

Assessment Guidelines

Assessment is defined as the determination and measurement of learning. In education, assessment is used for grading. Assessment is directly related to learning outcomes. Normally there is at least one learning outcome for each topic, one major assignment per unit and one minor assignment for every two-three modules. A typical assessment plan for a three-credit course is summarized in Table 2.

Here is an expanded working definitions of a learning outcome.

Learning Outcome - A learning outcome is observable and measurable. Learning outcomes are a consequence of teaching and learning, of instruction and study. Often, learning outcomes are written with three components: conditions under which learning is facilitated (instruction), observable and measurable actions or products, and a minimum standard of expectations. Usually, there is at least one learning outcome for each course topic. For example, a learning outcome for a topic dealing with the median might be:

After studying the text, pages 51-53, reviewing the PowerPoint with audio presentation on measures of central tendency, and participating in synchronous chats, the Child and Youth Studies student will satisfactorily complete the objective test dealing with measures of central tendency at the 90% level.

Table 2.

Content Guidelines

Traditionally, instructors have offered content by making presentations during face-to-face instruction. Additionally, readings in textbooks and handouts are required of students.

In distance teaching programs, readings in texts, handouts, and information on the Internet are often used to deliver content. For high quality courses, there should be an emphasis on the use of various forms of visual media to offer instructional content. Videos, visual presentations with accompanying audio, and other graphical representations of important topics are important to the well designed course. A variety of delivery systems for content should be considered, including the use of compact disks, electronic files posted to web sites, and streaming video.

As described earlier, course content is organized for students into topics/learning objects. Topics are combined into modules of similar topics and modules are used to form units.

Modules might have three to five (3-5) topics presented in the following ways:

• Readings in the text or other written materials

• Videos supplied on CD, DVD, or streamed

• Audio recordings of speeches or presentations supplied on a CD, as an email attachment, or streamed

• Recorded presentations using PowerPoint with prerecorded audio

• Synchronous chats with content experts

Table 3.

instruction/Teaching Guidelines

The pace of instruction for learners is a critical concern to the distance educator. Because many distance education students are employed full-time, it is important to offer instruction in a way that complements their other responsibilities. These guidelines relate to the pace of instruction and the need for continuing interaction between instructors and students.

These course design guidelines are based on the literature of distance education and are derived from the analysis, review, and study of quality courses delivered at a distance (Simonson, Smaldino, Albright & Zvacek, 2009).

Conclusion

Organizing distance delivered instruction is a new experience for many. Most instructors have not taken an online course, and many have taught relatively few. Organizing a course into units, modules and topics/learning experiences is the first step in the design and development process. This approach is based on the best practices literature and can be quickly and effectively applied.

KEY TERMS

Distance Education: Institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources and instructors.

Unit or Course Unit: A unit is a significant body of knowledge that represents a major subdivision of a course’s content. Often, one unit of a course would represent four or five weeks of instruction, and would be equivalent to a semester credit. For example, a unit in an educational statistics course might be Descriptive Statistics.

Module: A module is a major subdivision of a unit. A module is a distinct and discreet component of a unit. Generally, a unit such as Descriptive Statistics might be divided into 3-5 major components, such as Statistical Assumptions, Measures of Central Tendency, Measures of Variation, and the Normal Curve. Modules generally are the basis for several class sessions and are covered in about a week of instruction and study.

Topic/Learning Object: A topic is an important supporting idea that explains, clarifies, or supports a module. A topic would be a lesson or an assignment. Topics in a module on Central Tendency might be Median, Mode, and Mean. The Topic/Learning Object is often designed to require one hour of work working with the lesson which is usually make up of an objective, multimedia content, and a summary. Students are also expected to study in addition to using the “online instruction.” Study means reading papers and texts, watching videos, or reviewing materials.

Topic Learning Outcome: A learning outcome is observable and measurable. Learning outcomes are a consequence of teaching and learning—of instruction and study. Often, learning outcomes are written with three components: conditions under which learning is facilitated (instruction), observable and measurable actions or products, and a minimum standard of expectations.