June 16, 2002
June 16, 2002
June 19, 2002
7.62.1 - 7.62.7
A Methodology For Planning Distance Learning Courses
Anthony P. Trippe
Rochester Institute of Technology Electrical, Computer and Telecommunications Engineering Technology Department
This article is based on personal experience gained as a result of facilitating over sixty asynchronous classes over the last four years. The article is organized into five areas of review and consideration which can assist the faculty member to plan and develop a learning-centered course intended for distance delivery. Whether in the classroom or on the Internet, critical scrutiny and analysis of the elements of a course is essential for development of a high quality course. The review points presented in this article specifically address key considerations for development for a course delivered in a virtual environment.
Almost every higher education facility and many secondary education organizations provide some of their instructional products at a distance. Courses exist in all departments and schools covering topics from business, history and language to mathematics and engineering. As the demand for these learning objects grows, more and more faculty are taking their classroom based courses and developing parallel versions which can be delivered in any one of several distance learning environments. Often, the transition from classroom to Internet involves radical changes in the materials, textbook and testing tools. This paper looks at some important steps in the transition process.
Distance Learning Courses
Distance learning courses have become so widespread and commonplace that many educators firmly believe there is little difference between students learning in a traditional face-to-face class and those learning in virtual, internet environment (1). This shift in the educational modality has resulted in faculty closely examining the content of their classroom courses as part of the retooling effort for creating the distance learning version.
It is suggested that faculty, while examining a course in advance of presenting a distance version, keep in mind that the way in which a course is presented is only loosely related to student learning (2). There is a process for teaching and there is a process for learning. “Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education”
Trippe, A. (2002, June), A Methodology For Planning Distance Learning Courses Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10991
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