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A Methodology For Planning Distance Learning Courses

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Conference

2002 Annual Conference

Location

Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002

ISSN

2153-5965

Conference Session

ECE Online Courses, Labs, and Programs

Page Count

7

Page Numbers

7.62.1 - 7.62.7

Permanent URL

https://peer.asee.org/10991

Download Count

17

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Paper Authors

author page

Anthony Trippe

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

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Session 2432

A Methodology For Planning Distance Learning Courses

Anthony P. Trippe

Rochester Institute of Technology Electrical, Computer and Telecommunications Engineering Technology Department

Abstract

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.

Introduction

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”

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Trippe, A. (2002, June), A Methodology For Planning Distance Learning Courses Paper presented at 2002 Annual Conference, Montreal, Canada. https://peer.asee.org/10991

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