Open Course Distance Learning

Based upon my research, I am finding that all aspects of the planning process is crucial from its inception and on-going. The planning process never seems to end because after the program is up and running, it is essential to solicit for feedback from students on their level of satisfaction with the program. Therefore, when I think of the phrasing, “most important aspects of the planning process for distance learning”, it is easy to assume there are some facets of the planning process that receives more attention than others. According to our course text, “the absence of a realistic business plan is a foremost reason why online learning ventures fail” (Simonson, Smaldino, Albright, & Zvacek, 2009). The authors specify that included in thorough business plans are the following:
•Market analysis
•Compatibility with institutional positions
•Institution’s ability to support necessary technology requirements
•Institution’s capacity to support online faculty
•Institution’s capability to offer student support to online learners
•Institutional policies must be able to welcome an online program
•Marketing campaign
Quality control processes
•Who and how will the program be governed
•Cost to attend
•Operational expenditures

            The aforementioned are, indeed, essential.  While it is impossible to access Yale’s business plan, it is convenient to experience the online course to be able to adequately identify evidence of thorough pre-planning.  According to the course text, Teaching and Learning at a Distance, organization of the course is important.  Students deserve to have a clear, concise understanding of course requirements. This includes “calendars, activities, and expectations” (Simonson et al., 2009). The developers did not include a calendar, however, included was a syllabus that clearly informs students of the name of the professor, a brief description of the course, required textbooks, attendance expectations, and grading information. Simonson, Smaldino, Albright, & Zvacek (2009) feel it pertinent that students have a constant stream of updated information through timely announcements.  No announcement page exists in the open course site.  How are students kept abreast of changes in deadlines, schedules, supplemental resources, etc.?  Is this due to the program not offering course credit? Possibly, the use of personal email accounts are being used where the professor blasts to the entire course population. Unfortunately, there is no evidence that answers this question.

There are so many aspects of the planning process that are absolutely essential for distance education programs, but are too numerous to mention here. With this in mind, designers should take away the one fact that to plan thoroughly is to plan successfully.

           
             The Open Course site I chose is Open Yale Course located at http://oyc.yale.edu/religious-studies/introduction-to-new-testament.  The course I examined is Introduction to the New Testament History and Literature. The course developers followed the suggestion of “extending course readings beyond the text” (Simonson et al., 2009) by incorporating the Bible as an extension of the reading materials to be consulted. In addition, the course was developed with the adult learner in mind. Seeing as adult learners are more self-directed in how they acquire information, the developer offered a variety of ways for students to access lectures. They can access materials in a way that motivates and maximizes their  learning experience. The course does not micromanage learners. Expectations are clearly set and communicated through the syllabus and the class sessions.

Unfortunately, the activities in this course are limited to lectures that are provided in the form of transcript, audio, and video. Included in the activities are required readings from the course textbook and the actual Bible, itself.

References

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Williamson, J. (2010, June 18). Distance Learning for Students with Disabilities: Distance Education.org. Retrieved February 1, 2011, from http://www.distance-education.org/Articles/Distance-Learning-for-Students-with-Special-Needs-260.html

United States Department of Justice. (2006). Customers with Disabilities Mean Business (2006). Washington, D.C.