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Below is a copy of OMDE 601 assignment 1

How to Support 1 How to Support Distance Students’ Learning Shawn Fitzmaurice OMDE 601, Section 9041 Professor Brindley October 6, 2009 How to Support 2 How to Support Distance Students’ Learning In order to support distance students’ learning, distance education must include the following three components: administration, course development and communication. These three elements interact to reinforce distance learning. ** Administration** The beginning of a distance education course must first start with proper administration or management. Prior to the first learning module being taught, there must be ample planning and organizational actions taken to ensure successful learning. The management of distance education will largely dictate its direction and determine its level of success. Distance education may be viewed as a system with which contains different subsystems that interact with each other (Moore and Kearsley, 2005). These subsystems relate to course design and content, learning conditions, communication technology, and economic considerations (Moore and Kearsley, 2005). Taken as a whole, these subsystems interact to produce a distance learning environment that should be designed to assist the student. ** Planning Issues ** In order for distance education to support student learning, it must be designed and built upon a solid educational foundation. A viable distance education program starts with a planning process that is organized and gathers a reliable base of information from which informed decisions may be made. Prior to course development, Holmberg (2005) states managerial decisions must be made concerning the defining of learning objectives and the intended student How to Support 3 population so that the planning may be clear and unambiguous. Holmberg (2005) remarks that distance education without clear objectives and a targeted student population can be costly and ill conceived. Holmberg (2005) notes that the “two constituent elements of distance education (i.e., subject matter presentation and interaction)” are readily apparent when distance education focuses on the “basic character” of the intended learning (p. 48). It is strongly recommended that the administration of distance education include student support services. Since so many students are new to distance education, it is extremely important that they understand the technology and become acquainted with helpful research techniques. Moore and Kearsley advise that student satisfaction and success with distance education may be increased through the use of student orientation sessions along with ongoing advisory services. **Course Development** The design of a distance education course depends on the type of course, the student population, and the learning objectives. Course developers can support distance students’ learning by creating class materials that are clear and use logical instructions. Since course design is such a broad area involving content specialists and technology experts, Moore and Kearsley (2005) suggest the use of “development teams” as an aid in producing helpful, high quality distance learning materials (p. 103). Holmberg (2005) states that distance students’ learning can be enhanced with the use of “access structures” that serve as guideposts for understanding and navigating course material (p. 38). Holmberg (2005) asserts that class materials must be designed to attract attention and stimulate learning so that knowledge is     How to Support 4 retained and actuated. In order to move distance learning to a more profound level, Holmberg (2005) recommends using “reflective” learning activities that are designed to produce a more insightful learning experience (p. 49). By revisiting a subject from a different viewpoint, newly inspired thoughts may arise. **Communication** Communication is essential to supporting distance students’ learning and this interaction cannot be controlled by one individual, instead deliberation must flow between parties and it should work towards consensus (Peters, 2001). Moore and Kearsley (2005) mention that learners interact with content, instructors, and other learners. Moore and Kearsley (2005) present “A Hierarchy of Interaction” identifying the quality of communication between instructor and student (p. 141). Within this laddered model, distance educators should strive for a “high level of interactive qualities” that Moore and Kearsley (2005) define as a strong commitment to timely, two-way communication between instructor and student (p. 144). In addition, Holmberg (2005) speaks of the need for empathetic communication in “personal, conversational approaches” between instructor and student which can lead to greater personal involvement and higher student approval of distance education (p. 43) References Holmberg, B. (2005). The evolution, principles and practices of distance education. Oldenburg: Bibliotheks-und Informationssystem der Universitat Oldenburg. Moore, M. & Kearsley, G. (2005). Distance education: A systems view (2nd ed.). Belmont, CA: Wadsworth Peters, O. (2001). Learning and teaching in distance education – Analysis and interpretations from an international perspective (2nd ed.). London: Kogan Page.
 * Student Support Services **