Jeannie Azzopardi
OMDE 602
Saturday, August 06, 2005
Assignment #3
The Components of a Distance Education System
A Student-Centered Approach
The ultimate goal of a distance education system is the success of the student – which is then the ultimate success of the system
This paper aims to design a distance education system specific to departments of a university – primarily dual mode. Using this system, departments should have a comprehensive plan to implement distance education while providing for a system that evaluates with the intent to self-assess and self-improve.
The priority of the system is the students’ needs. First and foremost, this system is designed to offer the student an inclusive, holistic approach to their education and ensuring the success of each student as far as is possible. The ultimate measure of the success of the system is the success of the student.
Learning/
Student Support
In all areas of the distance education system, the students’ needs will be put at the forefront. There is no success for an institution without success of the student.
Advising: Assessment of the students’ needs in their educational endeavor. An individual plan for each student. Holds the interest of the student before the interest of the university. Encompasses the capacity of the individual student –any special needs and considerations - providing suitable links for accommodation.
Admissions/ Registration: Proper coding of students into their appropriate majors and educational plans. Marketing support and research funnels appropriate students into the admissions process through the management system.
Counseling: A proactive approach - including depression and motivation management, on-going training in becoming a successful online student. Constant monitoring with the assessment/evaluation and refinement processes providing information to best serve students.
Tutorial services: For students needing additional support in courses. Tutoring by graduate students, community members and individuals in agencies within the same discipline.
Accessibility: Services provided for students with disabilities. A proactive approach to accessibility will ensure that students with disabilities will not be stop-outs, drop-outs or avoid the university altogether. Information on accessibility equipment, course design consultation and resources for agencies responsive to disability needs.
Assessment/Evaluation
Assessment and Evaluation of Student Support – are needs being met?
Student Needs: Assessment and evaluation of student support. Are the services being provided effective? Outside agency confirmation and assessment (ADA regulations, Vocational Rehabilitation and other agencies that work with the disabled). Student evaluations of services.
Student success: General and special needs students comprehend the material and are successfully completing the assignments. Test scores and completion of projects are consistent. Retention of students is high. Students experiencing motivation problems, stress, depression and disconnectedness are being addressed and issues resolved. Student, staff and faculty evaluation of services.
System success and refinement: Self-assessment of the system of student support services. Addressing all evaluations by staff, students and outside agencies have been considered and issues addressed. Refinement and adjustment toward excellence for student success is direct and immediate.
Technology and Media support
No student or faculty member should have to wait for assistance with technology services or assignments. Every effort is made to assure success of the student.
Library Services: Reference and interlibrary loan as well as technological support for materials. Accessibility is also an issue here and library services works with the design, development and student support teams to provide accommodation as well as ongoing training for the teams.
24/7 Technological Support: Student and faculty priority at this level. Support for students through telephone and computer connection as well as support for faculty/instructors.
System success and refinement: Self-assessment of the system of techonlogical services. Refinement and adjustment toward excellence for student success is direct and immediate.
Teaching
Teachers and instructors are the infantry of distance education – constantly on the frontlines and best equipped to assess the learning environment.
Course Content Specialist: Instructors and faculty and outside agencies specializing in the subject area are utilized in conjunction with the design and development team in a continuous process.
Student to Student – Student to Instructor: Student interaction with fellow students and with faculty assures the retention and success of students, this component is essential. Techniques and training that help bring about interaction on a constructive and pleasurable basis. Faculty, staff and management are available to the student through electronic means and telephone.
Course Objectives: Clarity and conciseness are priority. Students must know what is expected of them. The objectives should be chunked together to produce accessible and easily assimilated learning modules. Immediate feedback to students whether to praise and support or to redirect and support are critical.
Faculty Training/Support: Continuous training for faculty/instructors in the areas of student needs, technology advancements, learning and teaching techniques and support at a distance. Feedback from the faculty and instructors at this level is paramount.
Assessment and Evaluation: Management, student and support team assessment, evaluation and refinement at this stage are of the highest priority. This is the gateway to success at the personal level. Student support based on individual progress and deficiencies are shown in their strong light within this component.
Communication
The system is not static – it is a living mechanism that grows only through constant and thoughtful communication.
Management Design and Development; Technology; System Components; Student to Faculty and Staff: Persistent and continuous communication between the components of the distance education system. In every effort to move the system toward flawlessness, every component must have recurrent input and feedback.
Evaluation and Assessment and Refinement: Self-assessment of the system of communication within the system-and subsystems. Addressing all evaluations by staff, students have been considered and issues addressed. Refinement and adjustment toward excellence for student success is direct and immediate.
Design and Development
Understanding what is needed for study and what instructional strategies will be used.
Design Team(s): Comprised of faculty – course content experts; technology (including best use of delivery - media, audio and/or printed materials); research and marketing; editors and course materials evaluators. Cost estimations.
Development: The work in progress. The storyboarding, scripting, and development of the design teams’ vision including implementation of refinement as needed with accessibility and copyright issues as parts of this component.
Teaching: Application of the component of “Teaching” should be considered and incorporated into the design and development component.
Technology: Support of the materials in technology. Should not overwhelm or obscure the material – but be designed and utilized as a complimentary component of the learning material and as an assistant to delivery. Support for both the design and development teams.
Accessibility: A Priority in a student-centered distance education system. Not restricted to students with disabilities but as part of the discerning institution that understands that all students learn on different levels and in different ways. ADA regulations and W3C suggestions are implemented.
System success and refinement: Self-assessment of the system of design and development and implementation. Addressing all evaluations by staff, students and faculty have been considered and issues addressed. Refinement and adjustment toward excellence for student success is direct and immediate.
Management
Support and quality control of teams, faculty and staff and their production– with the number one intention, the effectiveness of distance education for the student.
Marketing: Research of markets appropriate to individual programs/departments. This process should not be a stagnant process but one that is constantly building on a foundation of relationships with other universities, community colleges, high schools, and agencies compatible with materials offered. At the same time, new avenues should always be explored – further supporting a dynamic organization – including new technologies and the direct response to the community and to the market.
Design and Development: Management oversees the design and development team with respect to funding, quality assurance (evaluation and assessment), accessibility and copyright issues.
Resources: Management is responsible for the research and obtainment of resources that support the system – funding, sponsorship, scholarships and grants. Management works with the design and development teams to support and control funding.
Communication/Training: On-going communication between system components for assessment, evaluation and refinement of the system. Continuing training in the needs, course design, special interests, and concerns for the distance education student.
System success and refinement: Self-assessment of the system of management. Addressing all evaluations by staff, students and outside agencies have been considered and issues addressed. Refinement and adjustment toward excellence for student success is direct and immediate. Accreditation issues are considered and addressed by management.
Evaluation/Self-Improving System
The ultimate goal of a distance education system is the success of the student – which is then the ultimate success of the system.
Interconnectedness of system/subsystems: Within all components and all components with one another – the system should never be a stagnant one. Feedback and constant evaluation of effectiveness of all components in relation to student success is the ultimate goal.
Frequent Evaluation and Assessment: All systems and their respective subsystems are subject to evaluation and assessment to ascertain the efficiency of the system measured in terms of the success of its students.
Immediate Refinement: It is the objective of the evaluation and assessment process to produce nearly immediate refinement whenever possible. On all levels and in all components and subsystems this is imperative.
