What Quality Distance Learning Courses for an Institution?

Outstanding quality

Very good quality

Good quality

You-get-what-you-see quality

Levels of Distance Learning Class Quality

The real and perceived quality of distance learning courses will determine which programs and courses survive in an emerging fiercely competitive student consumer driven market. Quality is defined as the historical reputation of the institution for quality courses, course modification for delivery in both synchronous and asynchronous environments, instructor training to plan and organize distance learning courses, innovative approaches to course delivery using a variety of delivery technologies, use of study guides correlated with each segment of a distance learning course, student orientation to distance learning including a written manual, attitudes of the students towards distance learning courses based on fact and rumor, convenience of course offerings, and marketing strategies to reach potential student populations.

The four levels of quality proposed in this outline are based on the observations and experience of the author. They provide a benchmark for decision-making. When asked which level of quality is preferable, which level do you think most administrators and instructors choose? What other descriptors of quality would you add?

The instructor is:

• An owner of the delivery technologies used at the institution since s/he participated in the decision to select and purchase the delivery technologies.
• Fully aware of the time and effort commitment required to produce a distance learning course.
• Approved (in writing by the departmental promotion and tenure committee if academic) for credit toward a refereed publication(s).
• Fully aware in advance of institutional copyright, ownership, and royalty sharing policies.
• Trained in distance learning course organization and planning strategies as well as teaching/learning strategies.
• Provided with adequate desktop and notebook computer hardware and software with adequate hardware and software support.
• Provided with 100 percent release time for a semester or summer to fully prepare a distance learning course before it is offered.
• Provided with support services such as typing, editorial, instructional design, graphics, library research, television practice, critique, and specialists on the WWW.
• Trained in pacing and timing for presentations when done in synchronous time.
• Trained in television presentation skills such as eye contact, smiling, positive feedback, questioning with adequate wait-time, and voice modulation and articulation.
• Trained to develop interactive field site activities and exercises that address critical thinking and problem-solving skills.

• 100 percent modified for television/computer/audioconference delivery.
• Accompanied by a correlated with study guides.
• Highly visualized.
• Highly interactive and involve students at the field sites from 30-50 percent of the time.
• Synchronous (real time) and asynchronous (delayed through e-mail and voice mail).
• Provided with a toll free number and fax capability for students that need to work in teams.
• Provided with a 24-hour turn around delivery service for homework, special handouts, and tests.
• Student-centered with a total focus on learning rather than only a focus on lecture presentation skills.
• Built around a student orientation guide that explains the whats, whys, and hows of distance learning.
• Based on specific learning performance objectives provided to the student if the course is required for licensure, certification, or a legal mandate (such as OSHA) or provide latitude for the student to negotiate a variety of learning options.

The instructor is:

• An owner of the delivery technologies used at the institution since s/he participated in the decision to select and purchase the delivery technologies.
• Fully aware of the time and effort commitment required to produce a distance learning course.
• Approved (in writing by the departmental promotion and tenure committee if academic) for credit toward a refereed publication(s).
• Fully aware in advance of institutional copyright, ownership, and royalty sharing policies.
• Trained in distance learning course organization and planning strategies as well as teaching/learning strategies.
• Provided with adequate desktop and notebook computer hardware and software with adequate hardware and software support.
• Provided with some support services such as instructional design, graphic services, and some typing.
• Trained in pacing and timing for presentations when done in synchronous time.
• Trained in television presentation skills such as eye contact, smiling, positive feedback, questioning with adequate wait time, and voice modulation and articulation.
• Trained to develop interactive field site activities and exercises that address critical thinking and problem-solving skills.

• 50 percent modified for television/computer/audioconference delivery.
• Correlated with study guides about 50 percent of the time.
• Highly visualized most of the time.
• Highly interactive and involve students at the field sites from 15-20 percent of the time.
• Synchronous (real time) and asynchronous (delayed through e-mail and voice mail).
• Provided with a toll free number and fax capability for students that need to work in teams.
• Provided with a 24-hour turn around delivery service for home work, special handouts, and tests.
• Student-centered with a total focus on learning rather than a focus only on lecture presentation skills.
• Built around a student orientation guide that explains the whats, whys, and hows of distance learning.
• Based on specific learning performance objectives provided to the student if the course is required for licensure, certification, or a legal mandate (such as OSHA) or provide latitude for the student to negotiate a variety of learning options.

The instructor is:

• Somewhat aware of the time commitment required; has heard rumors but has never verified them.
• Provided with some training in distance teaching/learning strategies.
• Provided with minimal release time (possibly one class reduction for one semester) to prepare a distance learning course.
• Provided with some support services such as instructional design.
• Provided with some training in television and computer skills, usually technical training only (how to operate equipment)
• Provided with some training to develop interactive field-site activities and exercises that address critical thinking and problem-solving skills

• Mostly transported from a traditional classroom with some modification.
• 25 percent modified for television/computer/audioconference delivery.
• Correlated with study guides about 25 percent of the time.
• Visualized some of the time.
• Somewhat interactive and involve students at the field sites from 10-15 percent of the time.
• Provided with a 24-hour turn around delivery service for home work, special handouts, and tests.

The instructor is:

• Totally in charge; there is no latitude for the student to negotiate learning performance objectives.
• Untrained and nervous with the technology at first.
• On his/her own with no support services provided.
• Not given any advanced planning time.
• Unprepared, you get what you see (YGWYS).
• Without a delivery service to transport/return instructional materials and homework.

• Transported from the traditional classroom without any modification.
• Instructor-centered with passive students.
• Without study guides; note copying is emphasized.
• Primarily a talking head lecture or written WWW lectures.
• Based on lectures that are not visualized.
• Minimally involving with possibly some low level questions or discussion with the instructor as the focal point.
• Usually synchronous with the WWW used to distribute instructional materials.
• Not competitive if other institutions are offering similar programs and courses.