Distance education is described as a system that requires a “systems” approach in design and a system is defined as a set of interrelated components that will work together to achieve a common purpose (Simonson, Smaldino, Albright, Zvacek, 2009). With this in mind, I reviewed the course “Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts”, from the Yale Open courses. The course has elements of distance education principles and would fit well in the web-facilitated model. However, I do not believe it was designed solely for distance learning, but has been adapted. Some of the reasons for this include the lack of clear learning objectives; linear-designed instruction without clarity about which modules require a successful assessment to proceed to the next module or complete the course; and lack of online interaction.
Areas of Opportunity
One of the first steps in instructional design is to determine the course outcomes or learning objectives (Piskurich, Chauser, 2011); and Foley stated that good distance learning is built around a succinct outcome (Smaldino, et al, 2009). Expressing these outcomes to the learners is important to set the goals for the course. This course describes what will be covered, but is not clear about the learner outcomes. Although papers and a final assessment is part of the course and mentioned in the syllabus, it is unclear through the syllabus which subject matter the papers and final assessment will include to show understanding of concepts covered in the modules. Finally, one important element of distance education is ensuring participants have an opportunity to interact and have a sense of community (2009). The only possibility that I see for interaction would be if you are taking the course at Yale as well as utilizing the information online to support your learning.
Areas of Success
Although, the course does not seem to be designed for distance education in adapting an instructor-led live course to distance learning, the course has done well in utilizing technology to deliver the course. The course is provided in print, audio, and on the computer, so the designer has taken advantage of most media choices (2009). The choices made provides cost effective flexibility in utilizing one video recording the extracting the audio and writing a transcript instead of providing it online so once posted it can reach the largest audience. Foley stated that the consideration of cost effectiveness of the system can have “profound effects on the design of the learning activities” (2009). I believe this is accurate in this case with regards to the lack of interactivity. If this element was added, it could potentially be additional costs to host a discussion board which would require an instructor to monitor and respond to queries as well as ensure members of the board are practicing basic discussion board etiquette. By adding this, the course could potential become unfeasible to provide as a free, open course.
Conclusion
It is great to have the opportunity to go through a Yale course online and experience it, even second-hand. All the elements are there for a motivated learner to gain information that they may not have had before. However, even with a motivated learner, the lack of clear outcomes puts the learner in the position of deciding if they have learned enough to be successful.
References:
Piskurich, G., Chauser, J. (2011). Planning and designing online courses. Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5089759&Survey=1&47=6368695&ClientNodeID=984650&coursenav=1&bhcp=1
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Wrightson, K., Townsend, R. (2009). HIST 251: Early Modern England: Politics, Religion, and Society under the Tudors and Stuarts. Yale University. Retrieved from http://oyc.yale.edu/history/early-modern-england/content/syllabus
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