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Introduction
Demographic
analyses of various programs utilizing non-traditional delivery
systems reveal that such programs attract a unique audience:
- employed individuals whose schedules discourage participation in campus classes
- individuals whose home responsibilities prevent their coming to campus
- older citizens seeking the stimulation of new ideas
- physically challenged students
- those who had not considered college
- previously determined that college was not for them
- regular students looking for courses when campus sections are closed
- people who want to try college courses, but not in “public,”
- students geographically distant from centers of traditional instruction.
For
many of these people a distance education course represents their
first direct contact with college. Success in this initial experience,
in the non-threatening privacy of their homes, often provides the
impetus for further educational ventures. Frequently the opportunity
to meet instructors, observe facilities, and learn of other related
courses offered by the college results in students registering for
additional courses on campus.
If the course is managed entirely online, the instructor can integrate
"community building activites" to engage the students
in discussion about educational goals and perhaps other courses
offered at a distance.
Faculty Role
Although
specific responsibilities for this instructional experience should
be well defined and shared among administrators, public information
specialists, media personnel, and other support personnel who may
be available, the course instructor generally retains major responsibility
for conducting the course on campus.
Although
the elements of a course have been designed as a complete instructional
system, each instructor will want to approach course planning as
he or she would with an on-campus course–preparing general
objectives, supplementary reading lists, and additional activities
for the student populations he or she is teaching. How creative
and imaginative the campus instructor is in using or adding to the
basic elements will, to a large extent, determine whether students
enjoy a meaningful learning experience.
Communication with Students
For most students in the course, written communications from the
college will be their primary direct contact with the institution.
The initial contact with enrolled students is particularly important.
Unless
students receive prompt acknowledgment of their enrollment they
may not feel they have completed registration. Immediately upon
receipt of the registration form or email, the instructor should
contact the student. This communication should include:
- Text and study guide information
- Sequence of lessons
- Broadcast schedule (if applicable)
- Course requirements and other general information
- Online resources for assistance
- Name, telephone and fax numbers, and e-mail address
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