The Distance Education Syllabus: Considerations and Concerns

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The Distance Education Syllabus Considerations
and Concerns

• Shellie Michael
• Assistant Professor of Communication
  English

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• A good syllabus for a face-to-face class does
  not automatically translate into a good syllabus
  for a distance education class. (Abram, 1999)

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• SYLLABUS
• comprehensive
• COURSE MANUAL

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1- syllabus formats

• face-to-face classroom 1-3 pages
• contact information, policies, schedule
• brief description of assignments
• video class 10-15 page packet
• contact information, policies, schedule
• detailed description of assignments
• detailed guidelines for all class procedures
• Web course online
• detailed descriptions guidelines
• provides details through links

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2- syllabus functions

• presents basic course information
• serves as a contract between teacher and student
• reduces students uncertainties
• builds community
• motivates students to embark on a great learning
  adventure (Ciafolo, 1988)

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• The course syllabus can . . . contribute to
  socialization by reducing uncertainty or
  minimizing the amount of surprise one
  experiences, especially the first day of class.
  (Danielson, 1995)

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• consideration
• how much information is too much?

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• too much information
• students are intimidated
• students dont read the material
• students cant find the information they need
  when they need it

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• versus
• not enough information
• teacher is bombarded with student questions
• guidelines not followed
• students uncertainty is not reduced

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• consideration
• should instructors issue reminders as deadlines
  approach?

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• advantages of issuing reminders
• work gets done on time
• gives instructor a reason to keep in touch with
  students

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• general trend for students . . . to pay less
  attention to syllabus items as the semester wears
  on
• (Becker and Calhoon, 1999 What Introductory
  Psychology Students Attend to on a Course
  Syllabus)

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• versus
• disadvantages of issuing reminders
• students dont build time-management skills
• fosters dependence

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• consideration
• how much should the instructors personality be
  evident?

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• advantages of the personalized syllabus
• helps reduce uncertainties
• helps build community
• invites students on that great adventure

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• Based upon interviews with a number of students,
  Friedrich and Cooper (1990) categorized the types
  of information that students typically sought
  their first day of class . . . . course
  coverage, course rules, and teacher personality
• (Danielson, 1995)

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• advantages of the generic syllabus
• students see that their teachers expectations
  are standard

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• consideration
• the case of the missing I
• (Baekker, 1998)

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• I versus
• your instructor or
• the instructor
• you versus
• the student

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• advantages of personal pronouns
• you -- individuals matter
• I establishes moral responsibility
• . . . . When I demand that you do something, I
  am not hiding my . . . authority (Baekker,
  1998)

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• we
• do not use to enforce complicity
• or diminish authority
• but to build community

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• items unique to my distance ed syllabus
• details, details, details!
• timetable/schedule
• evaluation sheets with explanations

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• Introduction
• ___ gained attention interest (pp. 348-350)
• Instead of stating your name and your topic, open
  in a way that grabs listeners attention.
• ___ established qualifications (p. 347, 370)
• - Tell your listeners how and why you came by
  your expertise in this subject.
• - Does it relate to your job, your major, or a
  hobby?
• - Have you done research on the topic?
• - Have you had personal experience that taught
  you about it?
• - Rather than mentioning specific books you read
  or people you interviewed (only cite your
  sources when telling us where you got particular
  facts), give your audience the sense that you
  have know more about this topic than the average
  person does.
• ___ showed relevance of topic (p. 364-367)
• - Tell listeners why they should care about this
  subject.
• - Localize your topic by showing how it affects
  people in our area.
• - Personalize your topic by showing it affects
  people in our position (e.g. as students, as
• taxpayers, or perhaps as consumers,
  as computer users, as parents, etc.).
• ___ previewed body of speech (p. 301, 336-337,
  347)

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• WEEKLY SCHEDULE
• Use this as a suggested timeline. Of course, you
  can always move ahead. If you
• fall behind, dont just give up and drop the
  class -- work hard to catch up!
• Week 1 Sat 8/24 Fri 8/30
• ATTEND Saturday, August 24
• Class Meeting 1 Orientation
• To Read Textbook Chapter 1, Chapter 2
• To Watch Video Lessons An Introduction,
  Sampler, Perception, Self- Awareness
• To Do - review COM 100 C_at_H Orientation Website
  http//www.volstate.edu/academic/humanities/comm
  /com100c_at_h
• - pick up tapes from College _at_ Home Desk
• - buy textbook (includes CD-ROM) and workbook
• - begin Written Exercises 1 (Workbook Exercises
  Chapters 1, 2)
• Week 2 Sat 8/31 Fri 9/6
• To Read Textbook Chapter 3, Chapter 4, Chapter 5,
  Chapter 6
• To Watch Video Lessons Language, Nonverbal
  Codes, Intercultural Communication,
  Listening, Critical Thinking
• To Do Workbook Exercises Chapter 3, Chapter 4,
  Chapter 5, Chapter 6