What is Distributed Course Delivery?
Saltzberg and Polyson (1995) define Distributed Course Delivery (DCD) as "an
instructional model that allows instructor, students, and content to be located
in different, non-centralized locations so that instruction and learning occur
independent of time and place" (p. 10). Another way to define DCD is "the use of distance education (DE) procedures and practices in a traditional classroom
environment." DCD encompasses distance education.
Many universities require that instructors and students meet face-to-face in a classroom. But this does not mean they are bound to the classroom environment. Many instructors use the tools of distance education like email and the World Wide Web to supplement the delivery of traditional classes.
These provide instructors and students with new venues of communication and instruction. Moore and Kearsley (1996) describe three types of interactions:
- Leaner-content interaction has occured since the invention of text-based instructional materials. In this type of interaction, learners are expected to construct their own knowledge from the materials provided. Study guides supplement this type of interaction, providing scaffolding on which students can build their knowledge.
- Learner-instructor interaction is regarded by many as preeminent. In addition to presenting subject matter, instructors motivate students, provide guidance, and demonstrate procedures. Their main role is to facilitate learning. This two-way interaction can benefit both students and instructors.
- Learner-learner interaction often arises spontaneously when challenged learners turn to their peers for help. But this type of interaction can and should be encouraged for all students. Peer teaching and learning is a powerful instrument at any grade level.
All three of these interactions occur normally in traditional classroom environments. They can also be carried into the on-line environment. This extension of the classroom into the on-line world reflects traditional interactions but relies on technology-based delivery systems. Each interaction is supported by different technologies. Selecting and managing these technologies to best facilitate appropriate interactions for a particular course and group of students is the art of distributed course delivery.
For additional information:
Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view.
Belmont, CA: Wadsworth
Saltzberg & Polyson (1995). Distributed learning on the World Wide Web.
Syllabus, 9(1) 10.