I. Online Course Models
Adapted by A. Habermacher
for FOTTC Group #5.

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A. Content + Support Model from Mason

1. Earliest used/widely used -- existed before Internet existed.

2. Separation between course content & tutorial support.

3. Alot like a correspondence course with some some computer mediation.

4. Content -- in print and/or a course package on the WWW.

5. Tutorial support -- by mail, voicemail, email or other computer mediation.

6. Relatively unchanging course content allowing tutoring by those other than course content authors.

7. Add-on online elements (for student collaboration, peer commenting &  online assessments, etc.) usually not well integrated.

8. Online components comprise not more than about 20% of student study time.
   

B. Wrap Around Model from Mason

1. Consists of tailor made materials (study guide, activities, discussion) wrapped around existing materials (texts, CD-ROMs, tutorials).

2. Online portion occupies about 50% & predetermined content occupies remaining 50% of student time.

3. Favors a resource-based approach with more freedom & responsibility for students to interpret material for themselves.

4. Tutor's role more extensive than in Cont.+Supp. Model because

5. Less content is predetermined & more is created each time the course is offered.

6. Synchronous events
   
   a. such as:
   
        i. chats
   
       ii. screen sharing software
     
       iii. one-way audio with Web-based imaging software, etc.
   
   b. increasingly present & allow 1-to-1, group or whole class interactions. (True of the next model as well.).
   

C. Integrated Model from Mason

1. At opposite end of spectrum from Content + Support model.

2. Consists of
   
   a. collaborative activities
   
   b. learning resources &
   
   c. joint assignments.

3. The heart of the course occurs online through
   
   a. discussion information
   
   b. accessing information
   
   c. processing information
   
   d. carrying out tasks.

4. Fluid & dynamic course content largely determined by individual & group activity.

5. Dissolves the distinction between content & support found in content + support model.

6. Success is dependent on creating a learning community among course participants.

7. Synchronous (real time) communication
   
   a. becomes more important
   
   b. may be initiated by any of the participants
   
   c. might be video-, audio- or text-based
   
   d. would support small group activities & tasks
   

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Revised 5 June 2000
by A.Habermacher