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