Home > Development > Course Components

Course Components
Keep in mind that the three major components of any distance education-delivered course are the following: content, interaction, and assessment. Interaction and assessment are covered in other sections. Course development will be the focus here.

"Modularize" The Course
 When developing a distance education course, it is best if you set up the course in modules or topics Each module will have knowledge skills or concepts and separate content associated with it. For each module, develop competencies and outcomes. Your course may have from five to 10 modules. And for each module, you may choose to have a quiz.

The modules may be organized vertically, so that additional modules will be more advanced, and you will see a progression in modules (for example, beginning microbiology, intermediate microbiology, advanced microbiology). The modules also could be set up horizontally. For example, someone learning basic skills in one area may also need to learn some basic skills in another area. So instead of moving to an "advanced" level, the person will approach learning in a more "what's next?" sequence.

Setting up the course in a modular way also helps you prioritize and organize the content more easily. Whatever does not fit in the overall concept of a particular module should not be included in that module. The content that doesn't fit could be included in a different module or excluded completely. Modules help you focus. And remember, the more planning, the better.

Dr. Rick Rudd voices his opinion about a philosophical shift in content delivery at a distance, to present information in shorter segment or "chunks" and encourage more independent learning.        Watch Video (48 sec.)

You have a number of choices in delivering content to students. You'll read a detailed description of the technologies available in the section called "Using Distance Education Technology." You also may want to include some of the following methods:

• Printed readings
• Online readings.
• Links to other sites on the Web.
• Audio (either live or recorded that students can download).
• Video on the Web that students can download (also called "streaming video").
• Videotapes mailed to students.
• Videoconferencing.
• Chat rooms, bulletin boards, and e-mail.

Use the content delivery methods that make the most sense to you. Also keep in mind that the more variety in the way information is delivered, the more effective is the learning. Become "multi-media-minded."

Build in enough time for course materials sent in the mail to get to their intended destinations. Not everything can be done over videoconferencing or over the Internet. Make sure you build in enough time for students to receive faxes and mailed items.

Presenting Content
Keep in mind that there are a number of methods available to present course content. Choose the best methods for you. A meeting with an instructional designer may help you decide what's best. These techniques can be used in online or videoconferencing environments:

• Written text - If you incorporate a lot of writing, be sure to break up the text as much as possible with graphics, photographs, or just "blank" space.
• Visual graphics - Create pictures, graphs, and charts. Use clip art. Most people are visual learners. Let visuals carry some of the content. Don't think you have to do this by yourself; IFAS Communication Services can help, and money is sometimes available from the dean or department heads to hire "OPS" personnel.
• Audio - A videoconference allows you to talk with students. Students also can hear your voice with prerecorded messages or lessons over the Web. Your students can listen again to specific lessons they have downloaded.
• Video - Again, a videoconference provides a forum for live interaction. Video also can be used to present information through the use of videotapes and over the Web, through "streaming video."

Next, learn more about "Using Distance Education Technologies"  you might use in your course.