9.6. Master of Distance Education
Athabasca University's Master of Distance Education (MDE) program is one of the oldest graduate programs in distance education. Established in September 1994, its primary focus is on the fields of distance education and training — learning that helps students overcome the barriers of time and space. Distance education and training are rapidly expanding fields and indicators point to their continued and steady growth well into the future.
Today, distance education and training students of all ages are provided with the opportunity to learn in a wide variety of subject areas, formats, and organizations. If distance educators are to adapt to the increasingly sophisticated field of distance education and to maintain their professional competence, continuous upgrading is essential. Professional growth is also
required by people from a variety of educational and occupational backgrounds who seek entry into this burgeoning field. As the demand for distance education and training increases, the need for formal qualifications in their delivery becomes more pressing. If you currently work or aspire to work in distance education and training and your personal commitments demand a flexible and accessible graduate level program, Athabasca University's Master of Distance
Education program may be your path to a more rewarding career.
Athabasca University's Master of Distance Education program is unique in several ways. It is housed at Athabasca University, one of the world's leading, open universities. All courses for the degree are delivered via a variety of distance education media, including the Internet. There are no face-to-face requirements for completion of the degree. Tuition rates are affordable. Up to 6 credits of the core courses and up to 15 credits of elective courses may be transferred from other institutions.
By September 2000 more than 400 students across Canada and internationally will be participating in the program. Program participants work in diverse distance education and training settings such as business firms, government agencies, voluntary and professional associations, hospitals and other health care organizations, schools, colleges, and universities.
Admission Requirements
Persons wishing to enrol in the Master of Distance Education program must hold a
baccalaureate degree from a recognized post-secondary education institution.
Application Procedure
Complete and submit the MDE Application Form along with the non-refundable application fee.
Submit official transcripts* directly from an accredited institution showing the granting of bachelor's degree. Submit three letters of recommendation, at least one of which should be from someone who is familiar with the applicant's academic skills; complete and submit the MDE Application Questionnaire; and submit an up-to-date resume.
* Applicants submitting any official documents (e.g., transcripts) in a language other than English must provide an official translation of such documents. If the credential being submitted has been earned outside North America, documentation attesting to its equivalence to a North American baccalaureate is required. Such documentation can be provided through the International Qualifications Assurance Services (IQAS) at the following address:
International Qualifications Assurance Services
4th Floor, Sterling Place
9940-106 Street
Edmonton, AB T5K 2V1
E-mail: iquas@gov.ab.ca
http://www.aecd.gov.ab.ca/iqas/
All application materials must be received by the Centre for Distance Education at Athabasca University by March 1 for consideration for admission into the program starting in September.
Non-program Students
Individuals who are not enrolled in the Master of Distance Education program will be permitted to register in MDE courses on a first-come, first-served basis, space permitting. Courses taken as a non-program student may be directly applied toward the program degree requirements, if and when a student becomes a program student. However, the University is under no obligation to admit non-program students into the MDE program. For more information on non-program status, contact the Master of Distance Education program (refer to contact information at the end of this section).
Credit Requirements
Forty-two credits are required to complete the MDE. These credits can be earned in one of three ways.
- Thesis Route
The curriculum requirement for the thesis route consists of five core courses, five elective courses, and 12 credits of thesis work. Normally, students will register in thesis credit after completion of the core courses
- Project Route
Same as above, except students complete a project instead of a thesis.
- Course-based Route
The curriculum requirement for the course-based route consists of five core courses and nine elective courses. At the conclusion of course work, a written examination and an oral defence must be passed.
For those individuals pursuing the thesis or project route, the thesis or project (12 credits) provides an opportunity for investigating a novel question or synthesizing / applying what has been learned in the course work. Students must register in these 12 credits (MDDE 696, MDDE 697, MDDE 698, and MDDE 699) as they proceed to complete thesis or project requirements.
To maintain program status, students must complete 6 credits of course or thesis / project work during each academic year (September 1 to August 31). Any student who receives a grade of "F" or more than one grade lower than "B-" in a core course may be required to withdraw from the program. Any student who receives a grade of "F" or more than one grade lower than "C+" in an elective course may be required to withdraw from the program. Students may not interrupt their studies for more than one semester without the approval of the program director.
Residency
To meet the residency requirements, students must
- For the Thesis or Project Route: Complete a minimum of three courses (9 credits) from the core curriculum and complete the thesis or project through Athabasca University.
- For the Course-based Route: Complete a minimum of three courses (9 credits) from the core curriculum, a minimum of four elective courses (12 credits) through Athabasca University, and pass the written examination and oral defence at the conclusion of the course work.
Full- and Part-time Involvement
Students may study in the program on a full- or part-time basis. Part-time students must complete a minimum of 6 credits (two course equivalents) per calendar year. To comply with Alberta Students Finance requirements, full-time students must complete 6 credits per semester (two courses) to achieve a 66% load or 9 credits per semester (three courses) to achieve a 100% load.
Courses are designed to encourage self-study either at home or in the workplace. Students will be supplied with a basic course package of print and other media as deemed necessary (for example, textbooks, study guides, audiotapes, videotapes). In addition, students are expected to use computer mediated communications for the following purposes: instructor and student-to-student interactions in computer conferences; electronic mail, both within and outside of the course structure; file transfer or file attachment of assignments and feedback between instructor and students and between students on joint projects; and accessing electronic databases.
Required Core Courses
MDDE 601 Introduction to Distance Education and Training
MDDE 602 Research Methods in Distance Education
MDDE 603 Systems Design in Distance Education
MDDE 604 Instructional Design and Program Evaluation in Distance Education
MDDE 605 Planning and Management in Distance Education and Training
The core curriculum is an integrated arrangement of courses covering the field of distance education and training. The five core courses (15 credits) review current knowledge, theory, and practice, in distance education and training. The core provides students with the skills and knowledge that will facilitate their understanding and ability to analyse, synthesize, evaluate, create, and implement distance education and training courses, programs, and systems. Core courses in the MDE are currently only offered once a year and should be taken in
the following sequence. If you intend to take one core course each session (semester), then you should register in the core courses in the following order:
MDDE 601 Fall (first year)
MDDE 603 Winter (first year)
MDDE 604 Fall (second year)
no core Winter (second year)
MDDE 602 Fall (third year)
MDDE 605 Winter (third year)
If you plan to take more than one core course in any given session (semester), then you should register in the following order.
MDDE 601 and MDDE 602 Fall (first year)
MDDE 603 and MDDE 605 Winter (first year)
MDDE 604 Fall (second year)
OR
MDDE 601 Winter (first year)
MDDE 603 Winter (first year)
MDDE 602 and MDDE 604 Fall (second year)
MDDE 605 Winter (second year)
There are two important sequences that must take place.
- MDDE 604 should be taken in the subsequent semester that MDDE 603 is
taken in, and
- MDDE 605 requires MDDE 602 as a prerequisite
Elective Courses
MDDE 610 Introduction to Technology in Distance Education and Training
MDDE 611 Foundations of Adult Education
MDDE 612 Experiential Learning
MDDE 613 Adult Learning and Development
MDDE 614 International Issues in Distance Education
MDDE 615 Human Factors in Educational Technology
MDDE 617 Program Planning in Adult and Continuing Education
MDDE 620 Advanced Technology for Distance Education and Training
MDDE 621 Using On-line Teaching and Learner Support Technologies in Distance Education and Training
MDDE 650 Special Topics: Tutoring and Student Support in Distance Education and Training
MDDE 651 Special Topics: Gender Issues in Distance Education
MDDE 660 Professional Seminar in Distance Education
MDDE 690 Independent Study
Elective courses are designed to complement the core curriculum and expand basic knowledge, theory, and practice into areas and issues of individual interest or concern. They allow students to specialize in a particular topic or learn a new set of skills necessary for research and / or practice in distance education and training. Some elective courses may not be available every year and a growing list of electives will emerge as student and faculty interests change and develop.
Normally, elective courses may be taken concurrently with core courses. Students may obtain advanced credit for elective courses and may be encouraged to take elective courses from other institutions. Permission of the program director is required before courses are taken for MDE program credit outside Athabasca University. Students will also be encouraged to work on subject matter areas or skills with individual faculty members as a way to fulfil elective requirements. To facilitate this involvement with faculty, students may enrol in MDDE 690 in 3-credit blocks (equivalent to a 3-credit course). Normally, no more than 6 credits may be taken as Independent Study.
Thesis or Project Credits
Thesis or project credits consist of four three-credit elements, namely, MDDE 696, MDDE 697, MDDE 698, and MDDE 699. With the exception of MDDE 696, these elements are not conventional courses; however, they are treated similarly for administrative purposes.
MDDE 696 (3 credits) is the first element of the thesis or project work. This 3-credit course focuses on research methodologies and on the suitability and applicability of these methodologies to distance education research. In-depth analyses of masters-level mini-proposals, theses and projects will be carried out. Lastly, a systematic set of procedures for the generation of a research mini-proposal will be implemented.
All students taking the thesis or project route must successfully complete MDDE 696 before they can register in MDDE 697. Students who successfully complete MDDE 696 then subsequently proceed to the course-based route will be granted three elective credits for MDDE 696.
MDDE 697 (3 credits) is the second element of thesis or project work. Students can register in MDDE 697 any time after they have successfully complete MDDE 696, produced an acceptable thesis or project proposal and have established a thesis or project supervisory committee consisting of a supervisor and two other committee members.
MDDE 698 (3 credits) is the third element of thesis or project work. Students should register in MDDE 698 when their thesis or project work is well underway.
MDDE 699 (3 credits) is the fourth and final element of thesis or project work. Students should register in MDDE 699 in the term in which they anticipate completing the thesis or project work and in which they will schedule the oral examination of this work.
Advanced Standing
Some students may have completed work at other post-secondary institutions that is applicable to the MDE program. After being admitted to the Master of Distance Education program, students may request a review of such course work. A faculty committee will review such work to determine if the student should be awarded Advanced Standing and / or "Not to Takes" for specific courses in the MDE program. Students seeking Advanced Standing will be required to submit official transcripts (if these were not submitted in support of their application for
admission) and the appropriate evaluation fee to the MDE program director for review. The student may also be required to submit detailed course descriptions for such courses. Failure to supply either the transcript or the detailed course description (if required) shall result in no Advanced Standing being awarded.
In addition, students may be able to build on prior learning experiences and receive credit through independent study (MDDE 690). For more information, students should contact their program advisor.
Transfer Credit
Students enrolled in the MDE program may take courses from other post-secondary institutions in fulfilment of the program requirements, provided such courses are applicable to the Athabasca University MDE program. Students wishing to take courses from other institutions must obtain a Letter of Permission, a written request, detailed course outlines, and the appropriate (Letter of Permission) fees to the MDE program director for review. If approved, a Letter of Permission will be issued by the Office of the Registrar. To allow mailing time, requests for a Letter of Permission should be made at least one month before the registration deadline at the institution where the student will be taking the course. Upon completion of the course, the student must submit an official transcript to the MDE program director in order to obtain credit for the course.
Delivery
The program is offered during two semesters each year (with a spring / summer semester offered in most years). The fall semester begins the day after the Labour Day holiday in September and lasts for fifteen weeks. The winter semester begins the second non-holiday Monday in January and lasts for fifteen weeks. All course work should be completed during the semester periods. Extensions to these timelines may be granted if circumstances warrant through the granting of an Incomplete (see Incompletes).
| 2000 |
| July 7 |
Last day for program students to register in 2000 fall session courses. Registration fees are due. |
| Sept. 4 |
Labour Day, University closed. |
| Sept. 5 |
First day of fall session courses. |
| Oct. 5 |
Last day for early withdrawal from fall session courses. No record of
the course will appear on the transcript. |
| Oct. 9 |
Thanksgiving, University closed. |
| Nov. 13 |
University closed in lieu of Remembrance Day. |
| Nov. 15 |
Last day for program students to register in 2001 winter session courses. Registration fees are due. |
| Nov. 15 |
Last day for late withdrawal from fall session courses. Transcripts will reflect a withdrawal in good standing. |
| Dec. 15 |
Last day of fall session courses. |
Dec. 25/00-
Jan. 2/2001 |
University closed. |
| |
| 2001 |
| Jan. 8 |
First day of winter session courses. |
| Feb. 8 |
Last day for early withdrawals from winter session courses. No record of the course will appear on the transcript. |
| Feb. 19 |
Family Day, University closed. |
| March 1 |
Last day for receipt of application materials for admission to the program starting in September 2001. |
| March 20 |
Last day for late withdrawal from winter session courses. Transcripts will reflect a withdrawal in good standing. |
April 13-16
(inclusive) |
Easter break, University closed. |
| April 20 |
Last day of winter session courses. |
| TBA |
Spring / summer session. |
In order to participate in the program, each student must own or have ready access to the following minimum computer hardware and software. Students are advised that PCs are the primary equipment supported by Athabasca University's Helpdesk. Only limited assistance for other hardware and software platforms is offered.
Minimum
- Pentium 100 or higher
- 32 MB RAM
- 50 MB free disk space
- 3.5 inch floppy disk drive
- Mouse
- 28.8 baud modem
- Windows 95
- Current anti-virus software
Optimum
- Pentium 200 MMX or higher
- 64 MB memory
- CD-ROM
- 100 MB free disk space
- Mouse
- 33.6 baud modem or faster
- Laser or inkjet printer
- Backup device
- Access to fax
Software
- Word or WordPerfect
- Netscape
- Current anti-virus software
It is also highly desirable for students to own or have access to a printer and word processing software that can read and write Microsoft Word documents. Students are responsible for their own communication costs such as long distance telephone charges and subscriptions to an Internet node, or any other communications service requirements.
Program Registration Procedures
Students must complete the core courses in the prescribed sequence. Elective courses may be taken on completion of the core courses or concurrently with the core courses offered in any term.
Incompletes
In exceptional circumstances, and where the course instructor concurs, students may be assigned a grade of Incomplete (IN). This allows the student to take an additional two months to complete and submit the course work. Two months after the original course completion date, a grade will be assigned to the course. Where the student has not submitted the required course work a failing grade (F) will be automatically assigned.
Re-registration
Students may re-register in a course only if they have received more than one final grade of "B-" or lower in a core course or more than one final grade of "C+" or lower in an elective course, or have withdrawn from the course in good standing. In re-registering, students must complete all course requirements and pay the full course fee. Students are permitted only one re-registration in each course. Both the initial registration and the re-registration will appear on the student's academic record.
Withdrawal
Fall and Winter Courses
Students may withdraw from a course up until one month before the end of the semester (see academic schedule) by submitting a Withdrawal Request Form. The date of withdrawal will be the postmark on the request, or if the notice is hand delivered or faxed, the University date stamp. Students may also request a withdrawal from a course by electronic mail provided the request is confirmed in writing.
If a student withdraws from a course within the first month, the record of registration will be deleted from his / her official transcript. If a student withdraws from a course after the first month of the course and before the last month of the course, the official record and transcript will show that the student withdrew without credit and without prejudice or academic penalty.
Spring and Summer Courses
Students may withdraw from a course up until one month before the end of the semester by submitting a Withdrawal Request Form. The date of withdrawal will be the postmark on the request, or if the notice is hand delivered or faxed, the University date stamp. Students may also request a withdrawal from a course via electronic mail provided the request is confirmed in writing.
If a student withdraws from a course within the first two weeks, the record of registration will be deleted from his / her official transcript. If the student withdraws from a course after the first two weeks of the course and before the last month of the course, the official record and transcript will show that the student withdrew without credit and without prejudice or academic penalty.
Withdrawing from Program
Students may withdraw from the program by submitting their request in writing to the program director. Students who withdraw may be re-enrolled in the program by following the aforementioned application procedures. Students requesting re-admission to the program will be competing against all other applicants and will not receive special consideration.
Refunds
Students will receive a refund of the full course fees minus the course withdrawal processing fee (see MDE program fees) if they withdraw from the course within the first month of Fall and Winter courses and within the first two weeks of Spring and Summer courses. Students should not return their course materials. Students wishing to withdraw from a course(s) prior to the first day of class will receive a partial refund (full tuition minus the withdrawal processing fee).
Continuation Fees
Continuation fees are the same as course fees, that is, for students living in Canada - $800, non-resident Canadians - $900 and international students - $1,000. Continuation fees are normally assessed when program students do not register in the required six credits per academic year of course or thesis or project work and/or when students have completed all required course work but not yet completed their thesis or project oral examination.
Grading System
With the exception of the thesis or project, which will be graded on a pass /
fail basis, all courses will be graded using the following alphabetic scale.
| A+ | 90 - 100% |
| A | 85 - 89% |
| A- | 80 - 84% |
| B+ | 77 - 79% |
| B | 74 - 76% |
| B- | 70 - 73% |
| C+ | 67 - 69% |
| C | 64 - 66% |
| C- | 60 - 63% |
| F | 0 - 59% |
| IN | Incomplete status |
| W | Withdrawn in good standing |
Thesis and Project Requirements
Students choosing this route must complete either a thesis or a project. Once the student has successfully completed MDDE 696, a supervisor will be assigned and committee arranged.
The thesis or project in the MDE program is the equivalent of 12 credits. Students register in the thesis or project in four blocks of 3 credits each. Normally, students will register in either a thesis or a project after completion of all core course work and most electives. A student who has completed all of the course requirements and has paid the full tuition fee for the thesis or project, but who has yet to "complete" the thesis or project, will be required to pay a continuation fee each session (semester) in order to remain in the program.
Time Limits for Completion
Students have a maximum of seven years from their first registration as a program student to complete the MDE degree program.
| All fees are quoted in Canadian dollars and are subject to change.
|
Program application fee (non-refundable) required each time a person applies: $50
Admission fee (payable upon acceptance into the program): $100
Course Tuition Fee (includes all required materials)
Students living in Canada: $800
Canadians living outside of Canada: $900
International students living outside of Canada: $1,000
Other Fees
Continuation fee (per semester) same as course tuition fees (see above)
Evaluation fee: $55
International evaluations: $110
Letter of Permission fee: $20
Non-program application fee (required only once and waived if previously an Athabasca University student): $50
Thesis/Project
Canadian students (payable in units of $800): $3,200
Non-resident Canadian students (payable in units of $900): $3,600
International students living outside of Canada (payable in units of $1,000): $4,000
Transcript request fee: $10
Withdrawal processing fee: $300
| The withdrawal processing fee includes the cost of course materials and an administrative fee for processing the request. There will be no refund for returned course materials. The total tuition cost for a Canadian student living in Canada, who takes all his or her courses from Athabasca University, would be as follows: $800 x 14 (3-credit courses or equivalents)
= $11,200. |
| The courses are scheduled as of the date of printing. Courses may be cancelled due to insufficient registrations. Refer to course descriptions on the following pages.
|
Fall Session (September 2000)
MDDE 601 Introduction to Distance Education and Training
MDDE 602 Research Methods in Distance Education
MDDE 604 Instructional Design and Program Evaluation in Distance Education
MDDE 610 Introduction to Technology in Distance Education and Training
MDDE 611 Foundations of Adult Education
MDDE 613 Adult Learning and Development
MDDE 614 International Issues in Distance Education
MDDE 617 Program Planning in Adult and Continuing Education
MDDE 621 Using On-line Teaching and Learner Support Technologies in Distance Education and Training
MDDE 690 Independent Study
Winter Session (January 2001)
MDDE 601 Introduction to Distance Education and Training
MDDE 603 Systems Design in Distance Education
MDDE 605 Planning and Management in Distance Education and Training
MDDE 611 Foundations of Adult Education
MDDE 615 Human Factors in Educational Technology
MDDE 620 Advanced Technology for Distance Education and Training
MDDE 650 Special Topics: Tutoring and Student Support in Distance Education and Training
MDDE 651 Special Topics: Gender Issues in Distance Education
MDDE 690 Independent Study
MDDE 696 Decision Making, Research Methodologies and Proposal Writing
Spring and Summer Session
TBA
MDDE 601
3—Introduction to Distance Education and Training
This course introduces students to distance education and surveys the field. It provides students with the essential descriptions and examples of what distance education and training are and how they are conducted. Students are asked to critically analyse current practice and information in the field.
MDDE 602
3—Research Methods in Distance Education
The goal of MDDE 602 is to ensure that program students, regardless of program route election, will have a grounding in systematic inquiry, in the prevailing social science research methodologies, in the use of computer-based, data-analytical tools and in the ability to read and to understand reports of research.
MDDE 603
3—Systems Design in Distance Education
This course introduces students to systems theory and practice and how systems approaches apply to distance education. Students will examine how systems design theory and concepts apply to education in general and to distance education in particular. Students will learn about instructional systems design and how ISD applies to distance education and instructional design.
MDDE 604
3—Instructional Design and Program Evaluation in Distance Education
This course begins with a brief overview of individualized instruction. The student then studies course design and development and is required to develop a unit of instruction and a plan for delivering the instruction at a distance. The last third of the course covers program evaluation, and the student is required to design a program evaluation system to evaluate the program that one's unit of instruction would fit into. Since this course requires the application of skills, knowledge, and concepts presented in the TIP material in MDDE 603,
MDDE 603 is a prerequisite for this course. While MDDE 602 is not considered a prerequisite for MDDE 604, the concepts and knowledge presented in MDDE 602 might be useful in developing one's program evaluation system.
MDDE 605
3—Planning and Management in Distance Education and Training
Prerequisites: MDDE 601, MDDE 602, and MDDE 603, or consent of the instructor.
In taking MDDE 605 students will be expected to develop a comprehensive business plan for their own hypothetical (or real) distance teaching enterprise. Along the way students will review key trends in distance education; conduct background research into the prospects for their enterprise; and learn and apply the elements of strategic planning, Porter's value system analysis, basic management accounting techniques, and the development and analysis of performance indicators.
MDDE 610
3—Introduction to Technology in Distance Education and Training
This course is an introduction to some of the conceptual issues in the use of distance education technologies, including cost-effectiveness and pedagogical strengths and limitations of various media. Selected case studies of implementations in both developed and developing countries will be examined for critical success factors and lessons learned.
MDDE 611
3—Foundations of Adult Education
This course will examine the foundations of adult education. It will begin by asking what the purposes of adult education are. Students will be asked to relate these to the philosophical and historical origins, and to the social and political economy of adult education. Students will be asked to critically reflect on adult education as a field of practice and to consider to what extent the study of adult education is centred on "practical knowledge" or on a study of the foundational disciplines (philosophy, history, sociology, psychology, etc). The course will be focused on Canadian and North American adult education but will also consider global perspectives and experience as well as discussing higher education issues.
MDDE 613
3—Adult Learning and Development
Using readings, writings, computer conferences, and film-analysis, the course examines the contributions of different disciplines, perspectives, and theories to adult learning that have found expression in adult education, past and present. These perspectives explore adult learning from a tripartite framework: the adult learner, the learning process itself, and the context in which adult learning takes place. This makes possible an expanded understanding of the complex nature of adult learning and the impact of that learning upon adult development. Students will also consider the role played by experience upon adult learning as well as the role that learning plays in the development of the capacities to work and to love (reportedly Freud's hallmarks of adult maturity). The course speaks to the need of the professional distance educator for understanding the connection between adult learning and development and for taking this into account in the design and delivery of successful learning or training experiences. The course also offers an opportunity for the student to apply the principles and insights acquired to one's own personal development.
MDDE 614
3—International Issues in Distance Education
In this course students will explore three aspects of distance education as it is practised around the world: (1) the ways in which distance education is configured in order to meet regional needs (e.g., the Caribbean and South Pacific regions) and national needs in high, middle, and low income countries; (2) the advantages and limitations of distance education as a tool for development at the regional and national levels and also in meeting the needs of political minorities (e.g., Aboriginal peoples); and (3) the role of national and international organizations of distance educators in furthering the reach of distance education (e.g., the Commonwealth of Learning, the International Council for Distance Education). Materials for the course will include case studies and overview articles. Course activities will include small group work and presentations, critiques of proposals for development projects involving distance education, discussions via CMC with the authors of some of the articles assigned as reading, and a project of the student's own choosing.
MDDE 615
3—Human Factors in Educational Technology
This course provides a general survey of the human factors field with a detailed focus on design issues in computer-mediated communications. Students apply this knowledge in the design of an educational Web site, for which they produce a project proposal, and a prototype that they evaluate and modify as necessary.
A critical aspect of the course is for students to become updated in basic Internet, WWW, and HTML skills. The course provides self-guided training in these skills. A collaborative, group-based model will be used whereby students gain assistance from one another in the project's development, as well as from the instructor and / or teaching assistant. Participation in the course involves: electronic mail and computer conferencing; software development tools; and up-to-date WWW browsers (both Netscape and Internet Explorer), as defined on the course Web page. Students are expected to connect to an Internet provider at
their own expense. While there are no prerequisites to this course, students should probably not register for it unless they feel comfortable in using the Internet and WWW development tools as this course requires extensive use of both. Students should have considerable experience with computer applications software and the Internet. Previous experience of Web page development is desirable.
MDDE 617
3—Program Planning in Adult and Continuing Education
This course is an intensive study of theoretical foundations, policies, evaluation models, methods, and materials for planning adult and continuing education and/or training programs. The main purpose of this course is to enable course participants to increase their knowledge and competence relative to that process in order to become more proficient in planning, implementing, and evaluating effective educational programs for adults in the organizational or institutional setting of their choice. The primary means for accomplishment of this purpose is for participants, drawing on a comprehensive theoretical framework, referred to as the lifelong education program planning (LEPP) model, to formulate and develop a detailed plan for an effective education or training program. This course has intensive on-line computer conferencing requirements.
MDDE 620
3—Advanced Technology for Distance Education and Training
MDDE 620 is intended to develop students' knowledge and understanding of educational technologies and planning skills in relation to the introduction of technology into existing educational systems. Besides acquiring information about present and emerging educational technologies, students will closely study the planning and implementation issues related to a specific technology of their choice. The course combines information, theoretical concepts and frameworks, case studies, and direct experience with specific technologies in actual educational use. (Students are required to have access to an operating educational technology site, and a reliable Internet provider.)
MDDE 621
3—Using On-line Teaching and Learner Support Technologies in Distance Education
This course provides fundamental concepts, basic principles, information, and models for the successful use of technology as a medium for teaching and support of various audiences in distance education and training. Students need not be teachers or trainers, but should have a basic familiarity with computer technology applications in distance education (for example, through completion of MDDE 610 or MDDE 620, or equivalents), and have experience working or learning through technology.
In this course the term "on-line" refers primarily to computer-based communications tools but it also comprises the more familiar "low tech" technologies including print. Issues addressed include: learning and learner characteristics, and accompanying learning needs; teaching behaviours and principles that are associated with learning independent of the delivery medium; organizational roles which technology use requires, and which distance learning teachers, trainers, and administrators may be expected to fill; designing and implementing technology-based learning experiences for learners who are at a distance from us and from other resources they may need; learning and communication characteristics of some commonly available or emerging technologies.
MDDE 650
3—Special Topics: Tutoring and Student Support in Distance Education and Training
This is an issue/problem-based course, analogous to a seminar course in which students will be provided with reading materials, ideas, concepts, and issues and be expected to work independently or in groups to address questions, solve problems, and/or prepare proposals. Students will have considerable flexibility in defining their own issues and problems so long as they achieve the general goals and objectives of the course. Specifically, students will be developing knowledge, skills and attitudes to facilitate the analysis, planning, implementation, and evaluation of a tutoring and student support system for general or particular applications.
MDDE 651
3—Special Topics: Gender Issues in Distance Education
This course is a feminist exploration of the practice of contemporary distance education as it relates to women's needs and experiences as both students and practitioners. Themes such as course design, media selection, and the two-edged sword of home-based study will be traced through a wide range of international case studies.
MDDE 660
3—Professional Seminar in Distance Education
This course is targeted at MDE students who are near the end of their MDE course work (senior MDE students). MDDE 660's content is not fixed; it follows a seminar-style format unlike the regular core and option MDE courses. The material is chosen based on the interest of the faculty member responsible for the seminar that year, contemporary issues in the field during that time, and potential interests of students. Given the above, students typically read recent MDE research and other scholarly articles, discuss contemporary issues in distance education, and participate in seminar presentations with the faculty member in charge, guests from outside Athabasca University, and presentations by other students in the seminar.
The seminar relies heavily upon asynchronous interaction and independent work. Students are expected to be able to choose a topic of interest, moderate a CMC discussion on that topic, and prepare a summary dealing with issues similar to those dealt with by editorial reviews and academic conference symposia. Students who have completed the core MDE curriculum are encouraged to register. The seminar is especially relevant for those students going on to complete a thesis or project.
MDDE 690-692
3—Independent Study
Students may fulfil option credits through contract-based learning experiences with interested faculty members. Students may approach a faculty member with or without the assistance of their advisors and ask for the faculty member's assistance in an independent study course. These courses will require a written proposal including a detailed plan of the student activities; a list of the objectives, goals or intended outcomes; a description of the role of the faculty member; and a detailed evaluation or achievement plan. This proposal requires the approval of the program director before further activity is undertaken.
Library
Athabasca University Library also serves the needs of graduate students. See Section 10.8.
Income Tax Deductions
Application and tuition fees can be used to reduce income tax. Only fees paid and expended during the calendar year can be reflected in the tax receipt. Canada Customs and Revenue Agency regulations permit the University to issue an education tax credit receipt only for amounts greater than $100. Full-time students may be eligible for the education tax credit for each month of full-time registration. T2202 tax forms for the educational tax deduction along
with the tuition tax receipts are automatically mailed to the address on record in February.
Appeals
All students at Athabasca University, whether undergraduate or graduate, are bound by the same policies and regulations governing academic conduct and appeals. Refer to Section 12 - Student Code of Conduct and Right to Appeal.
Transcripts and Confidential Information
Graduate students, like undergraduate students, are bound by the institution's policies, regulations, and procedures governing the release of transcripts and confidential information.
For more information or to receive the application package, please contact:
Master of Distance Education - Program Director
Athabasca University
1 University Drive
Athabasca, AB T9S 3A3
Telephone: (800) 788-9041 (ext. 6179) or (780) 675-6179
Fax: (780) 675-6170
E-mail: mde@athabascau.ca
http://cde.athabascau.ca
** This page is an official publication of Athabasca University **
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