Abstract:

Distance learning is climbing higher up the agenda of universities. For Bachelor programs, in particular, a number of universities around the world are developing and running distance learning tracks. Recent technological developments like educational platforms (Web-Vista, Moodle, etc.), video conferences, interactive distance learning, online web-communication and virtual rooms, among others have not only facilitated efficient distance education but also created new opportunities for teachers and students. It is the case, however, that this expanding field will benefit from a more integrated approach for course structure and development. Distance courses exhibit a number of particularities that are not apparent during traditional teaching i.e. the need for managing sometimes complex online software, an increased level of student isolation from instructors and classmates, unconventional structures for everyday class routines, difficulties in simulating lab work, etc. A necessity, therefore, emerges for a more integrated organization and homogenization of distance e-learning courses in the same track in order for those particularities to be most effectively addressed. By those means the student can gain a better understanding and become more easily familiarized with a course’s content, requirements and virtual environment and the teachers are better able to organize course material, support a greater number of students and utilize e-learning time more efficiently.

In this paper a methodological framework for an integrated course prototype for distance learning is developed and applied. In the context of the proposed framework, a number of criteria for homogeneous course organization are initially established. These criteria may include course structure, appearance, coherence, visual context, student guidance, level of communication permitted, etc. These criteria are then utilized to develop a course prototype. The prototype is applied to the courses of the distance learning track ‘Wind Power Project Management’, at Uppsala University, Campus Gotland. Subsequently the framework is tested using a trial run to ensure the quality of the resulting course. This process is currently underway at the Uppsala University, Dept. of Earth Sciences and the new courses’ structure and overall performance will be evaluated for first time with the students of the autumn 2014 term. Results of the evaluation will be used to discover potential inconsistencies and provide useful feedback for prospective improvements.