• Reach a wider student audience

• Meet the needs of students who are unable to attend on-campus classes

• Involve outside speakers who would otherwise be unavailable

• Link students from different social, cultural, economic, and experiential backgrounds

• Begin the course planning process by studying distance education research findings. There are several research summaries available (see Moore & Thompson, 1990).

• Before developing something new, check and review existing materials for content and presentation ideas.

• Analyze and understand the strengths and weaknesses of the possible delivery systems available to you (e.g., audio, video, data, and print) not only in terms of how they are delivered (e.g., satellite, microwave, fiber optic cable, etc..), but in terms of learner needs and course requirements before selecting a mix of instructional technology.

• Hands-on training with the technology of delivery is critical for both teacher and students. Consider a pre-class session in which the class meets informally using the delivery technology and learns about the roles and responsibilities of technical support staff.

• At the start of class initiate a frank discussion to set rules, guidelines, and standards. Once procedures have been established, consistently uphold them.

• Make sure each site is properly equipped with functional and accessible equipment. Provide a toll-free "hotline" for reporting and rectifying problems.

• If course materials are sent by mail, make sure they are received well before class begins. To help students keep materials organized, consider binding the syllabus, handouts, and other readings prior to distribution.

• Start off slowly with a manageable number of sites and students. The logistical difficulties of distant teaching increase with each additional site.

• Assist students in becoming both familiar and comfortable with the delivery technology and prepare them to resolve the technical problems that will arise. Focus on joint problem solving, not placing blame for the occasional technical difficulty.

• Make students aware of and comfortable with new patterns of communication to be used in the course (Holmberg, 1985).

• Learn about students' backgrounds and experiences. Discussing the instructor's background and interests is equally important.

• Be sensitive to different communication styles and varied cultural backgrounds. Remember, for example, that students may have different language skills, and that humor is culturally specific and won't be perceived the same way by all.

• Remember that students must take an active role in the distance delivered course by independently taking responsibility for their learning.

• Be aware of students' needs in meeting standard university deadlines, despite the lag time often involved in rural mail delivery.

• Realistically assess the amount of content that can be effectively delivered in the course. Because of the logistics involved, presenting content at a distance is usually more time consuming than presenting the same content in a traditional classroom.

• Be aware that student participants will have different learning styles. Some will learn easily in group settings, while others will excel when working independently.

• Diversify and pace course activities and avoid long lectures. Intersperse content presentations with discussions and student-centered exercises.

• Humanize the course by focusing on the students, not the delivery system.

• Consider using a print component to supplement non-print materials (see Graham & Wedman, 1989).

• Use locally relevant case studies and examples as often as possible to assist students in understanding and applying course content. Typically, the earlier in the course this is done, the better.

• Be concise. Use short, cohesive statements and ask direct questions, realizing that technical linkages might increase the time it takes for students to respond.

• Develop strategies for student reinforcement, review, repetition, and remediation. Towards this end, one-on-one phone discussions and electronic mail communication can be especially effective.

• And finally...relax. Participants will quickly grow comfortable with the process of distance education and the natural rhythm of effective teaching will return.

• Use pre-class study questions and advance organizers to encourage critical thinking and informed participation on the part of all learners. Realize that it will take time to improve poor communication patterns.

• Early in the course, require students to contact you and interact among themselves via electronic mail, so they become comfortable with the process. Maintaining and sharing electronic journal entries can be very effective toward this end.

• Arrange telephone office hours using a toll-free number. Set evening office hours if most of your students work during the day.

• Integrate a variety of delivery systems for interaction and feedback, including one-on-one and conference calls, fax, E-mail, video, and computer conferencing. When feasible, consider personal visits as well.

• Contact each site (or student) every week if possible, especially early in the course. Take note of students who don't participate during the first session, and contact them individually after class.

• Use pre-stamped and addressed postcards, out-of-class phone conferences, and e-mail for feedback regarding course content, relevancy, pace, delivery problems, and instructional concerns.

• Have students keep a journal of their thoughts and ideas regarding the course content, as well as their individual progress and other concerns. Have students submit journal entries frequently.

• Use an on-site facilitator to stimulate interaction when distant students are hesitant to ask questions or participate. In addition, the facilitator can act as your on-site "eyes and ears".

• Call on individual students to ensure that all participants have ample opportunity to interact. At the same time, politely but firmly discourage individual students or sites from monopolizing class time.

• Make detailed comments on written assignments, referring to additional sources for supplementary information. Return assignments without delay, using fax or electronic mail, if practical.

For Further Information

This guide is one in a series developed by Barry Willis and the University of Idaho Engineering Outreach staff highlighting information detailed in Dr. Willis' books, Distance Education–Strategies and Tools and Distance Education–A Practical Guide. Other guides in this series include: