8th International Conference on Information Technology Based Higher Education and Training, 10th to 13th July 2007, Kumamoto, JAPAN

Offering the same graduate level courses for residential and distancestudents: An observation at an instructional systems technology departmentin the U.S.A.
Junko Nemoto 1,2 and Katsuaki Suzuki 1
1

2

Kumamoto University, 086-8555, JAPAN
Iwate Prefectural University, 020-0193, JAPANABSTRACTThis paper provides an analysis of a graduate level
program for both residential and distance students; thestudy was derived from an examination of a course
design based on existing documents, like the syllabus,
and observation of the course by a graduate student.
An overview of the program describes thecharacteristics of the program and how learnersupport was provided in the program. The analysis of
the targeted course made explicit the differences
between the residential and distance tracks of the
program. The interpretation of the two tracks based on
Simonson’s [1][2] shows the possibility to be an
equivalent program for two different types of students.
Plans to conduct the future research are also discussed.

various types of people and resources can be
schematized to show a successful learning
environment. When the first author had an
opportunity to study at a university as a residential
student, she investigated, within the structure of the
program throughout of the existing documents, therelationships among stakeholders and the effective
use of technology. This paper is part of a larger
research to examine how the program is provided tothe two different types of students. Equivalency
theory [1][2] was used to examine whether distanceeducation provides the same quality of learning as
conventional residential education.

AN OVERVIEW OF THE PROGRAM
The program, Instructional Systems Technology, has
one of the longest histories in educational technology
and has provided M.S. program for both residential
and distance students. Students may choose either
track when they apply to the school. Both types ofstudents receive the same degree and must complete
the same number of required credits. Residential
students are required to go to the classroom and stayclose to campus, but the distance students can attend
the courses from anywhere in the world. The studentsof this program have varied backgrounds and interests,
and they can satisfy their own interests and needs bytaking different types of courses. While the students
can choose the courses that fill their area ofconcentration, the four required courses are essential
for all the students. Most M.S. students take the core
courses in the first year of their program because they
are prerequisites.

INTRODUCTION
How should the relationship between conventional
education and distance education be considered? A
number of researchers have conducted research fromvarious angles about distance education, which
includes theory and media use. The areas of researchspan a wide variety of topics: research and practice incollaborative learning that are often introduced in
educational institutes [3], the structure of assessment
systems that is appropriate for distance education [4],and a benchmark that is based on practices of 75
higher education institutes [5]. Also, scholars haveproposed learning and design theories to match theneeds of today’s society and the current technologies
in educational settings [6]. The online learning
methods and the learners’ support systems need to beconsidered according to the learners’ environment,e.g., network systems, computers, and experience inonline learning.

The students use various types of technologies thatare provided by the school and the department. The
university standard systems provide learning support
systems such as mailing services, CMS, and the portal
site. These have all been used as a foundation forstudents’ support. Figure 1 shows how both types ofstudents can access the learning resources, including
course content and other learning support systems.
With a reasonable degree of commonality of content,each type of student uses the system and resources
harmoniously. All of these systems have beennaturally accepted by the students as essential for

By analyzing from various standpoints, this research
focuses on exploring a successful design form toprovide high-quality learning that satisfies thelearners’ needs. Although education tends to beconsidered from the educators’ and researchers’
perspective, educational activities are the result of
harmonious collaboration between providers andconsumers, i.e., educators and learners. The authors
have looked for the way the relationships among151

8th International Conference on Information Technology Based Higher Education and Training, 10th to 13th July 2007, Kumamoto, JAPAN

students’ support. The main courses of the program
were designed to consider the learning environment aswell as the characteristics, learning styles, preferences,and experiences of the two types of students.

advice for their assignments or feedback from theresult of their assignments. The distance students
were also asked to prepare questions and send them
via email before the Q&A sessions started. The
questions that seemed to be useful to all students wereshared by the instructor through email.
Table 1: Structure of the course activity
Residence

Distance

Face-to-face classmeetings
Total 28 times
Twice a week
2hours a class-

Online discussion(synchronous)
Once a week

Reading

I

Lectures with PPT
Q&A
Discussions

C

Reading

I

PPT

I

supplemental remarks

O

Q&A

Figure 1: Overview of access to the resources

ANALYSIS OF A COURSEOne of the core courses for both types of students wasanalyzed and compared. The common framework of
the course and its schedule were provided to bothclasses; each course had, in the CMS, an overview of
the course, its objectives, the deliverables and grading,schedule, and links to resources. In the beginning of
the class, the same objectives and an overview ofoutcomes (assignments) were provided. All students
were able to start learning by accessing the webpage
to obtain the information that they needed. Not only
the distance students, but also the residential students
used online resources.
Table 1 shows the course structure for both types ofstudents. For the residential students, readings wereassigned to develop the foundation of the contents.
The residential class meetings were held twice a weekthroughout the semester; the first class meeting ofeach week was for lectures about Power Point data
(PPT) and Q&A sessions based on questions thatstudents sent to the instructor in advance. Additional
ad-hoc discussions were held, depending on thestudents’ need in the second class meeting of theweek. The content covered by the instructor
sometimes overlapped.
In contrast, individual learning was the main activity
for the distance students. These students wereassigned the same readings as residential students,
they checked PPT individually, and then participatedin online discussions conducted once a week after the
residential class took place; in the online discussion,
supplemental remarks were provided by the instructor
based on the Q&A sessions of the residential classmeeting; the instructor provided information and152

The content of the course was exactly the same, andthe same assignments were provided to both types ofstudents; the outcome of the course was the same.
There were four types of course assignments: unit
quizzes, exercises, deliverables, and projects (seeTable 2). The unit quizzes were time based and ashort test was after completing each unit. All students
were allowed to bring their notes when they took thequizzes. The residential students took the quizzes in
the classroom and distance students received them via
email. The distance students were required to return
their answers within the designated time that wasallowed for residential students. To avoid plagiarism,
most of questions were application based so that theanswers were not merely based on their notes.
Exercises were designed to confirm the application of
the skills that the students learned. The topics wereconcretely specified such as an analysis of given datawith specified techniques that the students learned.
Deliverables were advanced practical questions:developing a proposal for a given problem. The
students could choose how they would implement
each exercise and deliverable: individually or bygroup. Most of the residential students selected tocomplete assignments such as exercises anddeliverables as a group, and the distance students
chose to do the assignments individually. The
students selected the topic at the beginning of thecourse, got approval from the instructor to conduct it,
and the project was conducted throughout thesemester. The instructor provided several themes tothe residential students, but the distance students
chose a project that was related to their job. Also,
some distance students preferred a combination ofmini-projects; but all residential students chose one
big group project.

8th International Conference on Information Technology Based Higher Education and Training, 10th to 13th July 2007, Kumamoto, JAPANsome elements had different learning activities
between residential and distance education. Theseelements can be used to analyze a program as well asa course, but in this study it was applied to a course.
This study found that two types of courses designated
for residential and distance students were equivalently
provided for the different type of students.

Table 2: Course assignments
Residence- individual- paper based- hand written-group activity-submission via
email-group activity-submission via
email-group activity-client-specificprojects
wereprovided by the
instructororchosen by thestudents

CourseAssignments
Unit Quizzes(open noteand timebased tests)
Exercises(applications
for the skills
learned)Deliverables(advanced
practical
questions)
Project(clientspecificproject or a
combinationof miniprojects)

Distance- individual- digital-submission
via
email
--individual
activity--submission via
email--individual
activity--submission via
email--individual
activity
student chose aclient-specificproject that was
job related

According to the “equivalency” element that is themain concept of the theory, equivalency wasmaintained throughout the course. The group
activities provided more opportunities to discuss andshare ideas with peers, and the tasks were allocatedfreely among the members; but to get consensus andmake decisions for an action required time to workwith other group members. In contrast, individual
activities required more responsibility in each processof the activity. The students who chose work
individual needed to complete all the tasks bythemselves, but they were able to choose their work
time and topics more flexibly. The “learning
experience” is an essential factor to provide anequivalent value of education. Based on the common
content of learning resources, adequate learning
activities were provided for each learner. The timespent on each activity varied. Residential students
were required to participate in class meetings, but acompressed discussion was implemented in the
distance class. The “students” element was satisfied
by accepting all students as regular students in the
M.S. program. The students chose the program basedon the content: student should be defined by theirenrolment in a course, not by their location” [1].
However, the elective courses that students can takewere different. The school has provided supportive
systems such as email, CMS, and libraries for“Appropriate application.” The school’s support toaccess the resources and systems was available. The
common “outcomes” were provided by equally
informing and confirming the objectives andassignments. As mentioned above, this study foundthat there were many factors that maintained theequivalency theory.

A variety of activities such as discussions, readings,
document writings, reflection, and feedback from the
instructor, were provided. The instructor arranged theschedule of synchronous activities and gave thestudents the choice of group or individual activities.

AN INTERPRETATION BASED ON
EQUIVALENCY THEORY
Equivalency theory is based on the idea that “themore equivalent the learning experiences of distantlearners are to those of local learners, the moreequivalent will be the outcomes of the educational
experiences for all learners” [1]. Simonson [2]emphasizes that “distance education’s appropriate
application should provide equivalent learning
experiences for all students distant and local in orderfor there to be expectations of equivalent outcomes ofthe educational experience.” This theory describes thefeatures of distance education and technologicalevolution, and implies that the best form of distanceeducation that enables a valuable education may nottake the same format as conventional education. The
more the differences between the distance andconventional education have been understood, themore the quality of distance education has beenassured through appropriate learning activities. To
provide appropriate learning experiences, the theory
also advocates the use of new telecommunications
technologies for the distance learners who have apotential and an ability to be self-directing [7].

Some areas of the course need to be improved. The
instructor assisted both classes alone so that hesometimes seemed to be preoccupied responding to
the students’ questions and requests, which interferedwith the transition of the learning process: feedback
about the assignment took too time. It would be betterto have a teaching assistant in the classes toaccommodate more questions from distance students
and have more interaction with the instructor. The
distance students need quicker responses from the
instructor, because they have less opportunity to talkwith the instructor individually. Additionally, thelearning system provided by the school can be used
more effectively. Communication with the instructor
was implemented through email and, as a result, somestudents had trouble receiving the emails because of

Table 3 shows the interpretation of the course basedon the five key elements of equivalency theory. The
five elements, which help to understand the theory,
include: the concept of equivalency, learning
experiences, appropriate application, students, andoutcomes. Both types of the course were examined byusing all the key elements. Some elements weresatisfied with common class learning activities, and153

8th International Conference on Information Technology Based Higher Education and Training, 10th to 13th July 2007, Kumamoto, JAPANdevelopment, the teaching faculty, and bothresidential and distance students. By interviewing
people who have a different perspective and adifferent role in the program, the following
information can be obtained: how the administrators
designed the program, and why four core courses are
required; how the teachers implemented the learner’s
support system into the course; and how the students
work through class activities, as well as what they
think about the course and its support system.
Additionally, other observations about how
instructors support students learning process, as wellas other existing document reviews will be conducted.
Participation in teaching activities as a teachingassistant is a way to implement the observation.

the quota limitation on email. Online discussion board
and document uploading systems would address the
problem and improve usability. If documents are
saved in a specific place online, this would help
students to get information equally.

CHALLENGES IN THE FUTURE
The comparison of the program for distance andresidential students demonstrates the possibility of theprovision of an equivalent program to residential anddistance learners. The use of the five key elements ofequivalency theory guided this comparative study of
the relationship between conventional and distanceeducation, and indicated the possibility that the two
programs have provided the same quality of learning.

As the anticipation of technological changes and adiversity of learning methods are provided, various
theories of distance learning have been proposed, andmany practices have been examined by researchersand educators. Our research constructively contributes
to the understanding of the current situations and thepotency of distance education.

This investigation is only an examination from acourse participant’s perspective with existing
documents. To provide more validity to the findingsof the study, more detailed data collection andanalysis are necessary. The next step for this researchwould be to conduct interviews with the members of
the faculty involved in the M.S. curriculum

Table 3: Application of the courses to the five key elements in equivalency theory
The residential students
The distant students
Same activities were provided to all students: readings, documents, andEquivalency.
-A central concept of the quizzes as individual activities; exercises, deliverables, and projects either
individually or in a group.
theory-The experiences of the local Most of their activities were
Their activities were mainly
and the distant learners should provided as group work. As a
conducted by individuals because it
have equivalent values
was difficult to form a team among
member of the group, they focused-These experiences may be their target topic and discussed how students who were physicallydifferent
distant and had a different life style.
to implement, effectively, theThey shared their own ideas andproject assigned to each group.
topics via online discussions. The
Regularly and/or as-needed, theinstructors gave feedback to each
instructor gave feedback to eachquestion in the synchronous
team.
discussions.
Learning Experience.
The methods varied, but the experiences were similar. Students learned-The types of experience through readings, discussions, document development, talking withmight differ
instructors, and peer feedback. Both have a combination of group and-This includes what is individual activities. Also, there was flexibility in terms of schedule. The
observed, felt , heard, or done same resources could be accessed.
-The instructional planning is Most activities were implemented
Most activities were conducted
for making an equivalent sum by groups. Two main activities
individually. Based on individualof experiences for each leaner composed primarily of classlearning, other activities such as
discussion and group Q&A sessions
meetings and group project
were implemented.
meetings; individual activities forreading and writing were offeredwithin the group activities.
A common system environment provided by the school such as an E-mailAppropriate Application.
-Appropriate
learning address, CMS, a Webpage, a portal site, was used to provide resources andexperience to the target to communicate. All resources in the courses are accessible both within
learnershouldprovide campus and outside campus. Basic technical knowledge of the use ofthrough appropriate learning media is required to enter the program. Library online service is available
to all.
environment for the learner154

8th International Conference on Information Technology Based Higher Education and Training, 10th to 13th July 2007, Kumamoto, JAPANStudents are required to prepare thelearning environment (the internet,
pc, etc.) to assure they can accessthe learning environment withsupport from the school.
The program is an M.S. program. The analyzed course was required and isthree credits. Students could change residential and distance track byrequest. Residential students can take a distance course and vice versa.

University and department facilities
such as library space and computerlabs were open to all. Use of thesefacilities is available on demand.
Students.
-Students
are
able
to
participate in the course theywant to take-The
students
seek
institutionally-based learning
activities

Outcomes.
-The outcomes of a learning
experience are obvious andmeasurable-Two categories of outcomes:
instructor determined andlearner determined

Elective courses are limited.
Students can select a variety ofelective courses from otherdepartments, and select Ph.D.
courses provided by thedepartment.
Students have common outcomes and objectives (core courses) of which
they are informed at the beginning of the course.
The common objectives were in the syllabus for both students, and all
assignments and outcomes were equivalent.
The instructor’s support toward the outcomes was provided separately.
Almost all outcomes were specified by the instructor, but each learner
could select the topic or target of the project to meet the requirements ofthe course.

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[2]

[3]

[4]

Harasim, Linda. (1993) Collaborating in Cyberspace:
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[5]

Hricko, M., & Schotte, L. H. (2006). ONLINE
Assessment and Measuremnet. Hershey, PA, USA:
Information Science Publishing.

[6]

Institute for Higher Education Policy. (2000). Quality
on the line: benchmarks for success in internet-based
distance education. Washington, DC: The Institute.

[7]

Merril, M. D. (2002). First principles of instruction .
Educational Technology Research and Development,
Volume 50, 43-59.

Simonson, M. (2000). Equivalency theory anddistance education. TechTrends, 43(5), 5-8.

Simonson, M., Schlosser, C., and Hanson, D. (1999).
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