Students admitted directly to the Master's Program in Distance Learning are required to complete twelve Learning Modules; ten of them are taken in the first year and the remaining two Modules in the second year.
Similar to the case in the diploma program, it is the responsibility of the student to complete the prerequisites for the master's degree modules through self-learning, taking advantage of the educational materials provided by the department. The student fulfils the requirements for the master's degree by completing a thesis addressing an issue related to distance education.
Like postgraduate diploma students, master's degree students take three types of courses classified as follows:
- Core courses consisting of six predominantly theoretical modules: learning theories; materials, media, and development tools; writing and preparation of learning materials; design and presentation of learning materials, instructional design, tutoring and assessing distance students. This applies both to master's and postgraduate diploma students.
- Four methodology-oriented modules: Introduction to Educational Statistics, Methods of Educational Research, Research Seminar, Quantitative Research Data Analysis.
- Two predominantly practical modules: Designing e-Learning Materials and Authoring and Publishing e-Learning Materials.
In addition to these modules, the student must complete a Master's thesis addressing a distance learning or training issue, where the student follows the scientific method in planning to solve a problem starting from problem identification, through the design of a solution, implementation, administration, and then assessment of the results, and writing the final report. The teaching method used in the master's program is similar to the method used in the postgraduate diploma program. The modules studied by the master's degree students in the first semester of the first year are the same as the modules for the postgraduate diploma students. These modules which represent the core modules for students specializing in distance teaching and training include learning theories; materials, media, and development tools; writing learning materials; design and presentation of learning materials; instructional design; tutoring and assessing distance students.
In the second semester of the first year, students take five predominantly theoretical modules. Two of those modules are core modules which are instructional design and tutoring and assessing distance students, and three methodology-oriented modules which are introduction to educational statistics, research methods in education, and seminar.
During the third semester (the first semester of the seconds academic year), students study one predominantly practical module designed to train the student to develop the preparation and authoring skills of electronic educational materials. From the beginning of this semester, the student begins the process of planning his research and preparing relevant materials.
The fourth and final semester is limited to studying one methodology-oriented module; quantitative research data analysis, in addition to completing the master's thesis. The program regards this module as an important one as it enables students to have direct contact with faculty members, supervisors and fellow students, thus overcoming the obstacles and problems encountered in implementing their research work.
Students also take advantage of the dialogue that goes on in classroom meetings and through virtual learning environment. Following the successful completion of the required courses, as well as submission and defending of the thesis, the student shall be awarded the master's degree in distance teaching and training.
Courses (modules) and Study Plan
Semester | Course No. | Module Title | Credit Hours |
Theoretical | Practical | Total |
First | DLRDT531 | Learning Theory | 2 | 1 | 3 |
DLRDT522 | Materials, Media and Development Tools | 1 | 1 | 2 |
DLRDT533 | Writing the Materials | 2 | 1 | 3 |
DLRDT524 | Design and Presentation | 1 | 1 | 2 |
DLRDT525 | Designing e-Learning Materials | 1 | 1 | 2 |
GS500 | Islamic Culture | - | - | 0 |
GSES501 | English | - | - | 0 |
Total hours 1st Semester | | 12 |
Second | DLRDT536 | Instructional Design | 2 | 1 | 3 |
DLRDT537 | Tutoring and Assessing Distance Students | 2 | 1 | 3 |
DLRDT530 | Introductionto Educationall Statistics * | 2 | 1 | 3 |
DLRDT631 | Research Methods in Education * | 2 | 1 | 3 |
DLRDT622 | Seminar * | 1 | 1 | 2 |
Total hours 2nd Semester | | 14 |
|
Third | DLRDT632 | Instructional Design | 2 | 1 | 3 |
DLRDT680 | Master's Thesis | 8
| 8
|
Total hours 3rd Semester | | 11 |
Forth | DLRDT623 | Quantitative Research Data Analysis | 1
| 1 | 2
|
DLRDT680 | Master's Thesis | In Progress
| 0
|
Total hours 4th Semester | | 2 |
|
Total Credit Hours | | 39 |
Course Description
DLRDT531 Learning Theory 3 Cr. hours Prerequisites: no prerequisites
This module provides an overview of the main theories of education and learning strategies in the context of distance learning. It also aims to emphasize the importance of the formulation of the courses' aims and objectives. The module covers the following topics: the basic learning theories including behaviorism, cognitive, social and constructive learning theories; Learning strategies in the context of open and distance education; learning styles and their different classifications; motivation and motivational theory. Aims and objectives; Bloom's taxonomy of objectives, both Cognitive (Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation) and Affective (Receiving, Responding, Valuing, Organizing and Conceptualizing).
DLRDT522 Materials, Media and Development Tools 2 Cr. hours Prerequisites: DLRDT531
This module provides an overview of the design of effective activity-based learning materials using a variety of modes. The module covers the following topics: Tools of learning delivery using printed–based devilry and through electronic materials; using multimedia in ODL; distinguishing differences among different media; the reason behind using the Internet as a delivery mode in ODL; virtual learning environments (usages, applications, and the distinguishing differences); selecting virtual learning environment; using suitable development tools for different activities; the visual and construction characteristics of the learning material; transition mechanism between learning materials webpages; formatting methods to achieve a unified style in learning materials content.
DLRDT533 Writing the Materials 3 Cr. hours Prerequisites: DLRDT522
This module introduces the students to the techniques of structuring and writing interactive learning material for any medium. The module covers the following topics: The fundamentals and principles of preparing distance learning materials; writing learning objectives; the feedback and the self assessment questions; designing multiple choice test items; using learning activities for different delivery media such as internet and printed –based material); learning material arrangements and internet publishing; advanced organizers and learning devices; learner’s guide/manual preparation; publishing and copyright issues surrounding the use of material that is written by others.
DLRDT524 Design and Presentation 2 Cr. hours Prerequisites: DLRDT533
This module provides students with the needed knowledge and skills to design interactive distance learning materials and their design criteria; designing screens and interactive displays; the means to interact with tools and media, and their development tools starting with designing until displaying them on the internet, evaluate learning materials to make sure of their accessibility to users under the light of the designing criteria. The module covers the following topics: Electronic and printed –based learning material; criteria of designing internet based materials; designing screens and interactive displays; improving screen designing to achieve accessibility for regular and disabled students; evaluating accessibility. The student should participate in face to face meetings and design, develop and publish multimedia learning materials, use distance and blended learning technologies and do number of assignments.
DLRDT525 Designing e-Learning Materials 2 Cr. hours Prerequisites: no prerequisites
This module provides students with the necessary skills and knowledge for designing and developing web-based learning materials that can be delivered either through virtual learning environments, such as: Blackboard. While studying the course, the students will be trained to use different tools and methods that should help them to develop electronic learning materials. Therefore, the students will be introduced to the basics of instructional design.
The module covers the following topics: Introduction to Virtual Learning Environments (VLEs) and Learning Management Systems (LMSs) such as: Blackboard; Basic skills of instructional design; Introduction to HTML; Creating learning sites and to build courses by using Articulate Storyline 360 for websites written in English and Front Page for pages written in Arabic; Developing e-learning content with Wimba; Introduction to image development with Photoshop and how to integrate pictures developed using Photoshop in learning materials, and these materials will be designed according to Dick & Carey ID model.
DLRDT536 Instructional Design 3 Cr. hours Prerequisites: All the Diploma and master degree modules taught in the first semester
This module helps students to master the skills needed for analyzing Open and Distance Learning models according to learners' analysis, learning content analysis, communications and information technologies and helping learners to acquire the skills needed for designing and building course materials that suit open and distance learning. The module covers the following topics: Classical and modern learning theories; The basic elements/ components included in the instructional systems and course design and development processes; Designing instructional materials according to behavioral, Cognitive, Criticism, and Cognitive & Social Constructivist learning theories; Designing instructional processes according to the principles of learning driven from different schools of learning.
DLRDT537 Tutoring and Assessing Distance Students 3 Cr. hours Prerequisites: DLRDT524
This module provides students with knowledge and skills that will help them in providing the required assessment to distance students before and after the enrolling in distance learning programs, in order to enable distance students to achieve high level of satisfaction with their learning. The module covers the following topics: the concept of assessing distance learners; the importance of assessment; preparing distance learning; learning resources and supporting distance learners; employing educational technologies and communication to support distance learners; the role of the instructor and the electronic learner to support distance learning; developing distance learner supporting card using a couple of standards and criteria.
DLRDT530 Introduction to Educational Statistics 3 Cr. hours Prerequisites: no prerequisites
This module provides students with the knowledge and skills of quantitative basics for measuring and assessing and statistical tests that should enable them to understand the results of the educational research, the students should be able to conduct the necessary analysis of their research. The module covers the following topics: Statistics' role in educational research; Educational data and how to describe them; Validity and Reliability; Probability concepts; Probability distributions; Sampling distributions; Correlations; Application on educational research.
DLRDT631 Research Methods in Education 3 Cr. hours Prerequisites: no prerequisites
This module introduces students to the fundamentals of educational research which includes research basics and methods and scientific thinking to enable to student understand the nature of educational research regarding distance learning topics and prepare a research proposal. The module covers the following topics: The nature of educational research; Select and write the research problem; Writing research questions; Research's goals; Research significance; The main elements of survey research type; Experimental research; Action research; Sampling; selecting research method; Research and data collecting tools; Collecting research data; Displaying research results; introducing students to the university report writing manual; Documenting printed and electronic references. The module employs electronic and blended learning methods, thus it includes face to face lectures and distance discussions between the students themselves and the instructor. The students will be asked to do a couple of assignments to fulfill the course requirements.
DLRDT622 Seminar 2 Cr. hours Prerequisites: no prerequisites
This research seminar is designed to provide distance learning graduate students with opportunities to critically examine a variety of carried out pieces of research in distance learning. Purpose of such critical analysis will be to deduce contemporary research methods, trends and issues addressed by researchers in the field of distance learning. Furthermore, graduate students participating in the seminar will be acquainted with research skills and procedures to develop an independent and original research proposal for their master's degree thesis work. Weekly meetings between distance learning master students and faculty members of the department will be held to reflect on students' presentations and provide feedback.
DLRDT632 Authoring & Publishing e-Learning Materials 3 Cr. hours Prerequisites:
DLRDT525
This module provides students with required knowledge and skills that will enable them to develop and publish e-learning materials. After taking this module the students' will be able to develop and publish interactive electronic materials that are suitable for distance learning and training use. The module covers the following topics: using a variety of development software such as Adobe Captivate in developing interactive materials that could be published via the internet, CD-Room and/or VLEs.
DLRDT623 Quantitative Research Data Analysis 3 Cr. hours Prerequisites:
DLRDT622
This module helps students to acquire the quantitative skills required for conducting the master thesis research. Mathematical basis of statistics and computational procedures are not emphasized. Rather, they are taught to the extent that they help the student in understanding statistical concepts and methods. Complex statistical derivations are avoided by using, among other things, Monte Carlo methods via such software as Re-sampling Stats. The course covers the following topics: Statistics and the scientific method; Basic mathematical and measurement concepts; Frequency distributions; Measures of Central Tendency and Variability; Descriptive statistics procedures; The normal curve and standard scores; correlation; Computing Correlation Coefficient; Linear Regression; Random sampling and Probability; Binomial Distribution; Introduction to hypothesis testing; Sampling Distributions; Sampling Distribution of the Mean; The normal distribution (z test); T test for single samples; One-sample t test; Confidence Interval for the population mean; Testing the significance of the Correlation Coefficient; Student's t test for Correlated and Independent groups; Paired-sample t test; Independent samples t test; Introduction to the Analysis of Variance; One-way ANOVA procedure; Using SPSS for entering, editing and transforming data and performing different statistical tests.
DLRDT680 Master Thesis 8 Cr. hours Prerequisites:
DLRDT622
The Master´s degree thesis is intended to demonstrate the candidate's capacity for independent scientific work related to his/her field of study. The Master's thesis is a piece of scholarly research giving students an opportunity to apply the knowledge and skills they have acquired during the first year of their distance teaching and training master´s program. In the thesis research project, the student should demonstrate skills in formulating main and secondary research questions, planning, conducting, analyzing and reporting on an educational or training issue, applying learning theories and doing qualitative fieldwork. It should demonstrate the student's ability to identify and analyze educational or training challenges, and to communicate effectively and efficiently across educational and training worldview boundaries. Upon completion of his/her thesis work, he/she becomes familiar with distance education and e-learning field work and data collection, organization, and critical analysis and assessments.
The thesis should be based on data collected through 2-3 months' fieldwork on learning or training problem which should be carried out at the beginning of the 3rd semester of the study program. The fieldwork has to be concluded after the candidate developed and reviewed his/her proposed learning or training material i.e. during the 3rd semester in order to provide sufficient time for developing a sound solution for his/her research problem. The choice of a research question and objectives for the thesis are made in consultation with the thesis supervisors who are appointed during the 2nd semester for each distance teaching and training master student on the basis of his/her choice of subject and supervisor to supervise the development of the research proposal, the fieldwork and writing up the thesis.
The thesis must provide a detailed and substantiated account of the thematic, methodological and theoretical basis for the work. It must elaborate on the importance of the research question and the value of the research to the educational and scientific community. The theoretical and methodological chapters can be organized into 4-5 chapters arranged and edited according to the APA writing style; they should demonstrate their relevance to the particular case study and fieldwork. The empirical material under analysis should be presented in a clear manner, also showing the links to the theoretical framework and the methodology in use. The proposed solution of the research problem and the thesis work should follow the basic principles of research ethics taught all through the program modules.