Distributive Learning Model

Distributive Learning Scenarios: Three scenarios conceptualize the potential application of distributed learning at UCMC in the next 3 to 5 years. The underlying assumptions for distributive learning include: (1) UCMC may have learning opportunities that represent the three phases simultaneously. (2) a faculty member is responsible for each course, (3) each course will be evaluated, and (4) the content of each course is valid.


Scenario 1: Supplemental Learning

Scenario 2: Integrated Learning

Scenario 3: Virtual Learning


The educational offering is traditional, with materials/resources that supplement classroom lectures. The educational offering is enriching, communicating, and facilitating. Web-based material, e-mail, CD’s, internet, television, and satellite linkages support the supplemental electronic environment.

The primary course content is delivered through asynchronous electronic means. The teaching style is more facilitating. The students learning styles must be more independent. Both faculty and students must change their behaviors. Students could be required to attend seminars, discussions, or presentations on campus to enhance their independent learning.

The entire course content is delivered through electronic means. There is much electronic "interaction" in this all virtual environment. The teaching and learning styles are more collaborative.

Educational Philosophy

The education is faculty-centered and traditional. Information is unidirectional and is transferred primarily through the lecture mode. Outcomes are based on testing. A minimum amount of shared resources are provided by the institution. The focus is on knowledge rather than on skills development or critical thinking.

Integrated Learning recognizes that students do not need to be at a lecture. There is increased student involvement in the learning process. Faculty acts as the guide. Because there is more interaction (i.e. electronic) between the student-faculty, the faculty can direct more attention to extending what the student already knows. This extension of the courses is negotiated.

This environment places the primary responsibility for learning on the student. This environment provides an easy and encouraged communication interaction between student-faculty and student-student. The learning process is driven by student needs. Faculty are the resource people and evaluators. Outcome is based on skill acquisition and critical thinking.

Form of credit earned (academic, CE, certificate)

Course offerings generally for academic credit because students required to attend class on campus for majority of course. Degree credit courses often prescribe course content and materials. Examinations are typically part of degree credit courses and are usually given face-to-face or with a proctor.

Courses become more amenable to CE and certificate students as demands for on-campus class attendance is reduced. Electives for degree/certification programs may be flexible to take advantage of a more independent learning format. For degree programs flexibility in course materials may be required.

Courses could be for any form of credit because of flexibility provided for all types of students. This model fits the form of many self-study and independent learning activities that are more typical of CE programs. No prerequisites would be necessary.

Technology and Facilities

Classrooms, lecture halls and equipment are standard. The institution provided technology and equipment are on campus. The student cost for equipment use is included in their fees paid. Standards are currently known. The facilities are centralized. The interaction between teaching and technology is stable.

Facilities are off campus, but limited to geographic locations. Students must have access to personal computers. Faculty are located on campus.

There are minimal lecture halls. The facilities are widely distributed. The student assumes more of the direct cost. An increase in technology equipment is needed. Standards need to be internally consistent. The technology rapidly changes and is considered dynamic.


Scenario 1: Supplemental Learning

Scenario 2: Integrated Learning

Scenario 3: Virtual Learning

Types and Levels of Learning









Faculty members retain their primary teaching styles.

(expert, formal authority, personal model, facilitator, delegator)1







Students learning styles (independent, avoidant, collaborative, dependent, competitive, participant) may or may not be congruent with faculty member's style. Faculty may or may not attend to variations in student learning styles. Student styles are mostly passive.

Students have access to additional resources.

Curriculum is fact centered.

Teachers are primary source of knowledge

Printed media primary means of communication

Faculty members may need to acquire or enhance skills as facilitators & delegators in order to plan and execute courses effectively.

Faculty need to begin building skills in instructional design and acquire knowledge in teaching/learning theory





Students need to be comfortable with student roles as independent yet collaborative and participating learners.



Increased contact between student and faculty.

Increased contact among students

Faculty must be expert facilitators and must work with the technology every day.

Faculty need to develop skills which capitalize on visual and interactive nature of delivery systems. Areas of competence recommended by included: 1) verbal and nonverbal presentations skills; 2) collaborative teamwork; 3) questioning strategies; involving students and coordinating their activities at field sites; 4) graphic design and visual thinking for interactive television, and 5) design of student guides to correlate with the television screen.


Students need to be comfortable with student roles as independent yet collaborative and participating learners. Students are active learners.


Development of learning community

Curriculum is problem centered.

Many rich sources for learning

Variety of media.