This distance-learning course is designed for literature teachers in an attempt of introducing them to a new course materials assigned. The teachers targeted for the audience will be of all ages because both existing and the recently employed teachers are expected to be familiar with the new course materials. The context of the distance learning will be disseminated via the internet because of the broad audience that is expected to attend the course. Thus, teachers who form the audience are expected to have personal computers or visit cyber cafes in order to access the intended course materials and briefing. The information will be disseminated by the tutor from a central point, and the emails availed by the students will be used by the recipients as the course materials. Notably, the information will be disseminated at eight A.M Greenwich Mean Time, and all students are expected to access the materials once availed.
Notably, all schools across the county are expected to adopt the new syllabus within the coming academic year, which means that it is essential for all English-Literature teachers to be briefed in regards to the expected materials. This means that many teachers form part of the students, and this is a huge crowd to be taught in a classroom. The venue also provides a challenge as teachers come reside in all regions of the country, which means that finding one central venue where teachers can be taught will be a problem. Additionally, the cost involved for hosting students will be expensive if the decision is taken that they have to be taught at a central place. Thus, the use of an alternative means of reaching out all of them distantly seems a plausible solution. Thus, the use of the email is seen as an amicable solution because all teachers are expected to have an email and be computer literate.
The distance course objective commences by observing the course analysis, audience analysis, instructor analysis, instructor analysis and technology analysis. The aim for observing these factors is to identify content areas that can be enhanced including ways of information delivery to students. Additionally, consideration will be paid to which support teams, facilitators or technical support teams are relevant and, finally, the most appropriate technologies that can be employed to deliver distance learning will be explored. The second objective in regards to distance course is to have an invisible technology. This is critical for teachers as it will be instrumental for the tutors to pass content and interact with students. Thus, with the two outlined objectives in place, the distance course aims at achieving teacher literacy in the named topic through sending of study materials that the teachers will use for their own remedial studies. Questions will also be posted from time to time to ensure that teachers take the study seriously.
Distance course is a demanding field that requires the technology in place to be taken seriously. In this case, the learning will take place through video conferencing and email. Thus, the computers and internet provider should be invincible in order for the video conferencing to take place in real time. It is also advisable that students in question provide their correct email addresses, in order to eradicate problems relating to not receiving information on time or the information being sent to an email that is non-existent. In regards to materials, the basic materials that will be utilized for teaching include tutorials by the lecturer, journal articles and other online books that deal with the topic of discussion. Links will be provided for easier access to the required reading material. The tutorial will be organized for two classes, whereby the first tutorial will involve the introduction of the material and the topic. The second tutorial will involve the lecturer going through the material with the students in question and pinpointing areas that they ought to pay attention to when instructing their students. Afterwards, questions will be availed in terms of formative assessment to facilitate the tutor in remediating the teacher’s workload. Study guides will be available and sent to students via email.
The lecturer will introduce students to the study material and provide them with the reason why they have to be taught the English-Literature. Next to this, the students study guides and course objectives should be articulated. Students also can buy book reports. Notably, the study guides and course objectives will guide the teachers on how to undertake their study in regards to the topic. The course will involve reading of a short story and answering the questions that are presented afterwards.
Students will be expected to handle projects before and after completing to read the story. This evaluation will be done on the basis of how effectively a student can answer all the questions correctly with those answering three quarters of the questions correctly considered being excellent while those who answer a quarter of the questions correctly, to have passed. The questions provided will range from themes, characterization and style. Students are expected to be able to avail good characterization from the story while citing evidence from the short story they have read. Additionally, all themes in the story should be explored and evidence provided from the text. Lastly, all forms of style in the story should also be explored, and these should be done in accordance to the study guides provided. Teachers are also encouraged to do their own independent research and come up with new material that is not provided in the study guides.