Date of Award


Document Type

Master Thesis

Degree Name

Master of Arts (Research)


Institute of Technology, Tralee

First Advisor

Dr. Maureen Killeavy

Second Advisor

Mr. Paul Collins

Third Advisor

Dr. Pat Doody


In the development of a distance learning curriculum the appropriate choice of media, in terms of both presentation of course materials, and of the approach to providing tutorial and other support, is a key question that needs to be addressed at the outset. However, very few studies provide guidelines for distance learning facilitators to help them in choosing these delivery methods. This study aimed to propose an Open Distance Learning (ODL) delivery model for a third level course in Sports Development and in doing so identifies a number of criteria which may be used by institutes when deciding on their distance learning delivery methods. In order to develop an ODL delivery model the research began by examining the course content and developing a curriculum plan. The purpose of this was to identify the teaching and learning strategies most appropriate to the proposed curriculum plan (or module(s) or programme). The costings of the various delivery methods for both the providing institute and the prospective students were then identified and the feasibility of each of the delivery methods was examined. In addition, an online questionnaire was developed to collect feedback on the effectiveness of each delivery method as a mode of delivery for education from those who have already taken distance-learning courses using these methods. Thirty-three designated people in 27 third level institutes within Europe were contacted by email. The communication included a link to the online questionnaire, which the contacts were asked to forward to their distance-learning students. In all, 30 students replied and feedback from these respondents together with data on availability and the analysis of costings formed the basis of a final delivery package for the proposed Sports Development course. In today’s Information Age, learning is no longer confined within the four walls of a classroom. The instructor, armed with a text book, is no longer the sole source of educational experience (Yoakam, 1995). This study found that through the media of CD ROM with a web front end, recorded audio and video, electronic chat, and occasional classroom sessions, the Institute of Technology Tralee can connect remote adult learners with educational experiences.

Access Level