(R)Evolutionary Development of Distance Education

Londoloza Luvuno, Michael, Miyazaki, Jennifer Ogle, Gaotsiwe Rampho, Kelley Wells, Gavin Hendriks

Study Group 4

Domain Dominant forces that drove development

Theories/Ways of Understanding DE

Institutional and organizational

First Wave: 1728 1980 Correspondence / Independent Study Providing education to the under-served and the neglected (Haughey, 2010) Desire for upward social mobility (Holmberg, 2005) Education access for primary and secondary level students in Australia Ausbels cognitive approach -new thinking (Holmberg, 2005) Gagnes written learning materials based on behaviorist and cognitive principles (Holmberg, 2005) Equality in education for minorities (women and racial minorities) Wars contributed to the need for DE as survivors were dislocated and missed several years of schooling Accessibility-Having accessibility to education helped people partake of knowledge and have access to the resulting methodologies, theories, and institutions of their times. Accessibility opened doors to the educationally disadvantaged, so they could get a quality education. A quality education was not just for those who were wealthy; everyone had an opportunity to obtain an education. Adults who had jobs, families, and personal obligations could obtain an education, while taking care of their personal commitments. Culture- culture of that time molded what learning meant to them back then. The design of open and distance universities was strongly influenced by education and these institutions had to design their curriculum in order to accommodate the working adults Empathy (Holmberg, 2004) Understanding in terms of adult learners (Andragogy) Individualization Systems approach Rote learning Examinations Ability to discuss and recall passages Oratory Cognitive-Behaviorist models (Anderson & Dron, 2011) Division of labor Independent, private correspondence schools

development

Foundations and popular organizations Initial schools were not degree issuing schools (Holmberg, 2005) Established Universities begin to use correspondence methods (dual-modes) in the 60s Open and distance universities began in 1969 (United Kingdom) From private to public mass education Prevailing Self-study/independent learning teaching/learning Learner-centered approach theories and De-personalized teaching methodologies Learner and teacher transmitting lessons and assignments (or examinations )via letters Highly motivated students Teacher seen as tutor Learner stopping instruction when goals are met Learning Resources-idea of having a rich learning environment and encouraging learners to use resources immediately available to them Learner support-helping students mediate between materials provided and their own understandings. Learners worked with resource materials, their peers, and with their tutors in integrating their new knowledge with their own understandings and their lifestyles. Course-team approach (Haughey, 2010) From private tutoring to public Boys prepared for their role in society Private tutoring for girls in wealth families Apprenticeship for the poor Predominant Mailings of print based materials/content technologies Books Letters Key Authors/ Theorists Borje Holmberg, Desmond Keegan, William Lighty, Otto Peters Sources Haughey, M. (2010). Teaching and learning in distance education before the digital age. In M. F. ClevelandInnes & D. R. Garrison, An introduction to distance education: Understanding teaching and learning in a new era (pp. 46-66). New York and London: Routledge. Holmberg, B. (2004, September). The empathy approach to distance education. [Lecture video]. Available

from http://marconi.umuc.edu/ramgen/GSMT/omde/2004holmberg.rm Transcript: http://polaris.umuc.edu/mts/MDE/Holmberg-transcript.doc Holmberg, B. (2005). The evolution, principles, and practice of distance education (pp. 13-36). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universitt Oldenburg. Available from http://www.box.com/shared/y97qyc7m0t Holmberg, B. (2005). The evolution, principles, and practice of distance education (pp. 37-88, 104-105). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universitt Oldenburg. Available from http://www.box.com/shared/y97qyc7m0t Peters, O. (2004). Growing importance of distance education in the world. In O. Peters, Distance education in transition: New trends and challenges (4th edition) (pp. 13-24). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universitt Oldenburg. Available from: http://www.box.com/shared/5x3tpynqqf

(R)Evolutionary Development of Distance Education

Londoloza Luvuno, Michael, Miyazaki, Jennifer Ogle, Gaotsiwe Rampho, Kelley Wells, Gavin Hendriks

Study Group 4

Domain Dominant forces that drove development

Theories/Ways of Understanding DE

Second Wave: 1960 - 1995 Systems approach to education Extending the reach of education to those who did not have access - Making education accessible to all and improve society Empower wider participation in higher education The need to share scholarly practices and experiences Government planning/national mission Anti-elitism Increased demand for higher education and the government need to meet that demand Open classroom movement in UK (Haughey, 2010. pp50-51) Democratization of University Study- Mass Higher Education Governments need to provide open access for Higher Education (Bates, 2011) Need for people to improve the quality of life Start of the printing press-printed material can be seen as the paramount to the production of learning and teaching Student-centered adult education (Bullen, 1995) Andragogy Malcolm Knowles - Adult learning theory (Bullen, 1995) Adult learners are making more decisions on their own learning , they are self-directed and independent learners ( Bullen, 1995, p1) Industrialization of Distance education (Peters, 2010) Mass production Course team approach (Haughey, 2010) Constructivism (Jonassen, D., Davidson, M., Collins, M., Campbell, J., & Bannan, 1995) High quality of distance education based on sound pedagogical principles Distance Education is best when it uses systems approach (learning, teaching, communication, design and management) Design of Courses, content that is carefully organised, carefully designed and structured in a way that make it easy for students to learn From small numbers to large numbers of students

Institutional and organizational development

Prevailing teaching/learning theories and methodologies

Predominant technologies

Vygotsky (1978) theory on learning- refers to dialogue between teacher and learner- a return to transactional distance Transactional distance- responsibility the learner has to exercise result in learner autonomy Rise of single mode institutions (Moore, 2012) Open universities More open policies, such as open admissions (Shale, 2010) Government sponsorship Cooperation of broadcast organizations (Miller, 2012) Inter-institutional collaboration (Miller, 2010) Consortiums Development of the OU- UK (Bates, 2011) London external University Use of Technology 1960-1970 Radio and Television strongly influenced the next generation of DE organizational development (Shale, 2010) More one-way mediated communication with broadcast Andragogical approaches (Bullen, 1995) Individualized approach Learner autonomy Learner centered Collaborative learning Primarily asynchronous learning Flexibility Constructivism approach to learning (Jonassen, D., Davidson, M., Collins, M., Campbell, J., & Bannan, 1995) Dialogue the interplay of words and actions between the student and learner. Discussion in groupspedagogical dialogue with the hope of achieving the learning outcomes (Moore, 2012. pp. 210-214) Learners constructing their own knowledge based on their experiences (Jonassen, D., Davidson, M., Collins, M., Campbell, J., & Bannan, 1995) Provision of two communication Letters Prints

Books Radio Audio Conferencing by telephone or Web based audio Video Conferencing Technology (eg. Skype, Illuminate) Television - Telecourses Video and audio cassettes Multimedia Textbooks Study guides Use of Television and Radio (Haughey, 2010 ) At the German University the printed text was seen as superior than audio and radio. Self-teaching books were written by major course authors (Moore, 2012, p.55) Compact disc delivery of learning and teaching material Electronic mail Learning developed with an instructor Key Authors/ Theorists Malcolm Knowles, Anthony Bates, Borje Holmberg, Otto Peters, Margaret Haughey, Michael Moore, Greg Kearsley, Dale Shale, Mark Bullen Sources Bates, A. W. (2011, November). The second wave of distance education and history of the Open University United Kingdom [Online video]. Available from http://vimeo.com/32292234 (Transcript: http://www.box.com/s/cvygk4334sub0i6atrn8) Bullen, M. (1995, June). Andragogy and university distance education. Paper presented to the 17th conference on the International Council for Open and Distance Education, Birmingham, UK. Available from http://www.box.com/s/ap4nq2zf1jujkyo65pz0 Haughey, M. (2010). Teaching and learning in distance education before the digital age. In M. F. ClevelandInnes & D. R. Garrison, An introduction to distance education: Understanding teaching and learning in a new era (pp. 46-66). New York and London: Routledge. Jonassen, D., Davidson, M., Collins, M., Campbell, J., & Bannan Haag, B. (1995). Constructivism and computer-mediated communication in distance education. The American Journal of Distance Education, 9(2), 7-26. Available from http://www.box.com/s/i9y1f17cii6zmb0pi4qd

Miller, G. E. (2010). Organization and technology of distance education. In M. F. Cleveland-Innes & D. R. Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a new era (pp. 26-45). New York & London: Routledge. Moore, M.G., & Kearsley, G. (2012). Distance education: A systems view of online learning (pp. 209-214). USA: Wadsworth-Cengage Learning. Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning. USA: Wadsworth-Cengage Learning (pp. 45-71). Peters, O. (2004). Learning and teaching in distance education: Analysis and interpretations from an international perspective (pp. 28-54). London & New York: RoutledgeFalmer. Peters, O. (2010). The greatest achievement of industrialized education: Open universities. In O. Peters, Distance education in transition: Developments and issues (5th edition) (pp. 57-81). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universitt Oldenburg. Available from: http://www.box.com/s/ktx7ipccetotqrr11mct Shale, D. (2010). Beyond boundaries: The evolution of distance education. In M. F. Cleveland-Innes & D. R. Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a new era (pp. 91-107). New York & London: Routledge.

(R)Evolutionary Development of Distance Education

Londoloza Luvuno, Michael, Miyazaki, Jennifer Ogle, Gaotsiwe Rampho, Kelley Wells, Gavin Hendriks

Study Group 4

Domain

Third Wave: 1990-2010 Internet/Web-based approach Dominant forces that drove Continued scalability (Anderson, 2011) development Newer, cost effective technologies (Anderson, 2003, para. 2) Ubiquitous internet based communication (Anderson, 2011) Plentiful information (Anderson & Dron, 2011) Collaborative learning activities (Garrison, 2009) Higher levels of activity and Interactivity (Peters, 2010) Change to collective knowledge production (Swan, 2010) Communication occurring across an array of different media (Swan, 2010) Globalization (Blaschke, 2012) Rise of knowledge economy (Blaschke, 2012) Increased demand for knowledge workers (Blaschke, 2012) Digitization of the learning environment (Blaschke, 2012) Post-industrialism Open Educational Resources (OERs) Theories/Ways of Equivalency Theorem (Anderson, 2003) Understanding DE Desire for high levels of interaction (student-content, student-student, student-teacher) (Anderson, 2011) Knowledge construction (Anderson, 2011) Community of Inquiry (COI) (Anderson & Dron, 2011 and Swan, 2010) Connectivism (Anderson & Dron, 2011) Collaborative-Constructivist Approach (Garrison, 2009) Self-directed learners, autonomy, and independence (Garrison, 2009) Independent self-study approach (Garrison, 2009) Self-directed, Autonomous Learning (Peters, 2010) Self-planned, self-organized, and self-assessed learning (Peters, 2010) Self-regulated, self-responsible learning (Peters, 2010)

Move from objectivism to constructivism (Swan, 2010) Need for a term for art of learning rather than pedagogy as art of teaching (Swan, 2010) Institutional and leaders must have the courage to stay the course and make the necessary hard decisions (e.g., creating organizational new policies and procedures while discontinuing existing ones) required for the development and growth development of blended learning opportunities in higher education institutions. (Vaughan, 2010) More traditional brick and mortar institutions began offering face to face and online education (Blaschke, 2012, para. 2) Corporate universities, virtual schools, and for-profit institutions (Blaschke, 2012, para. 2) K-12 Online learning Prevailing High quality studentstudent interaction (Anderson, 2011) teaching/learning theories Multimedia and interactive learning technologies (Anderson, 2011) and methodologies Balancing interactions to create high quality content and learning (Anderson, 2011) Connectivismmaking connections with existing and new knowledge resources (Anderson & Dron, 2011, p. 88) Using networks of current and past learners (Anderson & Dron, 2011, p. 88) Students and teachers collaborate to create content (Anderson & Dron, 2011) Self-reflection assessment (Anderson & Dron, 2011) Constructivist Approach (Garrison, 2009) Self-directed learning/Self-directedness (Garrison, 2009) Digitized learning environments/digital learning (Peters, 2010) Online learning approach (Peters, 2010) Regulated learning/presentations (Peters, 2010) Multi-sensory presentations (Peters, 2010) Controlled learning (Peters, 2010) Learning in hypertext, network-based learning, and learning through virtual communications (Peters, 2010) Partnership and group learning (Peters, 2010) Communicative learning and Radical structuralist learning model (Peters, 2010) Collaborative learning (Peters, 2010) Online learning is embracing both emerging digital technologies and social constructivist epistemologies (Swan, 2010)

Predominant technologies

Key Authors/ Theorists

Where distance education was materials and teacher-centered, online learning is student-centered (Swan, 2010) Collaborative and democratic (Swan, 2010) Learner-centered teaching (Swan, 2010) Blended Learning (Vaughan, 2010) Blended learning as Bricks and Clicks (Bleed quoted by Vaughan, 2010) Advantage of time flexibility by student (Vaughan, 2010) Inquiry approach to learning (Vaughan, 2010) Non-linear learning Conferencing discussions, Virtual labs, videos, animation, assessment programs, computer assisted instruction, simulations, web courses, audio and video conferencing, online learning and internet. (Anderson, 2011 and Garrison, 2009 and Vaughn, 2010) Audio, text, video, web and immersive conferencing technologies (Anderson & Dron, 2011, pg. 81) Use of blogs, twitter, multimedia webcasts (Anderson & Dron, 2011 and Swan, 2010) Applications downloaded on the phone or mobile device (Moore, 2012, p210) Communication technologies (Garrison, 2009) Computer-mediated communications (Garrison, 2009) Educational radio and television presentations (Peters, 2010) Digitized technologies (Peters, 2009) Media, computer, network, and hypertext/hypermedia technologies (Peters, 2010) World Wide Web and CD-ROM (Peters, 2010) Rise of knowledge-centered learning environments (Swan, 2010) Growth of digital multi-media (Swan, 2010) Web-based synchronous communications tools (Vaughan, 2010) Classroom management systems Blackboard Web CT (Vaughan, 2010) Synchronous tools Elluminate Live! Horizon Wimba (Vaughan, 2010) Automated assessments (Vaughan, 2010) Social networking applications Facebook, MySpace (Vaughan, 2010) Online collaborative writing tools (Vaughan, 2010) Learning Management Systems Terry Anderson, Randy Garrison, Jon Dron, Walter Archer, J. B. Arbaugh, George Siemens, Stephen

Sources

Downes, Otto Peters, Norman Vaughan, Aycock Anderson, T. (2011, November). The third wave of distance education. [Online video]. Edmonton, AB, Canada. Available from http://vimeo.com/32596395 (Transcript: http://www.box.com/s/e8ylcfx3h6fjv4qim3px) Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. International Review of Research in Open and Distance Learning (IRRODL), 4(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/149/230 Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Online and Distance Learning (IRRODL), 12(3), 80-97. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890 Blaschke, L. (2012, September 20). Emergence of the Third Wave - Questions for Discussion [Msg 2]. Message posted to http://tychong.umuc.edu/tycho/OMDE/601/1209/9040/conference/launchconferencing.tycho Garrison, R. (2009). Implications of online learning for the conceptual development and practice of distance education. Journal of Distance Education, 23(2), 93-104. Retrieved from http://www.jofde.ca/index.php/jde/article/view/471/889 Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105. Retrieved from http://communitiesofinquiry.com/sites/communityofinquiry.com/files/Critical_Inquiry_model.pdf Moore, M.G., & Kearsley, G. (2012). Distance education: A systems view of online learning (pp. 209-214). USA: Wadsworth-Cengage Learning. Peters, O. (2010). Digitized learning environments: New chances and opportunities. In O. Peters,

Distance education in transition: Developments and issues (5th edition) (pp. 141-153). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universitt Oldenburg. Available from http://www.box.com/shared/ktx7ipccetotqrr11mct Swan, K. (2010). Teaching and learning in post-industrial distance education. In M. F. Cleveland-Innes & D. R. Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a new era (pp. 108-134). New York & London: Routledge. Vaughan, N. D. (2010). Blended learning. In M. F. Cleveland-Innes & D. R. Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a new era (pp. 165-178). New York & London: Routledge.

(R)Evolutionary Development of Distance Education

Londoloza Luvuno, Michael, Miyazaki, Jennifer Ogle, Gaotsiwe Rampho, Kelley Wells, Gavin Hendriks

Study Group 4

Domain

Present future Current and Emerging Trends Dominant forces that drove Rapid rate of change in society (Hase & Kenyon, 2000) development Information explosion (Hase & Kenyon, 2000) Desire to go beyond acquisition of skills and knowledge (Hase & Kenyon, 2000) New Internet technologies (Anderson, 2010). Theories/Ways of Heutagogy the study of self-determined learning (Hase & Kenyon, 2000) (Anderson, T. 2010). Understanding DE -Knowing how to learn/ learning to learn(Hase & Kenyon, 2000) -Developing capable people (Hase & Kenyon, 2000) -Renounces teacher dependence (Anderson, 2010) Connectivism (Anderson, 2010) -need for formal education to expand beyond classrooms (Anderson, 2010) -to embrace and to become the informal (Anderson, 2010) Complexity theory (Anderson, 2010) Net Aware theories of learning (Anderson, 2010) Pedagogy of nearness (Anderson, 2010) Constructivism (Anderson, 2010) Institutional and Institutions offering open courses (Massive Open Online courses) and open educational resources (OERs) organizational that support lifelong learning development Prevailing Self-determined learning (Hase & Kenyon, 2000) teaching/learning theories Flexible learning practices (Hase & Kenyon, 2000) and methodologies Knowledge sharing (Hase & Kenyon, 2000) Student centered learning (Hase & Kenyon, 2000) Action learning (Hase & Kenyon, 2000) Reflection (Hase & Kenyon, 2000) Double-loop learning (Hase & Kenyon, 2000) Teacher provides resources/ learner designs course (Hase & Kenyon, 2000) Collaboration

Presentational view (Anderson, 2010) Performance-tutoring view (Anderson, 2010) Epistemic engagement view (Anderson, 2010) Pedagogy of nearness (Anderson, 2010) Personal Learning Environments (PLEs) Edupunk (Kamenetz, 2010). Connectivism (Schwier, 2011). Predominant technologies Internet Asynchronous technologies (Clark, 2011). Open source, open educational resources (OER), and course ware (Clark, 2011) Mass open online courses (MOOC) (Cormier, 2011). Web-based delivery Social networks Emerging technologies Learning Management Systems Key Authors/ Theorists Stewart Hase, Chris Kenyon, Terry Anderson, George Siemens, Stephen Downes, Emery, R.M. Bernard, Larreamendy-Joerns, Denise Whitelock, Ulises Mejias Sources Anderson, T. (2010). Theories for learning with emerging technologies. In G. Veletsianos (Ed.), Emerging technologies in distance education (pp. 23-40). Canada: Athabasca University Press. Retrieved from http://www.aupress.ca/books/120177/ebook/99Z_Veletsianos_2010Emerging_Technologies_in_Distance_Education.pdf Blaschke, L.M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and selfdetermined learning. International Review of Research in Open and Distance Learning, 13(1), 56-71. Retrieved from: http://www.irrodl.org/index.php/irrodl/article/view/1076/2113 Clark, D. (2011). More pedagogic change in 10 years than last 1000 years all driven by 10 technology innovations. [Blog post.] Retrieved from http://donaldclarkplanb.blogspot.com/2011/12/morepedagogic-change-in-last-10-years.html Cormier, D. (2011). What is a MOOC? [5 minute YouTube video.] Retrieved

fromhttp://www.youtube.com/watch?v=eW3gMGqcZQc Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. In UltiBase Articles. Retrieved from http://epubs.scu.edu.au/gcm_pubs/99/ Kamenetz, A. (2010). Edupunks, edupreneurs, and the coming transformation of higher education. Canada: Chelsea Green Publishing Company. Schwier, R. (2011). Connectivism. 30 minute video interview with George Siemens. Retrieved from http://rickscafe.wordpress.com/2011/08/05/interview-with-george-siemens-about-connectivism/ Siemens, G. (2004). Connectivism: A learning theory for the digital age. elearnspace. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm