Group1 Grid

OMDE6019041FoundationsofDistanceEducation&ELearning
MichelleConey,YvetteKlubertanz,DewannaKnight,LauraHoward,PamelaLopez
Group1
FirstWaveofDevelopment:Correspondence/IndependentStudy(1840s)
Context
(economics/
2)Theories/Waysof 3)Institutionaland
politics/societalvaluesand Understanding
Organizational
pressures/government
Developments/System
4)Teaching/Learning
Methodologies
(roleof
DistanceEducation
begantodevelopinthe
1880s.Theindustrial
Revolutiongavebirth
toeconomicgrowthan
increaseinworkforce.
Political:Therewere
nopoliticalrestraints.
Classeswereofferedto
anyoneanywhere.
Government:The
governmentwas
concernedabout
migrationfromthe
farmlandstocities.
WorldWarIandII
Therailwaysystem
networkwasessential
tothedeliveryof
instructionmaterials.
Studentguidelines:
Nopoliticalrestraints,
courseswerenotbasedon
campussemester
studentswereableto
registerforclassatany
time.
Student/instructor
interactionswere
consideredformalbased
onwrittenassignments.
independent
study(Haughey,2010,
p.48)
TheBentonHarborPlan
wasintroducedwithinthe
workingclasscommunity
ofBentonHarborto
providedistance
educationprogramwith
ninestudents.Theplan
policies/technological
advances)
ThefirstSystematic
Correspondencestudy
programintheUnited
States
Rustinsches
Fernlehrinstitut
methodandprinciples
ofcorrespondence
learningresources,
(Delling,1966,pp.
1920ascitedin
Holmberg,2005,pp.
2223Holmberg,
2005,p.2122).
Occupational
trainingandacademic
coursesareviewedas
tobecommonin
distanceeducation
duringthistime
(Holmberg,2005,
p.16).
RFDwaslaunchedasan
experimentin1892atthe
following:Universityof
Chicago,Pennsylvania
StateCollege,University
ofWisconsin.
UnivofLondon(1858)
beganprovidingexternal
programsofstudy.
1856foreignlanguage
correspondenceeducation
mayhavebeendeveloped
inGermany(Noffsinger
1926,p.4ascitedin
Holmberg,2005p.14)
Homestudy(forprofit
schools)andindependent
study(foruniversities)
wasintroducedallowing
peopletoreceiveforthe
5)Predominant
Technologies
6)KeyAuthors
In1892RFD:RuralFree
Deliveryof
Correspondencematerial
(free)
Systemic
Correspondenceprogram
Garrison&
ClevelandInnes(2010)
Delling(1966)
Holmberg(2005)
MargaretHughey(2010)
MooreandKearsley
(2012)
teacher/roleoflearner)
Group1
MorrillAct1862
educational
opportunitiesopento
peopleofall
backgrounds(Moore
andKearsley,2012,p.
26).
Thelearning
experienceand
knowledgegainedis
notanddoesnothave
tobethesameforall
studentsinthesame
course(Holmberg,
2005,p.24).
firsttimeaneducationby
distance.(Moore
andKearsley,2012,p.23).
NationalHomeStudy
Councilorganizedto
regulateandpromote
ethicalpracticesand
professionalism(Moore
andKearsley,2012,p.26).
SocietytoEncourage
HomeStudy(akaSilent
University),first
significantexampleof
distanceeducation.
Educatingwomenwasits
goal,inthesubjectsof
English,History,Science,
French,German.andArt.
(CaruthandCaruth,2013,
p.142).
wasabreakawayfrom
traditionalcollege
preparatorycoursework,
butintheworkingclass
communityofBenton
Harborprovidedfor(1)
isolatedstudents,(2)
enrichedsmallhighschool
curriculum,andprovided
professionalguidance.
(Noffsinger,1938,p.85)
Group1
SecondWaveofDevelopment:SystemsApproachtoEducation(1960s)
1)LargerContext
(economics/politics/
societalvaluesand
advances)
AgeofEducational
Radicalism
1972:Allcable
companiesrequiredby
FCCtoprovide
educationalchannel
(Mooreand
Kearsley,2012,p.31).
2)Theories/
Waysof
Understanding
3)Institutionaland
Organizational
Developments/System
4)Teaching/Learning 5)PredominantTechnologies 6)KeyAuthors

Methodologies
(roleof
Empathy(teachers
shouldnotonly
feelfortheir
studentsbutalso
showthatthey
feelforthem)
Didactic(lay
downrulesyou
tellpeoplewhat
thingsare)
Correspondence
educationcond
industrialization
transactional
distance
FranceandNetherlands
Communication
leadingthewayin
betweentutorsand
correspondenceeducation, students(Tutorbecomes
beginningofOpen
themostimportant
Universities
interactionswiththe
student),
FederalGovernment
issuedfirsteducational
learnercentered,
radiolicensetoLatterDay counseling,
SaintsUniversityofSalt conversational,personal
LakeCity,UT(Saettler, studymodel,
1990).
instructionalsystem
design(ISDmodel)
SchoolsoftheAirK12
educationalpublic
Socialconstructivist
programminglaunched.
modelsbegintotakea
(MooreandKearsley,
footholdindistance
2012,p.29)
educationwhenenabled
byemail,chat,
asystemoftasksteams
manytomany
wereusedtocreateand
communication
deliverdistanceeducation technologies
teacher/
roleoflearner)
postalmail
printedbooks
telephoneconferencing
audio/videotapes(Peters,
2010,p.46)
PBSsatellitedelivery,1978
(Miller,pg32)
EducationalRadio
1934:EducationalTelevision
1961:Instructional
TelevisionFixedServices
(ITFS)
1952:CableTelevision
(CATV)andTelecourses
MargaretHaughey(2010)
BorjeHolmberg(interview
2004)
GaryMiller(1978)
OttoPeters(1993)
OttoPeters(2010)
LudwigvonBertalanffy,
formalizedtheideaofsystems
inhisbook
GeneralSystem
Theory
(firstpublishedin
1968),definingitasasetof
elementsstandingin
interaction,acomplexof
interactingelements,anda
dynamicorderofpartsand
processesstandinginmutual
interaction(Davidson,1983,
p.26).
.
Group1
courses(Haughey,2010,
pg54)
supportin
correspondenceeducation
ishighlyregardedas
necessaryandnew
developmentsinthe
industrializationof
distanceeducationare
formed(Peters,2010,pp.
4647).
communicationbecome
increasinglyavailable
(Anderson&Dron,
2012,p.5)
Deliveryofeducational
programmingknownas
telecourses,were
beingdeliveredby
broadcastandtelevision
networks(Moore&
Kearsley,2012,p.31)
Emphasismoved
towardsprofessionally
designedtelevision
seriesintroducing
newnewsubjectmatters
(thatwasnotbeing
currentlytaught)tothe
students,which
contributedtoclassroom
curricula(Kofahiand.
Group1
ebooks,satellite,email,
CDs/DVDs
1)LargerContext
2)Theories/Waysof
(economics/politics/ Understanding
societalvaluesand
pressures/
governmentpolicies/
technological
advances)
3)Institutionaland
Organizational
Developments/
System
Constructivismgroups MostImportant
worktogetherto
Experiments:
4)Teaching/Learning 5)Predominant
Methodologies(roleof Technologies
teacher/
roleoflearner)
6)KeyAuthors
Newwaytoorganize
technologyandhuman Webchat,blogs,smartphones,
podcasts
resourcesemerge,
Anderson(2010)
Group1
constructknowledge
1.Universityof
learner(Anderson2010) WisconsinsAIM
Projectpurposewas
totesttheideaof
joining
communication
technologieswhilst
delivering
highquality,lowcost
teachingtooff
campusstudents.
2.GreatBritains
OpenUniversity
(1969)Aworld
classfully
autonomous
universityandmodel
ofthetotalsystem
distanceeducation
approach(Mooreand
Kearsley,2012,p.33)
leadingtonew
educationaltheorizing
(MooreandKearsley,
2012,31)
.
1)LargerContext
2)Theories/Waysof
(economics/politics/ Understanding
societalvaluesand
pressures/
governmentpolicies/
technological
advances)
3)Institutionaland
Organizational
Developments/
System
4)Teaching/Learning 5)Predominant
Methodologies(roleof Technologies
teacher/
roleoflearner)
6)KeyAuthors
Group1
Constructivismi
sthe
namegiventotheories
oflearninggrounded
inepistemological
alternativetoobjective
theoriesofknowledge
(ClevelandInnes&
Garrison,p.112).
1993WorldWide
Web(WWW)
providededucators
withabilitytochange
theirtraditionalwayof
teachingtoonewhich
enablesthelearnerto
makesenseofthe
informationanduseit
togenerateknowledge.
Multimedia
Integration
Concurrentwiththe
WWWgrowth.
2006Mashap
designersand
instructorsbegan
workingtogetherto
aggregatetext,audio,
graphics,videosand
Digitalmedia
andthe
integrationofwwwprovide
aninexpensivewayto
evaluate,manipulate,create
andshareinteractivevideo
suchasYoutube
(ClevelandInnes&
Garrison,p.111)..
ClevelandInnes&Garrison,
2010
ASystemsApproachtothe
FutureofDistanceEducation
inCollegesandUniversities:
Research,Development,and
Implementation.
Web2.0Collaborations
(FarhadSabaandProfessor
whichincludeWikipedia,
EmeritusofSanDiegoState
Wiki,Blog,GlobalNomads University,2012).
Group(GNC),Facebook,
Twitter,(ClevelandInnes&
Garrison,p.111).
Stella:systemdynamics
modelingsoftwarebySaba
andShearerin1994.The
softwarewasusedto
stimulatethevariabilityof
transactionaldistancew/two
othervariablesofstructure
anddialogue.
(Saba,2012).
Group1
animatedfilesinto
unifiedworks.
EconomicalOnline
platformsprovide
ongoingassessmentof
thestudentscomplete
records,work
performance,logon,
eportfolios,peer
assessments,computer
basedassessments,
automatedfeedback,
selfassessments,etc.
withlittlecostto
instructors.
PostIndustrialview
ofDE:Theoriginof
theapplicationof
systemsapproachof
CharlesWedemeyer.
(Saba,2012).
Group1
ThirdWaveofDevelopment:Internet/WebBasedCommunication(1995)
1)LargerContext
societalvaluesand
advances)
DigitizedLearningEra
(Peters,2010p.47),
beginningofthedigital
agestudentswhohave
anewsetofuniversity
needsindigital
technology,curriculum
andcommunication
(Peters,2010p.50)
Masseducation
(Peters,2010,p.50)
andonlinecourse
deliveryand
accountability(Peters,
2010,p.50)
Economics:
2)Theories/Waysof
Understanding
Educationisnowaservice
(Peters,2010,p.47),providingand
developingquantityandquality
education(Peters,2010,p.47),
pedagogicalchanges(Peters,2010,
p.47),distanceeducationhas
becomepostindustrial(Peters,
2010,p.47)
3)Institutional
and
Organizational
Developments/
System
PennStateWorld
Campus,UMUC,
partnershipsbetween
sellersofonline
material/developers
andeducational
institutions(Peters,
2010,p.48)
4)Teaching/
5)Predominant
Learning
Technologies
Methodologies
(role
6)KeyAuthors
ofteacher/roleof
learner)
Communicationbetween
student/teacherbyemail
orchatsessions,
multimediause,more
accessibilityto
information(Peters,
2010,p,47)
Multitaskingand
integratingvariousnew
UniversityofPhoenix typesofeducational
Connectivism:Assumptionisthe
andDevrybeganto resources,curriculum
learnerbecomesthecenterfor
usetemplatebased
andmaterialto
connectingandconstructing
approachtoelearning
knowledgeinacontextthatincludes
effectivelyenable
(Swan,2010)
externalgroupsandnetworksas
learning(Peters,2010,
wellasthelearnersownpast
p.50)
historiesandpredilections
NotonlyareUMUC,
(Anderson&Dron,2011).
UniversityofPhoenix
institutionsof
distanceeducation.
Web2.0toolsWikiand
Blogsarebeingusedtofacilitate
deepandmeaningful
aggregationofknowledgebased
information
learning(Anderson&Dron,
2011)
LearningManagementSystems
(LMS)Sakai,D2L,Moodle,and
Blackboardincreased
computationalpowerandstorage
capacityofcomputers(Anderson,
2003).
Socialpresence:wikis,twitter,
threadedconferences,voicethreads
Anderson(October
2003)
Anderson&Dron
(2011)
OttoPeters(2010)
Saba(2012)
Swan(2010)
RandyGarrison:
Nave
Constructivism
typifiedbyeducators
blindfaithintheability
ofstudentsto
constructmeaningful
knowledgeontheir
own(Garrison,1995,
p.138).
Group1
Techbubbleelearning
promiseswerenot
delivered.
Dotcomcrashresultsin
standardizedscalable
coursesthatbeganto
achieveconsistent
results(Swan,2010).
Advancementofthe
Internet,Web2.0,virtually
mediateddiscussions
(Swan2010)
PostIndustrialEracont
Globalization(Saba,
2012).
InteractionModel(Anderson,2003)
interactionoccurswhentwoobjects
andeventsmutuallyinfluenceone
another(learner&teacher).
The
InteractionEquivalencyTheorem
differentiatingbetweenhighandlow
levelsofinteractivity(countthe
numberoftimesmembersareactively
engagedwithotherparticipants
(Anderson,2003).
CommunityofInquiry(COI),learning
takesplacewithinacommunityand
thatreallearningisachievedonly
throughtheinteractionbetweensocial
presence,cognitivepresenceand
teachingpresence(Swan,2010).
Blendedlearningtheorganic
integrationofthoughtfullyselectedand
complementaryfacetofaceandonline
approachesandtechnologies(Vaughan,
2010).
Connectivismthroughdistance
Onlinedistancelearning
education.Buildingandmaintaining
isincreasingin
networkedconnectionsthatarecurrent
popularityamongadult andflexible.(Anderson&Dron,2011).
anddisenfranchised
learners.Teaching
institutionsareforcedto CollaborativeConstructivism:
expandtheavailability
regardedascentraltothe
ofonlinedistance
developmentofonlinedistance
learningopportunitiesto education(Garrison,2009,p.
93).
meettheneedfor
flexibilityamong
AlsoStratfordCareer
Instituteisdistance
education.Distance
educationalsohelp
develop
homeschoolingand
K12onlinelearning.
Teachinginstitutions
increase
asynchronous
deliveryofcourse
materialsviathe
internet.
Emphasisonlearner
controlcontinuesto
grow.Teaching
institutionsembrace
useoftwoway
communication
technologiesfor
exchangeof
informationbetween
teachers,students
andgroups.
Openanddistance
learningare
increasingly
becomingthenorm
andnotthe
exception.
Synchronousand
asynchronous
approachestogether(T.
Anderson,onlinevideo,
November,2011)
Theteacherisaguide,
helperandpartnerand
contentissecondaryto
thelearningprocess
(Anderson&Dron,
2011)
Learnercentered/
knowledgecentered/
Assessmentcenteredand
communitycenteredare
stronglyrootedinthe
constructivisttheoryof
howpeoplelearn(Swan,
2010)
Shiftinlearningand
teaching.Independent
study.(Garrison,2009)
Unlikeearlierpedagogies,
theteacherisnot
responsiblefordefining
generating,orassigning
andothernetworktools.(Anderson
&Dron,2011).
Computercostshavedeclined
andareincreasinglymore
affordabletoindividualsand
families.
Internetavailabilityand
accessibilityarewidespread.
Mobiletechnology,discussion
groups,email,audio/video
content,andsocialmedia,are
regardedascomplementsto
thedistancelearning
experienceandwaysinwhich
toincreasestudent
engagement/learning.
AndersonsInteraction
EquivalencyTheorem,
whichaddressesthe
roleofinteraction
betweenteacher,
student,andcontent
informalizeddistance
education.
Group1
distancelearners
(Holmberg,2005,p.32).
Increasedcompetition
andtheshrinking
marketplacechangethe
focusofemployersand
institutionsofhigher
learningtoshifttoa
heutagogicalapproach
inordertoallowpeople
tofullyexpresstheir
capabilities(Hase,
2000).
SocialConstructivistLearning
Theory:regardedasthe
foundationofdistanceeducation
(Swan,2010,p.5).
InteractionEquivalency
Theoremisregardedasthe
firsttheoremtosystematically
defineinteractionindistance
education,which
consistsofthreetypesof
learnercontentinteraction,
learnerinstructorinteraction,
andlearnerlearnerinteraction
(Moore,1989,p.1).
ElaborationTheory:statesthe
informationshouldbepresented
broadlywithsupportingexercises
designedtoprovidestudentswith
opportunitiestoapplythegeneral
knowledgegainedinnew
situations(Holmberg,2005,p.
54).
EmpatheticalPedagogy:
regardedasaninfluentialforce
andmotivatorforinfluencein
distanceeducationand
achievableviateacherlearner
discussions(Fuller,R.,Kuhne,
G.,&Frey,B.,2011,pp.
content.Learnersand
teacherscollaborateto
createcontent.(Anderson
&Dron,2011)
Virtuallearning
environmentscreate
autonomouslearning
environmentsfor
students,where
independenceand
selfcontrolarekey
factorstosuccess
Group1
15354).
Group1
FutureWave:ExploringNewPossibilities(2000s)
1)LargerContext
societalvaluesand
advances)
Currenttrends
:new
technologythe
emergenceofsocial
networkingsoftware
usedtoenableagroup
ofindividualsto
collaborateviainternet.
(Beldarrain,2006).
subclusters
:students
thatareinlargeonline
classe(MOOCs)startto
gatherorclustertogether
onacommongroundor
geographicalview
(Schwier,2011)
Kamenetz(2010)ideaof
educationalsystem,
opportunity
improvementandlearner
control(Kamenetz,
2010ascitedin
UMUC,2015cUMUC,
2015c).
2)Theories/Waysof 3)Institutionaland
Understanding
Organizational
Developments/
System
4)Teaching/
5)Predominant
Learning
Technologies
Methodologies
(role
ConstructivistTheory
: ColumbiaUniversitys
closelyassociatedwith TeachersCollege
theepistemic
(instructormanaged
engagementviewof
blog:UlisesMejias)
learningtheory...all
(Belderrain,2006)
formsofconstructivism
shareanunderstanding DeakinUniversity
thatindividuals
(Australia):
constructknowledge
implementedwikis
basedontheir
calledcollaborative
individual,collective
icebreaker(Belderrain,
andpastexperiences 2006)
(Anderson,2010,p.
29).
OpenEducational
ResourceProducts
Connectivismlearning (OER)
arefreely
theoryofthedigitalage accessible,openly
licenseddocumentsand
(Siemens,2004),
mediathatareusefulfor
complexity
teaching,learning,and
theory
seekstocreate
assessingaswellasfor
learningactivitiesthat researchpurposes.
alloweffectivebehavior
toemergeandevolve
(Anderson,2010)
Edupunks
Atlas
Heutagogy
isthestudy
Focusisonpromoting
studenttostudent
interactions
learninginteractions
indealingwith
students,teachers,and
contentbetweenitself
andbetweenothers
(Anderson,2010)
Flippedclassroom
variousmodelsof
lectureandonline
componentswhere
educationalrolesare
switched.Thereis
morefocuson
online/medialecture
andinteractivityin
classroom
(Educause,2012
Knewton,2015
UMUC,2015b)or
Scrambled
approach
described
6)KeyAuthors
ofteacher/roleof
learner)
Blogs,(Webolgs),wikis,and
podcast.(Belderrain,2006).
Opensourceapplications:
Imeem,Whiteboard,and
InstaColl.(Belderrain,2006)
MOOCs(Anderson,2010)
LearningAnalytics(Siemens)
Web2.0,virtualphilosopher,
Twitter,andlearnergenerated
content(Hase&Kenyon,
2000)
Edupunksandotherdoit
yourselfteaching/learningtools
aregaininginpopularityand
serveasanalternativeto
mainstreamtools(Kamenetz,
2009).
Asynchronoustechnology,
enhancedBrowsertools(e.g.,
GoogleDocsandTranslation
Tools),areprovidingeducators
andlearnerswithgreater
independenceisashiftin
Anderson(2010)
Barnett(2014)
Belderrain,(2006)
Blaschke,(2012)
Clark(2011)
Cummane(2011)
G.Siemens(2004)
Hase&Kenyon(2000)
Howard,Veerman&
Saunders,2010)
Kamenetz(2010)
LarrameandyJonesand
Leinhardt(2006)
Mejias(2005)
Ramirez(2010)
Schwier(2006)
Schwier(2011)
Sparks(2011)
T.Anderson(2010)
TheEdupunksAtlas(n.d.)
UMUC(2015b)
UMUC(2015c)
Group1
Edupunks
term
createdbyJimGroomin
2008(ascitedin
Howard,Veerman&
Saunders,2010ascited
inCummane,
2011)whicharepeople
withideastoapproach
andpromote
extraordinarychange
andcreationin
traditionaland
conformededucational
systems,institutionsand
experience(Howard,
Veerman&Saunders,
2010Cummane,2011).
Kamenetzdescribes
Edupunksasinspiredto
changethestandardsof
theeducationalsystem
utilizingtechnologies
thatpromoteliberation
(ascitedinRamirez,
2010Ramirez,2010).
ofselfdetermined
learning(Hase&
Kenyon,2000)
KeyConcepts
of
Heutagogylistedby
HaseandKenyon
(2000):
DoubleLoop
Learning
:Learners
considertheproblem,
results,actionsand
outcomesaswellas
reflectingonproblem
solvingphaseandhow
itinfluencesthe
learnersbeliefsand
theiractions(Blaschke,
p.59)
NetAwareTheoriesof
Learning
(Anderson,
2010):
Providespowerfullow
costcommunications
whicharenolonger
expensiveor
geographically
restricted,
Providesaccessand
empowerthosewith
hearing,movementor
evenvisual
impairmentsandcreate
Guideforeducational
resources(The
EdupunksAtlas,(n.d)
ascitedinUMUC,
2015c).
byBarnett(2014)as
humanlearning
integratedwithmore
focusonbenefitsof
lectureand
communicationrather
thanjustathome
learningapproaches
(Barnett,2014).
KhanAcademy
model
whichenables
onlinetracking
featuresofstudent
progressand
involvementand
benefitsofeducational
technology(Sparks,
2012UMUC,2015c).
Mejiasspedagogy
ofnearness
(2005)
definedas
facetoface
interactionsareofno
morelessvaluethan
netbased
communicationfor
properflowof
blendedlearning
environment(ascited
inAnderson,2010.p.
3233Anderson,
2010.p.3233).
pedagogy(Clark,2011).
YouTubehasbecomean
increasinglyusefulvehiclefor
instructionandservesasan
inexpensiveinstructionaltool
(Clark,2011).
Group1
opportunitiesformany
formsofcollaborations.
Examplesmentionedby
Anderson(2010):
Communications
modesstoredas
artifacts,indexed,
tagged,harvested,
searchedandsorted.
Communicationsis
eithersynchronous,
asynchronousornear
synchronous(text
messaging)modes.
Communicationislow
costandeither
onetoone,oneto
many,ormanytomany
creationofinformation
andcontentscarcityto
widescalecontributions
andproductionof
OERs
creationofactiveand
autonomousagentswith
theabilitytoloosely
placecontentor
informationonthenet
thatcanbegathered,
aggregated,synthesized
andfilteredfor
instructors,individual
Educationaltheories
thatareusefulandstill
applicabletodayare
LarrameandyJones
andLeinhardts
(2006)presentational
view,epistemicview
andperformance
tutoringview(ascited
inAnderson,2010,
pp.2629Anderson,
2010,pp.2629)
Learningtoenhance
studentcapability
(HaseandKenyon,
2000).
Complex
Environments
:focus
isonthestudents
abilitytoadaptinthe
learningenvironment
(Anderson,2010).
NetworkLearning
:
Knowledgeisgained
throughnetwork
connections.Student
roleistoparticipate&
collaborateonline,
teachersroleisto
facilitate,monitorand
guide.(Anderson,
2010).
Group1
learnersorgroups.
PedagagyofNearness
Learningwhichhasthe
capacitytoflow
seamlesslybetween
onlineandfacetoface
contexts(Anderson,
2010,p.34).An
Exampleisnetinfused
learning.
Siemansdescribes
Connectivism
as
transitionthinking
aboutlearningand
knowledgetoonebased
onconnections
(Schwier,2011)
EquivalencyTheory
gainsempiricalsupport
andisregardedasan
effectiveintermsof
costefficiencyand
deliveryof
interventionallearning.
PresentationalView:
Focusisonthe
cognitionandthevalue
ofdiscourseand
visualizations(i.e.,use
Pedagogyof
Nearness
isseenas
providingaunique
opportunitybecause
theonlineexperience
offersadvantagesthat
cannotbegained
throughunmediated
perception
(Anderson,2010).
Heutagogy
regards
thelearnerasthe
controlagentis
his/herownlearning
andrequireseducators
movebeyondthe
typical
instructor/testing
modeltoonethat
supportsthejourney
andcapacityor
learnersratherthan
competency.Inthis
arrangement,teachers
servemoreas
facilitators/guides
(Anderson,2010).
Thefunctionalgaps
inherentin
Transactional
Distanceof
Group1
ofmultimedia)
(Anderson,2010,p.
26).
PerformanceTutoring
View:
Rootedin
behavioralpsychology.
Feedbackand
reinforcementare
regardedasstrategies
thatenablelearnersto
acquireindividual
competencies
(Anderson,2010).
EpistemicEngagemen
tView:
Closely
alignedwith
Constructivism.
Believedtobea
significantdriverinthe
developmentof
educationaltechnology
(Anderson,2010)..
ComplexityTheory:
Otherwiseknownasthe
Scienceof
Complexity,this
theoryisdrawnfrom
thestudyofevolution
andholdsthat
organismsadaptand
modifyovertimeto
theirenvironments,
teacher/learners
understanding,
communicationand
geographicdistance
arebeingbridgedby
meansofinstructional
designandfacilitated
interaction(Bernath&
Vidal,2007,p.443)
TheTransactional
DistanceTheory
developsauthorityas
peoplefindituseful,
whichservesasan
endorsementofits
valueintherealmof
distanceeducation
(Vidal,2007)..
Group1
resultingincomplex
andunstablesystems.
Thistheoryhasgrown
inpopularityoverthe
pasttwodecades
(Anderson,2010)..
NetAwareTheories:
Statesthatwhere
distanceeducationis
concerned,theinternet
is(1)apowerfuland
inexpensive
communication
platform,(2)themodes
bywhichtheinternet
canbeexperienced(i.e.,
onetoone,
onetomanyand
manytomany)provide
theflexibilitythatmost
benefitdistance
learners,and(3)
becauseofits
accessibility,the
internetisan
empoweringvehiclefor
thosewithhearing,
movementand/orvisual
impairments(Anderson,
2010).
Group1
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