GROUP 3 GRID

OMDE 601

Distance Education
WAVE 1: Correspondence/Independent Study

Socio -Cultural
*Mining
*Farming
*Education of Women
*Society to Encourage Study
At Home (1873) (Moore, and

Systems Model
*Home Study
*Independent Study

*Pre-Industrial Era:
Conversational Model
Public debate is central in
learning experience

(Moore, and Kearsley 2012)

(Peters, 2001)

*Chautauqua Movement

*Industrial Era (17501850): Teacher Model

Objective Driven. Teaching
via text. Mass production
of information (Peters, 2001)

(Moore, Kearsley, 2012)

Kearsley 2012)

(Moore, and Kearsley, 2012)

*Correspondence Education
in the Armed Forces (1941)

*International
Correspondence School

(Moore and Kearsley 2012)

*Industrial Revolution
* Mass printing
* Popular demand
* Money

Educational Theory

(Moore, and Kearsley, 2012)

* (1873) The University of

Cape Good Hope Correspondence Study

*Victorian Era (1832-1901):

Correspondence Model
Independent study
(Peters, 2001)

(Peters, 2001)

Instructional Pedagogy

Authors/Important People

*Mail/Postal system

*Individualized
instruction at a distance

*1873 - Anna Eliot Ticknor

Est 1st Home Study School

*Railroads

*Asynchronous mode

*1878 - Richard Moulton

Responsible for the idea of using
the mail for education

Technology

*Printing Press
*Industrial Revolution

*Personal Tone in letters

(Empathy)
*Answering Behavior
* Learning by reading
printed material
(Bates, 2001)

(Moore, and Kearsley, 2012)

(Moore, and Kearsley, 2012)

* 1878 Bishop John H. Vincent,

started the Chautauqua Literary &
Scienfific Circle, a four year
correspondence course
(Moore, and Kearsley, 2012)

*1892 - William R. Harper

started the worlds first university
DE program (Moore, and Kearsley, 2012)
*1941- 1943 USAFI

GROUP 3 GRID
OMDE 601

Distance Education
WAVE 2: Systems Approach to Education

Socio-Cultural
*Open University UK - greater
access to higher learning (Bates,
2011)
*Giving access to previously
excluded individuals (Miller,
2010)
*All support systems aimed at
non-traditional students/ social
justice mandate (Miller, 2010)
*Massification of DE where
education is a commodity to be
consumed (Shale, 2010)
*Continued low esteem of DE
(Shale, 2010)

Technology
*correspondence learning
*study centers (Shale, 2010)

Systems Model
*Academic tutors
*Private instructors
*Further industrialisation
*From Industrial era to
information era (Miller, 2010)
*Dedicated DE universities
(Shale, 2010)
*Mega-universities (Shale,
2010)
*From DE to open distance
education (Shale, 2010)
*Massification of DE (Shale,
2010)

Instructional Pedagogy
*Interdisciplinary courses

Educational Theory
*Andragogy: understanding

adult learning (Bullen, 1995)

*Transactional distance
between student and
teacher
*Symbolic learning: learners
absorb what is taught to
them, as opposed to
situated learning where
learners are taught to make
their own meaning
(Jonassen et al., 2010).

Authors/Important
People

*specially-designed print products

*The Academics made decisions

about curriculum/teaching
methods (Bates, 2011)

*1969 Tony Bates Open University UK

*computer-mediated
communication, collaboration,
and learning allowed for more
creativity in course design
(Jonassen et al., 1995)

*Because of computermediated tech, teachers are no

longer the sole source of
knowledge (Jonassen et al.,
2010)

*Brje Holmberg empathy, guided

pedagogic conversation

*telecourses - 1st via TV then via

low-cost videos cassettes (Miller,
2010)

*Collaboration and
conversation between dyads or
larger groups (Jonassen et al.,
2010)

*multimedia mix: radio, TV

*Moved from local geographic

delivery via land-line delivery to
satelite delivery that removed
geographic limits (Miller, 2010)
*public broadcasters in the United
States
*Interactive tele-conferencing
(Miller,2010)

*Blended approach where

telecourse replaced classroom
lectures, but without
eliminating classroom sessions
(Miller, 2010)
*Course teams: academic,
graphic & instructional designer
(Shale, 2010)

*1980 Malcom
Knowles: angrogogy adult learning
*1972 Otto Peters: DE
is the most
industrialized form of
education

References

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

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. ClevelandInnes & 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, G.M., Kearsley, G. (2012). The Historical Context. In Mark Kerr & Genevieve Allen
(Eds.), Distance Education: A Systems View of Online Learning (pp. 23-29). Belmont
CA: Wadsworth.

Peters, O. (2001) Distance and Proximity. In Fred Lockwood (Eds.), Learning & Teaching In
Distance Education: Analysis And Interpretations From An International Perspective
(pp.19-25). Sterling VA: Stylus Publishing Inc.

Shale, D. (2010). Beyond boundaries: The evolution of distance education. In M. F. ClevelandInnes & D. R. Garrison (Eds.), An introduction to distance education: Understanding
teaching and learning in a new era (pp. 91-107). New York & London: Routledge.