Beruflich Dokumente
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Theories/ Ways
of
Understanding
DE
Governments
mandated
reorganization
due to the need
of change with
regards to
education and
society.
Communication
technologies
formed.
Correspondence
was transmitted
via mail.
Industrialized
form of learning.
Distance
Education was
portrayed as an
inferior education
style.
The earliest form
was letter
writing for the
purpose of
teaching as
evidenced in the
epistles of St.
Paul.
New forms of
higher education:
Autonomous
learning.
Flexibility of the
learner but with
the choice of
seeking help.
Social Presence
theory emerged.
No feedback from
the learners
Institutional &
Organizational
Developments
(systems; ways
of operating)
Idea of Open
Education and
correspondence
shifted with
schools/colleges.
Educational
opportunities
shifted and
provided open
education to all
citizens with
different
backgrounds.
Correspondence
instruction
conducted through
postal system.
Correspondence
conducted via
messengers who
travelled by foot or
horses
Teaching/
Learning
Methodologies
Correspondence
Courses.
Teacher &
learners were at a
distance with
created separation
& forced
autonomous
learning.
Books and letters
were used as
instructional
methods to
learning to
educate &
instruct.
Culture was not
incorporated into
course
development
Self- Motivated
students due to
finding
knowledge on
their own.
One way traffic of
Predominant
Technologies
Key Authors
Otto Peters
(FernUniversitt
(Distance
Teaching
University) in
Germany)
Borje Holmberg
(University of
Lund. Published
several seminal
studies in
distance
education
William Rainey
Harper
(1st president of
the Univ. of
Chicago.
Pioneered the 1st
Univ. Extension
system in the US,
offering
correspondence
courses.
Mass production
and printing of
materials.
Michael G.
Moore
Greg Kearsley
(Authored
comprehensive
texts on distance
education from
its beginning to
present state)
Bernath, et al.,
(2008, p. 13)
Theories/ Ways
of
Understanding
DE
Constructivism
Theory emerged
focusing on how
the learner learns.
Worked with
resource materials.
Greater control of
learning and
educational
institutions.
Transactional
Distance:
Distinctive
organizational
forms and
teaching behaviors
resulting from the
time/space.
Teacher-learner
dialogue
Guided Didactic
Conversation
Consortium
American
version of Open
University
Courses developed
Institutional &
Organizational
Developments
(systems; ways
of operating)
Teaching/
Learning
Methodologies
Predominant
Technologies
The Open
University Model.
Fordism (mass
production)
Technological
Development:
Student support
services for
Distance
Education
(advising and
tutoring).
Independent
Study
Multimedia:
Television /
Media / Radio
Introduction to the
use of libraries.
Increased standard
and quality of
educational
courses.
Courses sharing
among consortium
which resulted to
more available
courses
Systems
Approach in
course
development and
delivery systems.
Andragogy -adult and student
centered learning.
(originally
somewhat of a
controversial
notion)
Sound
pedagogical
principles
contributed to
success
(Constructivism,
Andragogy,
Transactional
Distance).
Increase in
Print &
Teleconferencing
emerged.
Telephone,
Computers,
asynchronous
communication,
Database & Web
surfing.
Video coursesone of the reasons
why the program
was not
successful
because of high
video production
costs.
Key Authors
Charles
Wedemeyer
(Theoretical
contributions to
distance
education)
Doug Shale
(University of
Calgary.Academic
Analyst)
Allen Tate (OU
UK Pro-vicechancellor,
Learner Support)
Malcom Knowles
(The Modern
Practice of Adult
Education: from
andragogy to
pedagogy.
Chicago.)
research and
student
responsibility.
Learner centered
and students
engagement was
the focus geared
towards selfimprovement.
Mostly videosone way
communication as
there was no
instant feedback
from the learners.
Theories/ Ways of
Understanding
DE
Interaction
Equivalency
Theorem (Anderson,
2003)
Learner-Centered
learning environment
Connectivism learning can be
achieved through the
availability of
massive online
courses connected
via shared resources.
(Schwier, R., 2001).
Community of
Inquiry (CoI):
constitutes three
elements essential to
an educational
transaction Cognitive Presence,
Social Presence, and
Institutional &
Organizational
Developments
(systems; ways
of operating)
High interaction
between student
to content in a
digitized
environment. If
there is a
superior
interaction
between student
and content,
other types of
interaction are no
longer necessary
(student student, student teacher) to
provide a
successful
learning
experience.
(Anderson, 2003)
Teaching/
Learning
Methodologies
Predominant
Technologies
E-Learning
Rapid
Development
Tools:
Captivate
Adobe Flash
Camtasia
Articulate
Storyline
PowerPoint
Lectora
SnagIt
Learning
Management
Systems
evolved
Web 2.0 (world
wide web)/
Internet
utilization
Key Authors
Terry Anderson
(Athabasca
University
Canadas Open
University)
George Siemens
( Canadian
Educator in
MOOC format)
D. Randy
Garrison
Terry Anderson
Walter Archer
(University of
Alberta,
Edmonton,
Alberta, Canada)
Coursera - offers
variety of online
courses almost of
all
specializations.
Udacity - a
tertiary for profit
educational
institution,
teaches mostly
programming,
and math classes.
A spin off of
Stamford
University video
lecture series.
Computer
conferencing is
used as a
medium to build
a cohesive
Community of
Inquiry.
The presence of a
teacher is the primary
element of the
community of inquiry.
Learning occurs and
dependent on a
teacher.
Courses are
deployed via
Learning
Management
System (LMS).
Teleconferenci
ng Applications
and Software:
Webinar
WebEx
Adobe Connect
Messenger
Theories/ Ways of
Understanding
DE
Constructivist
approach
(Bates, 1995,
Anderson & Dron,
2011)
Self-directedness
(Garrison, 2009
Community of
Inquiry theory
(Garrison, Anderson
& Archer, 2000)
Social
constructivism
(Vygotsky, 1978)
Interaction
Equivalency
Theorem
Interaction
Equivalency
Theorem (Anderson,
2003)
Heutagogy (Hase
and Kenyon, 2001)
Connectivism
(Siemens, 2011)
Institutional &
Organizational
Developments
(systems; ways
of operating)
Single mode
institutions.
(Moore &
Kearsley, 2005)
Dual Mode
institutions
(Garrison, 2009)
Blended
Learning
(Face-to-face
learning
integrated with
Online learning)
(Moore &
Kearsley, 2012)
and Vaughan,
2010
Autonomous,
Self-directed
learning (Peters,
2010)
Online Learning
(Garrison, 2009)
Learning
Management
Systems
(Anderson, 2011)
MOOCSs
(Massive Open
Online Courses)
Teaching/
Learning
Methodologies
Predominant
Technologies
Anderson
(2011) defined
the
Predominant
technologies
during the 3rd
wave.
Digital learning
is comprised of
different
technologies
that permit the
computer to be
used for
interaction/com
munication
purposes.
Browsing
Collaboration
Communication
Hypertext &
Hypermedia
Presentation
of information
Retrieval
Simulation
Storing
Virtual reality
Multimedia
learning
systems.
Social
Networks:
Twitter
Facebook
E-portfolios
Quizlet
Skype/Google
Forms/Docs/Ha
ngouts
Weebly/
Edublogs
Blackboard/
Key Authors
Terry Anderson
(Athabasca
University
Canadas Open
University)
George Siemens
( Canadian
Educator in
MOOC format)
D. Randy
Garrison
Terry Anderson
Walter Archer
(University of
Alberta,
Edmonton,
Alberta, Canada)
Bates (1995)
Anderson &
Dron, (2011)
Vygotsky, (1978)
Garrison, (2009)
Peters, (2010)
Hase and Kenyon
(2001)
George Siemens
(2011)
Schwier (2011)
Karen Swan
Jim Groom
moodle
Steven Downes
MOOCs
(Cormier,
2011)
Donald Clark
Garrison, D.R., & Baynton. M. (1987). Beyond independence in distance education. The
concept of control. The American Journal of Distance Education. 1(1), 3-15.
Garrison, R. (2009). Implications of online learning for the conceptual development and
practice of distance education. Journal of Distance Education, 23(2), 93- 104.
Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. In UltiBase Articles.
Retrieved from http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.html
Kuntz, T. (2008). The Buzz for Edupunk. Retrieved from:
http://ideas.blogs.nytimes.com/2008/10/17/the-buzz-for-edupunk/?_r=0
Moore, M. G. (1997). Theory of transactional distance. In Keegan, D. (ed.). Theoretical
Principles of Distance Education, 22-38. London: Routledge.
Moore, M.G., & Kearsley, G. (2012). Distance Education: A systems view of online
learning. 23-43. 3 edition. United States. Wadsworth-Cengage Learning.
rd
Otto, P. (2000). Digital Learning Environments: New possibilities and opportunities. The
International Review of Research in Open and Distributed Learning.
Peters, O. (2004). Learning and teaching in distance education: Analysis and
interpretations from an international perspectives, 28-54. London & New York:
Routledge/Falmer
Peters, O., (2010). Digitized learning environments: New chances and opportunities. In
O. Peters, Distance education in transition: Developments and issues. 5th ed.,