OMDE 601 Section 9041

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The first wave of distance education (DE) has its roots in ancient history (Haughey, 2010) and extends
through the development of Open University style centers that were created in the second half of the
twentieth century. Early DE, typically in the form of correspondence courses, enabled economically or
distance challenged students to benefit from one-on-training with instructors. The course materials, while
not student centered, allowed the students to work independently and as time permitted, and did not
preclude students from tending to work and familial obligations. This allowed for a tremendous number
of students to access academic training and also represented a foundational change from conventional
classroom teaching and learning.(Garrison & Cleaveland-Innes, 2010, p.14).

First Wave : Correspondence / Independent Study

Larger
Context That
Drove
Development
of DE

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
communication,
only from the

Predominant
Technologies

Mail was used to

transport learning
content &
information.
Paper centered
instruction to
educating.
Inexpensive
printing &
Postal delivery by
way of railroads
for transportation.
Handwritten
communication &
Correspondence.
Mail was
delivered also via
sea to foreign
service and
military service
officers.

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

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letter sender
(educator) to the
recipient (learner)

(Authored
comprehensive
texts on distance
education from
its beginning to
present state)
Bernath, et al.,
(2008, p. 13)

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The second wave of DE, which began in the latter half of the twentieth suggests a systems approach to
education. Scholars, notably Otto Peters (2010), recognized that a properly functioning system was
needed in order to educate increasingly large numbers of highly diverse students. Moore & Kearsley
(2012) wrote that a distance education system consists of all the component processes that operate when
teaching and learning at a distance occurs. It includes learning, teaching, communication, design, and
management. (p.9). The systems approach to DE, as it incorporated all the various components of
teaching, yielded benefits for the distant student such as opportunities to experience learning via different
mediums (audio/video); greater control and responsibility of learning; and the ability to interact to some
degree with instructors and fellow students.

Second Wave: Systems Approach to Education / Distance Teaching Institutions

Larger
Context That
Drove
Development
of DE
Open access
learning
emerged.
Provided more
opportunities to
service citizens
with education.
Support from
governments in
the late 1960s
with Open
University was
created.
Adult Education
methods of
teaching
(Andragogy).
Exploration of
access to
education &
roles to instruct
or learn.

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.)

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by members of
consortium were
widely available
throughout the
consortium

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.

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Intro to the Third Wave Grid:
The third wave of Distance Education (DE) is very significant as it marks the beginning of online learning,
the blending of synchronous and asynchronous training, and an increased focus on collaborative and
student-centered learning. In the second wave, we saw the advent of student-centered learning and
Open Universities but the third wave more deeply emphasizes learning theories and pedagogies such as
constructivism, community of inquiry theory (Garrison, Anderson & Archer, 2000), and connectivism
(Siemens, 2004). Rich technological advances, particularly the advent of social media, complement the
theoretical and pedagogical advances and offer students unique learning platforms that more closely
resemble bricks-and-mortar interaction than that they would share in the first or second wave of DE.
Moreover, the third wave heralds a new era in DE in that we see an increased presence of online
learning at single and dual mode universities across the globe.

Third Wave: Internet /Web-based

Larger
Context That
Drove
Development
of DE
Affordances of
Online
Learning
Improved
communication
in technology
between
instructors and
learners
Massive Open
Online Courses
(MOOC)
Computer
Mediated
Communication
(CMC) and
Computer
Conferencing

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

The role of a teacher

becomes a subject
matter expert, He/she
prepares the materials
or contents, then an
Instructional
Technologist or ELearning Developer
puts them into
interactive online
courses.
Both Coursera and
Udemy offer video
lectures,
complemented by
online quizzes,
assignments, and
project completion for
programming courses.

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)

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teaching Presence
(Garrison, D. R.,
Anderson, T., &
Archer, W., 2000).

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

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Current Trends: New theories, new roles, new applications of technology

Larger
Context That
Drove
Development
of DE

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

The major teaching

methods of the third
wave consist of:
1. Community of
Inquiry (Garrison,
Anderson, &
Archer, 2000),
2. Theory of
Transactional
Distance (Moore,
1997)
3. Interaction
Equivalency
Theorem (Anderson,
2003).
4. The theories of
constructivism and
connectivism were
also used.
The role of the teacher
was contingent on the
approach they were
using, connectionist or
constructivist
approach.
Anderson, (2011)
defines the teachers
role in constructivist
as discussion leader,
guide on the side and
constructivism as
critical friend, cotraveler
According to
Anderson, (2011)
teachers roles change
corresponding to the
availability and
capabilities of DE
technologies.Studentstudent interaction in
todays classroom is

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

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an important
component of
successful learning.
Movement towards
heutagogical teaching
which implies
increased self directed
and self taught
learning. (Hase and
Kenyon, 2000)
Edupunk: an
approach to teaching
that avoids
mainstream tools like
PowerPoint and
Blackboard and
instead aims to bring
the rebellious attitude
and DIY ethos of 70s
bands like the Clash to
the classroom
(Kuntz, 2008)

moodle

Steven Downes

MOOCs
(Cormier,
2011)

Donald Clark

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References
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Cormier, D. (2011). What is a MOOC? [YouTube video.] Retrieved from
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Group Members
Blacks, Bettye
Fadul, Ermie
Kowalczyk,
Amy
Monroe,
Darissa
Turkson,
Christiana