De Group4 Grid

RobinBrooks,KieshaByers,DianeDonaldson,TenishaHolloway,DavidKoger,JessicaRansome,RonaldWestervelt
Wave1
(1720
1960)
Page.1
LargerContext
Distanceeducationwas
singularandisolated.
Firstinstancesdateback
toApostlePaulsepistles
whichheusedtoteach
ChristiansinAsiaMinor
Around1720,
commercial/corresponden
cetrainingarrivesonthe
scene
Germanyintroducesfirst
selfteachingcoursesin
1856
Firstcorrespondence
schoolspoppedupin
middle19thcenturyin
England,France,
Germanyandother
Europeancountries
DEaffordedtrainingto
underprivilegedpeoplein
remoteareas,peoplewho
cannotattendatraditional
universityandworkers
(R)EvolutionofDistanceEducation
OMDE601Section
9040
Spring2016,Group4
Correspondence/IndependentStudy
Theories/Waysof
Institutionaland
Teacher/
Understanding
Organizational
Learning
Development/
Methodologies
System
Separationof
Correspondence
Independent
StudentandTeacher Study
studymodel:
(Haughey,2010)
Distanceeducation
Teacherprepares
andlearningviaprint andpresents
IndependentofTime materialdeliveredby materialina
andPlace(Haughey, mail
neutralway
2010)
mediaand
Interaction
technologyusesuch
betweenteacher
WrittenMedia
asinternet,
andstudentis
(Haughey,2010)
discussionboards,
minimaland
blogs,audio,video
sometimes
Oneway
andprintmaterials
discouraged
communication
Studentismostly
Maybereferredto
passive
Guideddidactic
ashomestudyor
Teacher
conversation
independentstudy
centered,with
(Empathy)
(Peters,2004Moore supportforstudent
(Holmberg,2004)
&Kearsley,2012)
limitedto
academicissues
(Holmberg,2005)
DualMode
Institutions
Didactic
Coursescombine
conversation
viasynchronousand model:
asynchronous
Teacherpresents
correspondences
materialinamore
betweeninstructors
informaltone
andlearners.
Interaction
betweenteacher
Predominant
Technologies
KeyAuthors
Economicprinting
materials,the
postalsystem,and
theradiowerethe
primary
technologyoptions
duringthefirst
waveofDistance
Education.All
courserequired
materialswere
mailedtostudents
bytheir
instructors.The
studentswere
expectedto
completeall
assignments
independentlyand
returntothe
instructorviathe
postalsystemfor
gradingand
feedback.Inthe
1920s,therewere
over150radio
stations
constructedat
educational
Peters
Moore
Short,Williams,&
Christie
Wedemeyer
Daniel&Marquis
Baath
Holmberg
Haughey
Keegan
Sewart
tryingtoimprovetheir
qualityoflife
1873First
correspondenceschools
openinU.S.Public
fundingprovidesameans
forthedevelopmentof
hightrainingquality
materials(Peters,2010)
Criticaldevelopmentof
stateuniversitiesacross
AmericafollowingCivil
Warreconstructionperiod
andthedevelopmentof
ourlandgrantuniversity
systems(MorrillAct,
1862).
Economics
"...economicstagnationin
industrializedcountries
andeconomic
backwardnessin
developingcountries"
(Peters,2010,p.67)
Societalvaluesand
pressure
Improvedreliabilityand
publicitythrough
relationshipswith
organizations(suchasthe
BBC)madeitamore
appealingchoiceforother
universitiestopursue
(Bates,2011)
Page.2
Instructionvia
broadcastradioand
televisionprograms
Instructional
televisionbased
programsand
telecourses
Mixcurriculumof
printmaterial,audio
andvideorecordings,
computeror
telephone.
GuriRosenblit,2009
andstudenttakes
theformofa
friendly
conversation
Studenttakes
partinthe
dialogue,
developingcritical
thinkingskills
throughguided
instruction
Student
centered,designed
toincrease
pleasureand
motivationin
students
(Holmberg,2004)
institutionsacross
theglobe
(Jonassen,2004).
Autonomoussinglemode
anddegreegranting
universitiesbeginto
appear
Firstteleviseddistance
educationcourseshown
in(1953)
Wave2
(1960
1995)
Page.3
LargerContext
Theories/Waysof
Understanding
1960Open
universitieschanged
theeducational
landscapeby
providingtrainingtoa
largergroupofadult
students
1969Higher
educational
correspondence
institutionsbecause
independentstudy
1970sentersingle
modemultiplemass
mediateaching
universitieswhichare
usedbymany
governmentstosolve
Divisionoflabor
Systemsapproach
(Moore&Kearsley,
2012)
MassEducation
SingleMode
Institutions
(Peters,2010)
Andragogy
:
Learnercentered
approach(Knowles,
2011)
Transactional
Distance
:Dialogue,
Structure,Autonomy
(Moore,2006)
SystemsApproach
Institutionaland
Teacher/
Organizational
Learning
Development/
Methodologies
System
DEInstitutionsthat Openuniversity
metthelearners
model:
needsvia:
Teamapproach
withemphasison
Singlemode
instructional
institutions
design
Opennessona
Increased
varietyoflevels
communication
Accessibility
usingnew
(GuriRosenblit,
technologies
2009)
Selfdirected
learningbymature
TheOpen
students
University
Studentcentered,
Institutionalhiring
increased
oftopquality
flexibilityand
academic
accessibilityfor
Curriculum
alllearners
instructionsbasedon (Peters,2010)
soundpedagogic
principles
Predominant
Technologies
KeyAuthors
Duringthesecond
waveofDistance
Education(DE),
technologybeganto
advance.As
technologywas
advancing,new
technologieswere
integratedintotheDE
platform.Thepostal
systemandradio
werestillbeing
utilizedonalimited
basishowever,
communications
expandedusing
television,audio
conferencing,video
cassette,and
telephone.Inthe
latterhalfofthe20th
Moore
Rumble
Tait
GuriRosenblit,
2009
Garrison&
ClevelandInnes
Haughey
Peters
Bates
thehighdemandfor
training
Technological
advancement
Stilllargely
correspondence,but
thefollowing
technologieswere
exploredas
supplemental
material.Different
technologies
emphasizedona
nationalbasisfounded
oncultural
differences(Peters,
2010,p.74)
TheFederal
Educational
TelevisionFacilities
Actfundedthe
constructionof
educationaltelevision
stations(Peters,2010)
Economics
DEasanefficientand
inexpensive
costperstudentway
torapidlyincrease
publiceducation
(Perry,1986,p.17as
citedinPeters,2010,
p.68)
Page.4
Constructivism
:
Newknowledgeis
basedonold
knowledgeand
experiences
(Jonassen,Davidson,
Collins,Campbell,&
BannanHaag,1995/
Swan,2010)
Integrated
instructionaldesigns
encourage
instructions
Openadmission
policiesandtutoring
opportunities
(Bates,2011)
Consortia
National
instructionalsetting
Curriculumconsists
ofresearchand
teaching
Instructionfocuson
richcompositionand
highqualityhigher
educational
standards
Increased
opportunitiesfor
institutionsto
collaborate
Emergenceof
professional
organizations,and
partnerships
(GuriRosenblit,
2009)
Constructivist
model:
Teachersmore
likefacilitators
Teachershelp
studentstotest
ideasandmove
forward
Students
engagedinactive
learning,building
knowledgeby
doing
Student
centered,each
students
experienceis
unique
(Swan,2010)
century,television
andaudio
conferencingwere
implemented.
Collegecredit
courseswereoffered
viabroadcast
television(Jonassen,
2004).Audio
conferencesurfaced
asamethodto
providetwoway
communication
betweeninstructor
andstudents.At
someuniversities,
videocassetteswere
utilizedtoplayback
tapedcoursework.
Universitiesoffer
coursestooutside
organizations
Wave3
(1995
2000)
Page.5
LargerContext
Theories/Waysof
Understanding
Thirdgeneration
distanceeducation
(DE)introduced
interactivetechnologies
(Anderson,2011)
Internetcoursesnow
availableontheWeb
(Anderson,2011)
Informal,
individualizedlearning
(Anderson,2011)
Holmbergintroduces
theguideddidactic
interactionwriting
style(Holmberg,
1989)
Limitedteacher
presenceinCB
learningmodelstheir
rolemainlyformarking
andevaluating
(Anderson,2011)
Communityof
Inquir
y(Garrison,
Anderson,Archer
2000)
Constructivism
(Anderson&Dron,
2011)
Interaction
Equivalency
Theorem
(Anderson,
2003)
Connectivism
(Anderson&Dron,
2011)
Equivalency
Theorem
(Anderson,
2003)
Internet&Webbased
Institutionaland
Teacher/
Organizational
Learning
Development/
Methodologies
System
Transitionfrom
Blendedlearning:
singleuniversitiesto
Teacherprepares
dualmode
andpresents
institutional
material
Teacher/student
Increaseinthe
interactionisa
numberoftraditional
mixtureof
institutions
facetofaceand
transitioningfrom
online
classroomsetting
Studenthasan
learningtooffering
activerole,more
bothfacetoface
flexibilitythan
learningandonline
traditionalclasses
education
Student
Onlinelearningand centered,though
distanceeducation
teacherretains
through
digital
controlofwhatis
enhancements
tobelearned
Utilizationofnew
(Garrison&
digitaltechnologythat ClevelandInnes,
translatesintocost
2010)
efficientlearning
Promotesinteractive Communityof
learningbetween
Inquirymodel:
teacherandstudent
Teacheris
Autonomous
designerand
learning
facilitator
Predominant
Technologies
KeyAuthors
Duringthiswave
ofthedistance
education
expansion,new
developments
towardsdelivering
distanceeducation
wereimplemented.
Therewasa
mergingof
computerand
videotechnologies
andthe
proliferationof
highlyinteractive,
lowcostdesktop
computerbased
communications
media(Anderson,
1999).
WorldWideWeb
:
offersstudents
accesstomassive
knowledgestores
intheformof
searchdatabases
Anderson
Garrison
Gunawardena
Peters
Swan
Tu
Technologymoved
faster,andthereis
morefrequent
communication
capabilitybetweenthe
teacherandstudent,
computermediated
communication,
theoretical
developments
encouraging
collaborationamong
studentsinDE(social
constructivism)and
networksofresources
(constructivism)
(Anderson,2011)
Computerliteracy
entersthepicture
Internet/Digitalage
methodsusedbylarge
populationsfor
learning
Introductionoftheterm
heutagogy,
selfdetermined
learning
Theneedforeducation
hasanincreased
Informationhaslimited
access
Page.6
I
nnovationsin
distanceeducation
digitalizations
Quickdeliveryof
information
between
teacherandstudent
andpeertopeer
Pedagogical
advantagesanduseof
communication
technologies
Internet
Multimedia
Personalcomputer
use&technology
Digital
videocompression
(Peters,2010)
Teacherand
studentsinteractto
formcommunityof
learning
Studentroleis
active,learning
through
explorationof
environment
Studentcentered,
emphasison
collaboration
(Swan,2010)
withhyperlinked
information.
Studentsclickon
thehighlighted
text/pictureto
recievecontentin
multimediaformat
andexplorerelated
topics(Anderson,
1999).Students
canutilizethe
WorldWideWeb
tocommunicate
viaelectronicmail,
andinteractamong
oneanother
synchronouslyor
asynchronously.
oElectronicmail:
mechanismsfor
sendingelectronic
messagestothe
professor,
classmates,
teachingassistants,
etc..Messagesare
asynchronousand
textbased.
oSynchronous:
interactionamong
individuals
conductedina
realtimesetting.
oAsynchronous:
delayed
interactionsamong
individuals
Newdeliverymethods
ofinstructioncausedby
highcostofeducation
andneedfor
interactivity(Anderson,
2003)
Lackofskilledworker
leadtoeconomicissues
Educatorscreatingreal
worldlearning
experiencesbasedon
militarytrainingstyle
(Anderson,2011)
Conceptofcapability
"developedinthe
UnitedKingdominthe
mid80sasaresponse
totheneedtoimprove
thecapacityofBritish
organizationsto
competeinashrinking
marketplace"(Hase&
Kenyon,2000)
Diversemodesof
trainingneededfor
largeronlinestudent
population(Anderson,
2003)
Page.7
Discussion
Boards
:offers
studentstheability
topostandanswer
questionsand
comments,and
postopinionsto
theclass.The
instructorwill
monitorandread
thediscussion
boardswhile
respondingtothe
questionsand
opinions.
Communicationis
asynchronousand
textbased.
Instant
Messaging/Pager
:
offersstudentsthe
abilitytoconduct
synchronous
discussionvia
typingquestions
andcomments.
Communicationis
textbasedandcan
possiblybe
informal.
DigitalMedia:
offersstudentsthe
abilityto
communicateina
visualand
interactivesetting.
Examplesinclude
butarenotlimited
tocomputer
simulatedtraining
modules,Web
delivery,browsing,
virtualreality,and
multimedia
presentations
(Anderson,1999).
Wave4
(2000
Present)
Page.8
LargerContext
Technologys
increasinginfluenceof
Distanceeducation
Intelligentflexible
learning(Anderson,
2011)
Autonomous,
selfregulatedlearning
(Peters,2010)
Thereisaneedof
"literaciestoact
effectivelyinboth
onlineandoffline
contextsandbeableto
NewTheories,NewRoles,NewApplicationsofTechnology
Theories/Waysof
Institutionaland
Teacher/
Predominant
Understanding
Organizational
Learning
Technologies
Development/
Methodologies
System
Heutagogy
Studentcentered
Heutagogymodel: Duringthiswave,
(Hase&Kenyon,
learningthrough
Teacherprovides
technologyhas
2000)
euniversitiesand
theresources
fullyadvancedand
distanceeducation
Teachersgoalis
individualsare
Connectivism
Paradigmshiftfrom tofacilitatestudent abletocompletely
(Schwier,2011)
teachercentred
capability
maximizethe
learningtostudent
Studentsdirect
benefitsof
Pedagogyof
centeredlearning
thelearning
technologyin
Nearness
Selfdetermined
process,deciding
DistanceEducation
(Anderson,2010)
learningand
whatandhowto
(DE).Belowisa
selfefficacy
learn
listofthe
Flexiblelearning
Studentsarethe
predominant
styles
centeroftheirown technologies
Activelearningand
learning
currentlybeing
reflections
(Hase&Kenyon,
utilizedinthe
Immediacyof
2000)
field:
learningandfeedback
MassiveOpen
Connectivism
OnlineCourse
model:
(MOOCs)
KeyAuthors
Cohn
Hase&Kenyon
Siemens
Schwier
Clark
Cormier
shiftrapidlybetween
them"(Anderson,
2010,p.33).
Shareddigitallearning
(Siemens,2013)
(Hase&Kenyon,
2000)
Establishmentof
learning
communities
Classroom
communitiesamongst
peers
Peerlearningand
collaboration
Increaseinpeer
interactions
TheStructured
DialogicDesign
(SDD)process
Brainstormingand
sharingideas
Teachermayor
maynotbepresent
Technologyis
keytoenabling
extensive
information
sharingand
connecting
participants
Studentsform
diversified
networkswith
humanand
machinenodes
Studentcentered,
emphasisison
abilitytofind
informationrather
thanthe
informationitself
(Siemens,2005)
(Anderson,2010)
Page.9
Web2.0
Cloud
(Google
Drive,Dropbox,
etc..)
OnlineTextbooks
Learning
Management
Systems
(LMS)
SocialMedia
(Facebook,
Twitter,LinkedIn,
Diigo)
Podcasts
WebHosting
Service
s
ComputerStyle
VideoInteraction
(WebEx,Skype)
AudioandVideo
Platforms
(YouTube,Voice
Notes)
SearchEngines
(Google,Yahoo,
Bing)
References
Wave1
Baath,J.(1982)Distancestudentslearningempiricalfindingsandtheoreticaldeliberations
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Page.14

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RobinBrooks,KieshaByers,DianeDonaldson,TenishaHolloway,DavidKoger,JessicaRansome,RonaldWestervelt

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