GROUP 1 WAVE1

FI RST WAVE OF DEVELOPMENT: CORRESPONDENCE/INDEPENDENT STUDY

(1840 - 1950s)
DIMENSIONS Soyoung Ki:, Mirriam Lephalala, Dana Leshock, and Sharon Jackson
Forces dominant in the larger context that
drove development of DE
Period of early distance education
DE was established as a response to various demands & needs including: to
provide education after World War 1 and 2 ; to develop science and
technology education programmes and curriculum after the launch of the
Sputnik in 1957; to address economic growth, socio-economic
circumstances and community development; to provide education for the
underprivileged, women and rural communities; to provide education for
immigrants and young people from poor rural areas to the cities; to provide
Foreign language instruction in Europe (Haughey, 2010, Miller, 2010).
Institutional and organisational
development/ systems/Ways of operating
Independent learning and correspondence education
An individual model based in teaching through independent study using
books, that is, print-based learning (Cleveland-Innes et. al. 2010; Haughey,
2010; (Shale, 2010)Sound learning(Peters, 1998)
Prof Peters (2001) describes the theory of distance education in terms of
the Industrialization Theory and from its pedagogical nature from its
historical aspect .
In the Wave 1 period various sources of information are used.
The cognitive domain students learn how:
to analyze, interpret, and synthesize relevant information from
different sources
to apply what they learn in varying contexts.
The psychomotor domain students are:
concerned with practical skills, and the affective one, which
concerns emotions and attitudes.
In the first wave of DE, little was usually expected of distance education in
the psychomotor domain. Nevertheless, some manual skills were naturally
gained in the course of study, for example, keyboarding, and drawing and
handling instruments(Holmberg, 1989).
Institutional and organisational
development/ systems/Ways of operating
Structured writing/Delivering lesson contents and knowledge through
correspondence.
Operated through correspondence (Haughey, 2010)
Support structures and Institutional collaborations were established, for
example, the International Council for Correspondence Education in 1938,
the University Continuing Education Association in 1955, the Distance
Education and Training Council in 1926. (Miller, 2010)
Prevailing teaching/learning
theories/methodologies/Prevailing view of
role of teacher and role of learner
Rural free delivery (RFD) structured the development of correspondence
study to reach farm families through.Radio Video/audio (Peters, 1998.)
Prevailing teaching and learning is the personal study model.
Learning takes place through reading material & texts, writing tests,
individual studies.
The teachers role is that of motivator and stimulates and steers students in
right direction, provides regular feedback. (Garrison & Cleveland-Innes
2010)
Predominant technologies The ways of operating in first wave is delivering lesson contents and
knowledge through telephone or mail.
The main technologies included: teaching through text; the postal system;
publishing and distribution systems
Post office delivery, train or railroad delivery, telephone, mail, computers,
teleconferencing, audio or media learning, internet or web, online learning
(Garrison et. al. 2010)
Educational television stations and networks were developed in the United
States and Canada in the 1950s (Miller, 2010.)

key authors Peters, O (2001); Caruth, G. D., & Caruth, D. L (2013)
Holmberg B. (1985); Keegan, D. (1986); Garrison D.R. (1985);
Cleveland-Innes & Garrison, D. 2010; Miller G. E. 2010; Peters, O(1998);
Peters, O(1998)


GROUP1WAVE2
SECOND WAVE OF DEVELOPMENT: CORRESPONDENCE/INDEPENDENT STUDY (1960- 1995)
DIMENSIONS Soyoung Ki:, Mirriam Lephalala, Dana Leshock, and Sharon Jackson
Forces dominant in the larger context that
drove development of DE
Various factors influenced the development of DE in the UK. Tony
Bates (2011) identifies five aspects that led to the success of the
Open University, these include: the UK governments drive to widen
participation in higher education and support for individual self
improvement initiatives; demand by the public for access to higher
education; support from the BBC to offer a platform for teaching and
publicity; the recruitment of expert academics into research and
teaching
A very strong political push from Mrs. Thatcher, the self
improvement idea of the open university concept, and that people
could improve by studying and working hard also influenced the
development of open distance education (Bates,2011).
Reasons for growth in the emerging institutions:Rise in white
collar workers
Less elitist system of post secondary enrolment;
Shift in focus to:
lifelong education
autonomous education
learner centred education

Theories/Ways of understanding DE Some of the theories underlying developments during this phase include:
theories of independence and autonomy (Keegan, 1996); Theories of
industrialization of teaching (Peters, 2010) and Theories of interaction and
communication, guided didactic conversation (Holmberg, 1983);

Theories of distance education
Traditional theories dealing with correspondence study
Proposing new unique theories of distance education to guide the
practice of distance education with new advances to communication
technologies (Michael).
Characteristics of Wave 2 distance
education

Specialized institutions & Specialized role
Mass education
Realization of economies of scale
Single mode institutions
Systems approach to course development
Institutional and organisational Open education system
development/ systems/Ways of operating -Began developing high education system as a correspondence education.
Started using various technologies
Various kinds of learning support systems(tutors, advising, counseling)
developed (Bates, 2011)
- Communicate between student and teachers. Peters mentioned that Since
formed the corresponding pedagogical structures made more rigid, adapts
itself to the rapid changes in digital information and communication
media.(p.209)
Types of institutions
Single mode institutions
open university
consortia
OU UK
American broadcasting service
Penn Foster Carrier School
German Carrier School
Diverse models of distance education were developed. Guri-Rosenblit
(2009) identifies five models: Single-Mode Distance Teaching Universities,
Dual-and Mixed-Mode universities, Extensions, Consortia-Type Ventures &
Virtual Technology-Based Universities.
Prevailing teaching/learning
theories/methodologies/Prevailing view of
role of teacher and role of learner
Media pedagogics
-Peters (2001) said that Students wants to see and hear them and not to
have them replaced by an image that is based on media pedagogics. (p.
217) Besides, professors are influenced on learning process of students by
media technology.
Provided new types of delivery education
-For example, Peters (2001) referred that Teaching programmes on TV
play a dominating role that appears strange to all those who base the core of
academic education on the written word. (p. 216)
-Peters stated that When professors put lectures on the television screen,
students who live in the Western distance read the text they receive a better
impression of its tone because the way it is written in phonetic language.
(p.217) With this, it is more clear to the students of what the instructor is
saying when they read the text that is written.
Theories of learning
Proposing new theories of learning that deviate from the old theories like
the behaviorist theory that suite more of a face to face structure of
education.
Ideas to adopt constructivism.
Ideas to adopt andragogy
Predominant technologies Some of the main technologies that were being used during this time frame
are: Telephone, Radio, Television, audio/video cassettes, Two-way Video-
Conferencing, home experiment kits where being used (Moore, Kearsley,
2012) Correspondence(Bates,2011)
Key Authors Keegan (1986); Peters (2010); Holmberg (1983); Tony Bates (2011); Peters
(2010); Moore & Kearsley (2012); Garrison & M.F. Cleveland-Innes
(2010); Borje Holmberg (2005); Peters (2001); Peters (2001); Bates(2011)









GROUP1 WAVE3
THI RD WAVE OF DEVELOPMENT: CORRESPONDENCE/INDEPENDENT STUDY (1995 ~ PRESENT)
DIMENSIONS Soyoung Ki:, Mirriam Lephalala, Dana Leshock, and Sharon Jackson
Forces predominant in the
development of DE
Various forces influenced DE development, including: Post-industrial era, globalisation,
rise of the knowledge economy, development of the internet, digitalization of the learning
environment, worker demands for new skills, lifelong learning (Swan 2010)
Theories/Ways of
understanding DE
Theories include: Connectivist pedagogy of DE(, self-directness,collaborative construction
of knowledge, online-blended learning, community of inquiry(consists of cognitive, social
and teacher), Interaction equivaleny(, building and maintaining networked connections,
student-content,student-student, and student-instructor) (Anderson & Dron, 2011;
Garrison, Anderson & Archer, 2011; Garrisson, 2009; Peters, 2010; Anderson, 2003;
Vaughn, 2000)
Characteristics of Wave 3
distance education
Various types of DE provided, including: Home-learning, K-12 online learning, dual mode
institutions, corporate universities, virtual schools, for-profit institutions
Improving communication between students and teachers, students and students through
advanced technologies
Institutional and
organisational
development/Ways of
operating and system
The third wave brought on the arrival of the internet and media technology such as radio
and television(OMDE,2014)

The convenience of online learning has made it possible to reach a student population
that was previously un-served, to reach more students at peak times of the day, and to
maximize resources and flexibility for the university. (Lei & Gupta, 2010).

Prevailing teaching/learning
theories(the role of teacher
and learner)
The role of teacher
-Teachers encourage the educational goals of students and make higher communicating
with students by the interaction and advanced technologies.

The role of student
-Interaction between student and student is getting important role. Carswell and Bojanova
(2011) said, They use Twitter and twibes to share real-time experiences and to store them
in one common repository. BatchGeo, Google Docs, DropBox, and Glide help students
collaborate. (p.19)
Teaching and learning comprised: merging of synchronous and asynchronous
communication with a web-based platform, shift from knowledge transmission to
knowledge construction, inquiry-oriented approaches, designing of learning environments,
peer and group interaction, non-linear learning, interactive generative participation (Swan,
2010; OMDE, 2014)
Teaching and learning shifted from mainly student-content and student-instructor
interactions to peer and group-interactions; students can work together to co-create and
construct new knowledge; learning non-linear, information easily accessible and students
becoming more self-directed (OMDE, 2014)
Blended learning, Blogs, Group study for DE Collaboration, Students work on
group projects, Web based, Study groups is a significant part of a successful learning
approach.
In addition to mainly directed , heteronomous, passive & receptive learning, digitized
learning requires that learning should be self-directed, autonomous, independent & self-
determined (Peters, 2010).
Communications technology led to greater attention to collaborative-constructivist
approaches to learning (Garrisson, 2009)
Predominant technologies Emails, blogs, wikis, video conferencing, tele conferencing, chat, discussion group,
Twitter, BatchGeo, Google Docs, DropBox, and Glide, and social networks.
Internet, Search Engines, Social Media, Video Streaming, New online learning
environments. Synchronous and asynchronous technologies over the web
allow for greater student access to course material and more timely feedback between
students and instructors.
Key Authors Carswell and Bojanova (2011); Swan (2010), Peters (2010), Anderson (20013, Anderson
and Dron (2011), Garrison, Anderson and Archer (2000), Swan (2010), Peters (2010) Lei
& Gupta, 2010


GROUP1 CURRENT WAVE
Current Trends in DE
DIMENSIONS Soyoung Ki:, Mirriam Lephalala, Dana Leshock, and Sharon Jackson .
Forces dominant in the
larger context that drive
development in DE
Developments in higher education driven by the internet, open education technology, social
media, digital networked technologies, free networked technologies, alternative copyright
schemes such as creative commons (Downs, 2004, Siemens, 2004, Lamb and Groom,
2010).Developments driven by the internet, social media, digital networked technologies.
All institutions involved in online courses are developing their own. (Daniel P. Compora,
2003) Every institutions which provide online classes keeps developing various curriculum,
advanced technologies and skilled staffs to improve communication between students and
teachers.
Theories/Ways of
understanding DE
Constructivism-when individuals construct knowledge that is dependent upon their
individual and collective understanding, backgrounds, and proclivities. (Anderson,2010).
Pedagogy of nearness-online interaction, collaboration, and learning neither valued nor
devalued as compared to interactions with those near. (Anderson, 2010).
Heutagogy-has roots in literature, extends control to the learner and sees the learner as the
major development and control agent in his/her learner. Heutagogy looks to the future so
knowing how to learn will be a fundamental skill. (Anderson, 2010). Constructivism and
complexity.
Connectivism: knowledge and learning as an integrated process, knowledge is in the
connections, is about knowledge building and sharing and co-creation of content
(Siemens, 2004; Clark, 2011; Schweier, 2011 )
Resilience model of ecology used to determine how institutions adapt to current changes
(Weller and Anderson, 2013)
Characteristics of Current
Wave distance education
New teaching environments created through blended and online education, MOOCs and
Virtual universities established, Web2.0 networked learning environments created through
networked technology, for example, blogger, Gmail (Siemens, 2004; Swan, 2010)
Distance education programs tend to employ different delivery methods, but most tend to
rely on one form more heavily than others. Much of this is likely due to the availability of
existing technology more than it is based on actual program design.(Compora, 2003)
Institutional and
organisational
development
Association for Distance Education and Independent Learning. OER
Collaborative partnerships established amongst institutions; Increased shift to resource
sharing among institutions; shared visual spaces and social networks (Cleveland-Innes &
Sangra, 2010)
Ways of operating and
system
Considering the quality of DE like as skilled teachers, well-quality classes, and advanced
technologies.
According to International Council for open and distance education (2009), Today more
sophisticated ICT(Information and communication technologies) are emerging as a part of
on-campus delivery and as modalities of open and distance higher education delivery.(p.22)
For example, mobile phone and tablet are popular technologies to operate online classes for
students.
Changes include Learning material easily transferred from one system to another or one
version of a system to a newer one (Lamb and Groom, 2010)
Prevailing
teaching/learning
theories(the role of teacher
Siegle (2010) mentioned that The level of instructor involvement can range from
monitoring and guiding the discussion fully participating. (p.59) Learning anytime and
anywhere, Regular teacher feedback, Conference discussions, Online Groups, Streamline
and learner) Instruction Systems. Student-centered with little or no teacher guidance. Networks of
learning. More important for students to know where to find the information. Students reflect
on what they have learned.
Shift in teaching and learning practices include asynchronous, collaborative, and non-linear
learning; communities of inquiry, three presences identified, that is social, cognitive and
teaching; course content free and readily available through OERs (Anderson, 2010, Swan
2010, Anderson and Dron, 2011, Schwier, 2011)
Predominant technologies Carswell and Bojanova (2011) said, They use Twitter and twibes to share real-time
experiences and to store them in one common repository. BatchGeo, Google Docs, DropBox,
and Glide help students collaborate. (p.19) Web based learning platforms/ Learning
Management Systems, Internet based virtual classrooms, Audio Video Media, Electronic
Publishing, Social Networking, Web 2.0, Cellphones, Laptops
Increased use of newer technologies such as smartphones, e-readers, tablets
Key Authors Siegle, D. (2011); Carswell and Bojanova (2011); Anderson, T. (2010), Anderson (2010),
Siemens (2004); (Daniel P. Compora, 2003). Downs (2004); Peters (2010)

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