Running head: Three Theories in Distance Education

Three Theories in Distance Education Anissa Bigler Kansas State University

Three Theories in Distance Education 2

Three Theories in Distance Education Although various forms of distance education have existed since the 1840s and attempts at theoretical explanations of distance education have been undertaken for decades by leading scholars in the field, the need for a theory of distance education has been largely unfulfilled until recently (Simonson, Schlosser, & Hanson, 1999). The emergence of distance education as a vibrant and growing option to the traditional educational system has sparked great discussion on the theory behind this movement. At the forefront of distance education theories are: Knowles

theory of andragogy, Paulsens theory of cooperative freedom, and Keegans theory of equivalency. Knowles takes the strong stand that distance education must be self (student)directed; Paulsen would agree with Knowles but adds that a component of group cooperation is necessary for the most effective distance education. Finally, Keegan focuses on the need for distance education to provide students equivalent, but not necessarily identical, learning experiences as those who are in a traditional classes. Malcolm Knowles theory of andragogy has led the way in distinguishing adult learning (andragogy) in distance education from the usually discussed child learning (pedagogy). In his theory, Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions. Adult learning must accommodate this fundamental aspect (Andragogy, n.d.). Adults enroll in online classes because they want to, opposed to the child who finds himself mandated by law to be in a school of some kind. This means adults need to be taught differently. Knowles stresses the need for meaningful task-oriented projects, assignments which allow for freedom of self-discovery, and a curriculum which is relevant to students lives. Adult students are looking for more of a facilitator than they are for a teacher. They need an instructor who sets

Three Theories in Distance Education 3 them on the right path, gives guidance when necessary, and then lets them take responsibility for their own learning (Andragogy, n.d.). Morten Flate Paulsen was influenced by Knowless theory of andragogy, and Paulsens theory of cooperative freedom builds on it. Paulsens theory perceives both adult and juvenile distance learners as motivated, self-directing students with a desire to control their learning outcomes (Paulsen, 2003, page 42). Distance education students should be allowed to utilize the freedom online learning offers, but this autonomy must also manifest itself in cooperative interaction among classmates. Paulsen (2003) strongly believes that distance students need cooperation as well as individual freedom (page 42). One of the main roles of the instructor is to align assignments in a way that students interact, cooperate, and learn from each other. The combination of freedom and cooperation is at the heart of his theory. Keegans theory of equivalency remains the same regardless of the theory of cooperative freedom or of andragogy; his theory of equivalency states equivalent rather than identical, learning experiences should be provided to each learner whether local or distant, and the expectations should be that equivalent outcomes, rather than identical, should be expect of each learner (Albright, Simonson, Smaldino, & Zvacek, 2009, page 51). Keegan makes the analogy that just as a triangle and a square may have the same area but look vastly different; distance education may look as different from the traditional classroom as a triangle from a square, but each should expect the same learning outcomes for all students. With distance education establishing itself as a new norm in education, the research and theories behind making it effective and impactful will continue to rise to the surface. But Knowles theory of andragogy, Paulsens theory of cooperative freedom, and Keegans theory of equivalency are three theories that will remain foundational in teaching distance education.

Three Theories in Distance Education 4 References Albright, M., Simonson, M., Smaldino, S. E., & Zvacek, S. (2009). Teaching and Learning at a Distance: Foundations of Distance Education (4 ed.). Alexandria, VA: Prentice Hall. Andragogy (M. Knowles). (n.d.). Theory Into Practice (TIP). Retrieved September 25, 2010, from http://tip.psychology.org/knowles.html Paulsen, M. (2003). Cooperative freedom: An online education theory. Education Online. Retrieved September 23, 2010, from www.studymentor.com/cooperative_freedom.pdf Simonson, M., Schlosser, C., & Hanson, D. (1999). Theory and distance education: A new discussion. The American Journal of Distance Education, 13(1). Retrieved September 24, 2010, from http://www.c3l.uni-oldenburg.de/cde/found/simons99.htm