Theory of Distance Education Abrief background

Overview Astounding growth (Garrison, 1990) Glamorized by technology Poor conceptual framework fragmented lacks theoretical foundation lacks programmatic research

Garrison and Hayes (1990) “Hodgepodge of ideas and practices taken from traditional classroom settings and imposed on learners who just happen to be separated physically from an instructor.”

Justification of Distance Education Nontraditional education, attempted to define the important and unique attributers Nontraditional learner (Rumble, 1986) Separation (Rumble, 1986) Planned & guided experience (Holmberg, 1986) Two-way communications structure (Keegan, 1988)

Three Historical Approaches (Keegan 1986) Theories of autonomy and independence (Wedemeyer 1977) (Moore 1973) Theory of Industrialization - distance education as an industrialized form of teaching (Otto Peters 1972) Theories of interaction and communication (Baath 1982,87) and (Daniel and Marquis 1979)

Identified Essential Elements (Wedemeyer 1981) Independent learner Greater student responsibility Widely available instruction Effective mix of media and methods Adaptation to individual differences Wide variety of start, stop, and learning times

Holmberg (1989) Elements continued Meaningful learning New learning anchored in the cognitive structure - not rote learning Centered on interest Teaching is facilitation of learning Individualization of teaching and learning Encouragement of critical thinking

Theoretical Constructs Transactional Distance (Moore 1990) Determined by amount of dialogue between learner and instructor Amount of structure that exists in the design of the course More structure and less student-teacher Dialog = greater transactional distance Continuum of transactions Blurs the distinctions between conventional and distance programs

Theoretical Constructs continued Saba and Shearer (1994) built on Moore’s model As learner control and dialogue increase, transactional distance decreases Implication for traditional classroom Integrated telecommunication systems may permit a greater variety of transactions to occur

Theoretical Constructs continued Interaction (Moore 1989) Learner-instructor Learner-content Learner-learner Learner-technology (Hillman, Hills, and Gunawardena 1994)

Theoretical Constructs continued Control Independence and learner control Learners with internal locus of control, more likely to persist in education (Altmann & Arambasich, 1982; Rotter, 1989)

Theoretical Constructs continued Social Context How the social environment affects motivation, attitudes, teaching and learning Notion that technology is culturally neutral Social equality factor of the technology

Theoretical Constructs continued Saba and Shearer (1994) - built on Moore’s model As learner control and dialogue increase, transactional distance decreases Implication for traditional classroom Integrated telecommunication systems may permit a greater variety of transactions to occur

Theoretical Constructs continued Interaction (Moore 1989) Learner-instructor Learner-content Learner-learner Learner-technology (Hillman, Hills, and Gunawardena 1994)

Theoretical Constructs continued Control Independence and learner control Learners with internal locus of control, more likely to persist in education (Altmann & Arambasich, 1982; Rotter, 1989)

Theoretical Constructs continued Social Context How the social environment affects motivation, attitudes, teaching and learning Notion that technology is culturally neutral Social equality factor of the technology

Theoretical Foundation of Distance Education No theory base for the field “chaotic and confused” No national policy No consensus among educators of the value, the methodology or even the concept of distance education

Theoretical Foundations continued Call to stop emphasizing points of difference and identify common educational problems Call for theoretic model based on constructivistic epistemology Distinctions blur between traditional and distance education settings

4-Square Map of distance education technology options (Adapted from R 4-Square Map of distance education technology options (Adapted from R. Johansen et al,. 1991,p. 16.) Teleconferencing (audio, audiographics, video) ITV, ISDN, Broadcast & Cable TV, radio Different place, Same time Print, audiocassettes, videocassettes, computer conferencing, CAI/CBT, interactive video, videotex Any time Any place Emerging technologies Different place, Same time Same time, Different place Labs, study centers Same time, Different place Face-to-face

Glamorized by technology Poor conceptual framework Summary Astounding growth Glamorized by technology Poor conceptual framework Identified Essential Elements Interaction (Moore 1989) 4-Square Map of distance education technology options