A.Frank - T.Sharon 1 Distributed Education - Theories and Models (1) A. Frank, T. Sharon

2 A.Frank - T.Sharon Contents DE Challenges Prominent Theories Proven Technology Models

3 A.Frank - T.Sharon DE Theoretical Challenge  Garrison, Randy. (2000) Theoretical Challenges for Distance Education in the 21st Century: A Shift from Structural to Transactional Issues. International Review of Research in Open and Distance Learning: 1, Provide a grand theory that will explain and anticipate DE practices for a broad range of emerging educational goals and experiences.

4 A.Frank - T.Sharon DE Practical Challenges Keep pace with new, affordable applications of communications technology and the changing educational needs of a Life-Long Learning (L 3 ) society. Capture the full range of possibilities made available by the rich and diverse developments in the field of communications and information technology? Make sense of the distance educational options available.

5 A.Frank - T.Sharon 20th Century Emphasis Primary focus on distance constraints and approaches that bridged geographical constraints. Dominance of structural and organizational concerns. Achieved by organizational strategies such as mass production, pre-packaging and wide delivery of self-study learning materials. Identified as the industrial era of DE.

6 A.Frank - T.Sharon Industrialization & Distance Education Division of Labor - a fundamental prerequisite for DE to be effective (course developers are not course evaluators). Mechanization - conventional education operates at a pre-industrial level. DE applies technologies. Rationalization - teacher's knowledge and skills are delivered to unlimited numbers of students at a distance and with uniform quality. Assembly Line - DE staff remain at their posts but materials are passed on.

7 A.Frank - T.Sharon Industrialization & Distance Education Mass Production - many learners at many locations learning concurrently. Planning and Preparation - DE is characterized by extensive planning by senior staff. Standardization - DE teaching is constant for all learners. Functional Changes and Objectification – the functional role of the teacher is split into: 1. provider of knowledge (unit author) 2. evaluator (tutor) 3. counselor (advisor) Monopolization - concentration and centralization within state or nation are common.

8 A.Frank - T.Sharon 21st Century Emphasis Shift from structural to transactional issues. Transactional issues (i.e., teaching and learning) and assumptions predominate over structural constraints (i.e., geographical distance). Specifically, concerns regarding real, emerging networking technologies to support sustained communication anytime, anywhere. Primary focus on educational issues associated with the teaching-learning transaction. Identified as the post-industrial era of DE.

9 A.Frank - T.Sharon DE Eras 0. Pre-Industrial (until mid 20 th century) 1. Industrial (3 rd quarter 20 th century) 2. Post-Industrial (4 th quarter 20 th century onwards)

10 A.Frank - T.Sharon DE Prominent Theories 0. Pre-Industrial (until mid 20 th century) –"Written Correspondence Study" - (1900s) 1. Industrial (3 rd quarter 20 th century) –"Independent Study" - C. Wedemeyer (60s) –"Industrial Production" - O. Peters (60s) –"Guided Didactic Conversation" - B. Holmberg (70s) 2. Post-Industrial (4 th quarter 20 th century onwards) –"Transactional Distance" - M. Moore (70s) –"Transactional Control" - R. Garrison (80s) –"Collaborative Learning" - F. Henri (90s)

11 A.Frank - T.Sharon Written Correspondence Study  Sherow, S., & Wedemeyer, C. (1990). Origin of distance education in the United States. In D. R. Garrison & D. Shale (Eds.), Education at a distance: From issues to practice (pp. 7-22). Melbourne, FL: Krieger. The classical way of learning at a distance. Dominated only by organizational and administrative concerns.

12 A.Frank - T.Sharon 1.Industrial Era (3 rd quarter 20 th century) Similar Terms –Organizational –Structural –Geographical –Objectivism Prominent Theories 1."Independent Study" - C. Wedemeyer (60s) 2."Industrial Production" - O. Peters (60s) 3."Guided Didactic Conversation" - B. Holmberg (70s)

13 A.Frank - T.Sharon Independent Study (1)  Wedemeyer, C. A. (1971). Independent study. In R. Deighton (Ed.), Encyclopedia of Education IV (pp ). New York: McMillan. Was a pioneer in the study of distance education. Influential work that broke away from the concept of correspondence study. Focused on pedagogical assumptions of independent study. Focused on educational issues concerning learning at a distance.

14 A.Frank - T.Sharon Independent Study (2) Focuses on the individual as opposed to group. Emphasis on “a democratic social ideal” of not denying anybody the opportunity to learn. Consistent with the principles of equity and access - related to self-directed learning and self-regulation. Contributed to the establishment of the British Open University in the early 70s (BOU

15 A.Frank - T.Sharon Independent Study (3) Identified defining characteristics such as communication, pacing, convenience and self- determination of goals and activities. Has concern for learning but under the geographical and temporal control of the learner. Lets the course determine (prescribe) the goals and activities. Courses offer less freedom in goal determination and activity selection. Does not individualize (i.e., personalize) independent study courses.