Group4 FinalGrid:History&DevelopmentofDistanceEducation

Contributingmembers:GroupIV(VicWang,SteveSchultze,PamelaHilliard,KateemaLee,Jacqueline DeVore,CharleneMahoney). 1LargerContext WAVE1 (economics/politics/ societalvaluesand TheUniversityofLondonsetupexternalstudiesin1858.Thishelpedprovide pressures/ highereducationtowomenandracialminoritieswhowerebarredfromhigher government educationbypoliticalorpersonalcircumstances(Haughey,2010,p48) policies/ Duetotwoworldwars,correspondenceschoolsweresetupinFrance,the technological Netherlands,andWest&EastGermanytohelpmanysurvivorswhowere advances) dislocatedfromtheirhomesandcommunitiesandfortheseveralyearsofmissed schooling(Haughey,2010,p49). Therewasanemphasisonaccessforunderservedpopulations,withparticular focusonthedisadvantaged(Peters,2010b,p.45). Economicswereamajormotivatingfactorininitialformsofdistanceeducation entrepreneursofthetimeconsideredthisaprofitventure(Peters,2010b,p.29). Culturalandsociologicalchangesinsocietyduetoindustrializationopenedthe doorsfordistanceeducationtofurtherestablishitself,andlearnerswere encouragedtopursuethistypeoflearning(Peters,2010b,p.20). Inotherwords:distanceeducationbecamerelevantbecauseitenabled governmentsandschoolstoovercomeeducationalemergencysituationsorto minimisetheirconsequences(Peters,2004b,p.16). WAVE2 Globally,OpenUniversityhasallowedstudentswithlimitedopportunitiestoenrollinDE programstogainapostsecondaryeducationcredential(Bates,2011).In1969only8% ofstudentswentontohighereducationinBritainbeforeDE.DuringthiswaveDEalso becamefurtherindustrialized,asnewinstitutionalformsandOpenUniversitybeganto emerge,causingagreatdemandformoreteachers.WiththisNewEra,OpenUniversity wasmoreofanicheeducationtherefore,itheldnorealmodel,whichmadethem completelyinnovative.OpenUniversityhasmaintaineditsvalue,believingthatall universitiesshouldhaveequalstatusandthatacademicsshouldbefullyacademic(Bates, 2011). TherearepoliticaladvantagesthatOpenUniversityhasoverWesternGovernorsaswell

asUniversityofPhoenix,whichincludetheopportunitytoresearchaswellasteach (UniversityofPhoenixfocusesonteaching)(Bates,2011).OpenUniversityswealthof resourcesprovidesstudentsandlearnerswithanopportunitytoimprovethemselvesby studyingandworkinghardtoobtainahighereducation.Throughpartnershipsandby establishingcredibility,OpenUniversityobtainedmuchpublicity(Bates,2011). WAVE3 Thiswavesawariseinglobalizationandknowledgeeconomyaswellasanincreased importanceinscientificresearchandpostindustrialism. LargerContextasitrelatestoTechnology: LearninginHypertexts(Peters,2010,p.148150) TheemergenceoftheinternetandWorldWideWebavailableforbrowsingand learning(p.150) Networkbasedlearningofferinguptodateinformation(Peters,2010,p.150) BasedofftheWorldWideWeb Digitallibraries,onlineencyclopedias,etc Learningthroughvirtualcommunication(Peters,2010,p.150152) Offerscomputertocomputercommunicationforbetterlearning(p.150). Throughmessageboards(p.151) Communicationswithotherclassmatesviainternet,emailorcomputer conferencing(p.150151). CURRENTTRENDS Thecurrentenvironmentisoneofeconomicuncertainty,specificallywhenitcomesto publicfundingforeducationthisisnotonlywithintheU.S.butalsoonagloballevel. Highereducationinstitutionsarechallengedtoworkwithinthisdifficultenvironment,and manyinstitutionsareseekinginnovationandopportunitiesforblendedandonlinelearning. Thereisalsoachallengetonotonlyinnovatetobringinmorestudentsinaneconomically friendlyway,butalsotoinnovatequickly. Specificitemstonote: Web2.0 socialmedia/networking OERmovement mobiletechnology increaseduseofdistanceeducation 2)Theories/Ways WAVE1 ofUnderstanding

Industrialization(Peters,2010b) Foxidentifiedthreetheorieswhicharedirectlyrelevanttodistanceeducation: Shapingtheory:teachersareresponsibleforsculptingstudents travellingtheorywhichtreatsstudentsasunexploredmountainsandtheinstructor istheleaderand growingtheorywhichfocusesonthestudentsneedtoadapttoeducationboth intellectuallyandemotionally(Holmberg2005,p24). WAVE2 Waysofunderstanding: Transitionfromindustrialera(FirstWave)toInformationRevolution(SecondWave) (Miller,2010) Theories: SystemsApproach(MooreandKearsley,2012) TransactionalDistanceTheory:theintersectionandrelationshipofdialogue,structure andautonomytogethercreateameasurabledistancebetweenlearnerandinstructor.The distanceisnotphysicalbutpsychologicaltakingthesethreefactorsintoaccount. (Moore,1997). Andragogy:MadepopularbyMalcolmKnowlesin1970.Knowlesdescribesthisasthe intersectionofcharacteristicsspecifictoadulthoodandprocesselementsofadult education(Bullen,1995,p.2). Characteristicsofadulthood:selfdirectedtask/problemorientedlearninginternal motivationlearningstemsfromlifeexperiences(1995). ProcessElementsofAdultEducation:relaxed,flexibleandsupportivelearning environmentmutualplanningbothlearnerandinstructorsetgoalsand objectivesuseoflearningcontractsandlearningprojectssequencedby readinessinquiryprojectsandindependentstudyandcriterionreferenced evaluation(1995,p.2). Constructivism:ourmindsareunique,weinterpretlifeexperiencesandevaluateinorder togainknowledgemakingourrealitiesdifferent(Jonassen,Davidson,Collins,Campbell, &BannanHaag,1995).Aconstructivistviewoflearningoccursbyengagingandasking studentstoparticipateinactivitieswheretheyengagewiththeworldinordertocreate theirownpersonalviewandknowledge(1995).Learningexperienceswilloftenemulate reallifeexperiencesandhaveauthenticcontext(1995). WAVE3 *Thetwomaintheoriesdiscussedbelowarecenteredaroundinteractionandrelationships

inlearning.Theyseemtofallunderthebroaderwayofunderstandingofconstructivism. CommunityofInquiryTheory(Garrison,AndersonandArcher,2000):anytypeof interactionthathappensintheonlineclassroomorlearningenvironmentcanbeattributed tooneofthreetypesofpresenceitisthecombinationofthesethreepresencesthat createsaCommunityofInquiry.Theyare: 1cognitivepresence 2socialpresence 3teacherpresence InteractionEquivalencyTheorem(Anderson,2003):Thistheory,likethetitlesuggests, measuresinteractionbetweenindividualsinalearningenvironment.Thethreemaintypes ofinteractionsare: 1betweenthestudentandthecontent 2betweenthestudentandtheteacher,and 3betweenstudents. Andersonstheoryexplorestheimportanceoftheserelationshipsrelativetooneanother. Hepositsthatifoneoftheserelationshipsisoverarching,thentheothertwomaynotbe necessaryfurthermore,heexplainsthatiftwoormoreoftheserelationshipsare substantialthelearningexperienceisevenbetter. CURRENTTRENDS Manyofthetheoriesandwaysofunderstandingfromthethirdwavearestillconsidered currenttrends,andadditionally,severaloftheoriginaltheorieshavehadalonglasting impactandshouldstillbeconsideredwhendiscussingthecurrentdistanceeducation environment. OverallWaysofUnderstanding Connectivism:Primacyoftheconnectionsharingresources,utilizingvariousmultimedia tools,lessprescriptiveassignmentsandassessments(Siemens,2011). Constructivism:Inquirybasedlearning,openendedquestions,problemsolving(Anderson, 2003) TheoriesConcerningHowStudentsLearn Andragogy(Knowles) Huetagogy(Hase&Kenyon) OriginalTheoriesthatStillHoldTrue SystemsApproach(Moore&Kearlsey) Industrialization(Peters)

MostRecentandApplicableTheories PedagogyofNearness(Anderson) InteractionEquivalencyTheory(Anderson) CommunityofInquiryTheory(Garrison,Anderson&Archer) Inconsideringalloftheabovementionedtheories,ChrisArgyrisintroducestheideaof DoubleLoopLearning,amoreactivestyleoflearningthanKnowles.Itreliesonstudents andteachersquestioningthetheoriesthatarealreadyinplace.Thisisanimportantinsight asweconsiderthecurrentdistanceeducationenvironment,theroleofcurrenttheories, andthefutureofdistanceeducation. 3)Institutionaland WAVE1 Organizational Developments/ Correspondenceschoolsweresetuparoundtheworld Systemwaysof Industrializationspeakstotheorganizationaldevelopmentofdistanceeducation, operating particularlythedivisionoflabor,planning,standardization,etc.(Peters,2010b, pp.1519).(AKAverymuchasystemsviewofdistanceeducation.) NotableEventsTimeline Germany,1856,CharlesToussanit,introducedforeignlanguageinstruction. 1840,1843emergedSirIsaacPitman'sCorrespondenceCollege.Hetaught shorthandviapostcards. 1920s,UniversityofQueensland,Australia,claimedtobethefirstcountryto supervisecorrespondencestudyforchildrenattheprimaryandsecondarylevel. 1939,Francecreatedcorrespondenceschoolsforthosechildrenaffectedby WWII.Today,itmainlycaterstoadults. UNISA,foundedastheUniversityofGoodHopein1873,becamethefirst distanceteachinguniversityintheworld. WAVE2 OpenUniversity(maininstitutionaldevelopmentofsecondwave) Establishedatthebeginningofthesecondwaveinresponsetonewworkforce needsandchangingsocialdynamics(Miller,2010,p.33). Providedopportunitiesforpublichigheredinmass(Haughey,2010) Soughttoattractandretainstudentsintheprofessionalworkforcemany thatdidn'tintendtoreturntohighered(Haughey,2010) Economiesofscale(Haughey,2010) Integratedsystemcoursedevelopmentandstudentsupportmodels (Haughey2010) CourseDevelopment: Producedexpensivemultimediacoursepackages(Shale,2010) Ideaofcourseteamtoproducecourses(Shale,2010) Academic,instructionaldesigner,mediaspecialist,editor+/

others Thiseffectivenessofthisdesignisdebatednow(Shale,2010) Investedinexpansivestudentsupportsystem(Shale,2010) OpenUniversitycreatedmassivesupportsystemforstudentswith inpersonsupportcentersindifferentgeographicalareas Tutorsforclasses Needtohelpstudent"mediatebetweenmaterialsprovidedandtheirown understandings"(Haughey,2010,p.57) SingleModeInstitutions&DualModeInstitutions WAVE3 Creationofamoredynamicviewoftheinstructorbyimplementingapedagogic filmdirection(Peters,2010b,p.142). Networkbasedlearningamplifiedtheopportunitiesforautonomouslearning (Peters,2010b,p.150). UseoftheKellerPlanwhichreenforcedidealsthatastudentmustcompleteeach assignedtopicpriortoadvancingtothenextsubject(Fuller,2005). ExpansionofcampusbasedBlendedOnlineLearningDesign(BOLD). Describessimultaneousandcomplementaryintegrationandimplementationofan asynchronousmodelearningenvironment(Vaughan,2010,p.167) UniversityofWisconsinreported80%ofstudentsfavoredblendedlearning (Vaughanetal.,2010). OUUKenforcedthemethodofcollaborativeproblemsolvingsolutionsthrough theuseofbulletinboards(Peters,2010b,p.151). CURRENTTRENDS Moreinstitutionsaremovingtowardsblendedlearninginitiatives. Workedbasedlearningandcontractlearning(thesearetwoexamplesof processeswhichweredesignedtoenablepeopletobecomecapable)(Kenyon& Hase,n.d.). Theinstitutionalinstructorlearnstobecomealearnerandnotexclusivelyateacher (actionlearner). Recentshifttocompetencybasedcurricula&training(Kenyon&Hase,n.d.). Threeviewsthathavepropellededucationinstitutionstechnologyuseand development(Anderson,n.d.). Presentationalview Performancetutoringview,and Epistemicengagementview. Instructionaldesign Increaseinusageofdistanceeducation ConceptofcapabilitywascreatedtomakeBritaineducationsystemmore competitive.(Kenyon&Hase,n.d.).

Emphasisofmanagementclasses Riseinvocationaleducationandtraining 4)Teaching/ Learning Methodologies WAVE1 Pre1970,learnerwouldreceiveassignmentsbymail,andoncecompleted,the learnerwouldmailinthelessonandreceivefeedbackalongwiththenext assignment.Learnersreceivednoemotionalorpsychologicalsupport(Haughey, 2010,p48). Developmentofdistanceeducationwasseenasrevolutionaryseparationofthe teacherandlearnerwasacompletelynewidea(Peters,2010b,p.45). Correspondencecoursesofferedmembersofsocietytheopportunitytocontinue educationalendeavorswhichtheywerenotaffordedforsocietalreasons. Computertechnologycreatedatremendoustoolforinteractionbetweenstudent andteacher. WAVE2 Courseswerelearnercentered Dialog:Directandindirectoralcommunicationbetweenstudentandteacher.The IitrelationshipchangestoIyou.(Peters,2004) Studentassubjectandnotobject(Peters2010p.66) Emphasisonautonomouslearning(Peters2010p.66) discussionsandactivemanagementofstudent(Peters2010p.66) Spongemethod:Teacherimpartsmaterialstudentsabsorbthematerial,andrecall itduringexaminations.(Jonassenetal.1995) ComputersupportedCollaborativeWork:supportsstudentthroughgroup projects.(Jonassenetal.1995) Reciprocalteaching:LearningthroughDE.Traditionalteachingwaswhenthe teachercontributed80%participationandstudentsremaining20%.Reciprocal teaching:Instructor10%15%.(Jonassenetal.1995) Cognitiveinstructionalstrategies,reductionisticformsofanalysis,andholistic approachtolearnerinteractions.(Jonassen,Davidson,Collins,Campbell,& BannanHaag,1995) Activelearning:Participationintheclasswhichresultsintheconstructsof knowledge. Structured:Printedmaterialsandmultimedialearningpackageswhichlaunchthe learningsystem.Structurealsoincludeswriting,presenting,andrevising.(Peters, 2004,p.41) Autonomouslearning:Allowingthestudenttodecidewhenandhowthelearningis totakeplace:impetuslearning.(Peters,2004,p.47) WAVE3

InteractionwasdefinedasacriticalcomponentofDE(Anderson,2003). EquivalencyTheoremwasamethodofoperationaswellasatheory.Itisthe methodofinteractionwhenoneelement(teacherstudent,studentstudent,and studentcontent)isheightenedandexclusivelyusedastheprimarymeansof instructing(Anderson,2003) Webbasedcoursedeliveryusingaudioandvideosystems(Anderson,2003). Blendedonlinelearning(Anderson,2003) Communityofinquirymodel(Anderson,2003) ExpositoryTeachingandreceptivelearning:theinstructorpresentsthematerial learnersreceivethemandstoretheinformationforrecallduringexaminations (Peters,2010). Ideaofflippedclassroomsemerged(Anderson,2003) Nondirected/AutonomousLearning:Studentsarethecenterofthelearning processandtheinstructor'sroletransformstothatofafacilitator(Peters,2010) Balancedapproachtointeractivelearningandindependentstudy(Anderson, 2003) Regulatedlearning:Teacherspreparethematerialfarinadvanceanddeliverit precisely(Peters,2010). Openandactivelearningsituationsversusreceptivelearninglearningbythe student'sresearchanddiscovery(Peters,2010). Continuedsupportofindependenceandselfdirection(Peters,2010). ImplementationofWeb2.0applicationspromotingcollaboration(Garrison, Anderson,&Archer,2000,p.111). CURRENTTRENDS Whilemanyofthebelowmentionedconceptsaretheories,theyprovidepractical teaching/learningmethodologies. Teachingtechnology(Anderson2010): presentationalviewtransmittingrelevantimagesandwords,organizingthese transmissionseffectivelyandensuringthatthemessagesthroughmultiplechannels donotinterferewitheachotherorwiththecognitiveprocessingorthelearners (p.26). NetAwareTheory(p.30) immersiveinteractionmodes:text,video,voice worksforvisuallyimpaired studentssharequestions,resources,andsupporteachother ongoingaccesstoresourcesandlearningartifacts PedagogyofNearness(p.32) blendedlearningcombiningonlineandfacetofacelearningenvironments Heutagogy(p.33) lessprescriptiveassignments assignmentswithrealworldapplication/implication

teacherasfacilitator nontraditionalassessmentsoflearning proactivity,selfreflection(HayesandKenyon(2000) Hayes&Kenyon(2000)explained,ActionLearningrecognisesreflection,therefore,the prospectofdoublelooplearninginprocessesdesignedtofacilitatelearning.Theteacher heretakesabackseatandbecomesalearnerlikeeveryoneelse,enablingpeopleto becomelearnersaswellastofindsolutionsor,even,posequestions(Beyondpedagogy andandragogysection,para.6). 5)Predominant Technologies WAVE1 Correspondenceeducationpre1970,materialsweredeliveredandreturnedby mail.(Haughey,2010,p48) NewTestamentEpistlesdispenseddidacticletters CalebPhillipsShorthandinstructorsenttwowayweeklylessonsviatheBoston Gazette. LundsWeckoblad,1833,SwedishUniversityCitypublishedweeklycomposition lessons. Emailwasapredominantfactorinthecommunicationbetweenstudents. Asynchronousassignments:Chatmakesgroupassignmentarealityfortheworking class WWWpresentedunlimitedresourcesforstudents. Printandpostalservices WAVE2 RadioandTVwereusedheavilyinthelate1960sandthrough1970sbyOUUK. OUUKwasadvertisedasuniversityoftheair(Shale,2010,p.95). By1970sandthrough1980s,conventionaluniversitiesalsousedTVandradio (Shale,2010,p.97). By1970s,satellitetechnologycamealonganditwasusedforaudio teleconferencing(Shale,2010,p.98). 2wayvideoconferencingsupportedbywirelinecameintoplayandbecamevery popular(Shale,2010,p.9899). Webbasedtechnologybegantoemerge(Shale,2010,p.100) Conversationbywaysofcollaboration(Web2.0tools).(Jonassenetal.1995) WAVE3 Mostnotably,thiswaveallowedtheintegrationofallmediatypesinoneplatform,which wasamonumentalchange. WorldWideWeb(Peters,2010,p.150) Email(Peters,2010,p.151)

OnlineBulletinBoard(Peters,2010,p.151) ComputerMediatedCommunication(CMC)(Garrison,Anderson,&Archer, 2010,p.187) ComputerConferencing(Garrison,Anderson,&Archer,2010,p.90) CourseManagementSystem(CMS)(Vaughan,2010,p.166)&Learning ManagementSystems(Vaughan,2010,p.167) WebCT BlackBoard VirtualClassrooms(Vaughan,2010,p.166167) ElluminateLive! HorizonWimba CURRENTTRENDS NetCommunication(Anderson,2010,p.30) Email InstantMessages SocialMedia(Web2.0) Facebook Diigo Twitter YouTube iTunesU WorldWideWeb2.0containing Text Graphic Flashtechnology Audio Video SocialMediabuildin SearchEnginesdedicatedtoacademics GoogleScholar ERIC(EducationResearchInformationCenter,ERIC.ed.gov) Etextbook ELibrary MOOCs AdvancedLMS Blackboard Desire2Learn WebCT Moodle CloudComputing PersonalLearningEnvironments MobileTechnologyConnectedanywhere,anytime!

Textmessaging(Anderson,2010,p.30) Email Webconferencing Mobileinternetaccess oAccesstolearningmaterials oAccesstosocialmediasites 6)KeyAuthors WAVE1 OttoPeters:Industrialization MichaelG.Moore:SystemsView WAVE2 TonyBates:OpenUniversityUnitedKingdom MarkBullen:LimitationsofAndragogyinDE BorjeHolmberg:Empathy GregKearsley:SystemsView MalcolmKnowles:Andragogy MichaelG.Moore:SystemsView,TransactionalDistance OttoPeters:Industrialization WAVE3 TerryAnderson:CommunityofInquiry RandyGarrison:CommunityofInquiry OttoPeters:PostIndustrialism KarenSwan:DistinguishesbetweenDEandOLL NormanVaughan:BlendedLearning GillySalmon:onlinegroupcollaboration CURRENTTRENDS TerryAnderson:InteractionEquivalencyTheory RandyGarrison:CommunityofInquiry TerryAnderson:CommunityofInquiry Archer:CommunityofInquiry StewartHase:Heutagogy ChrisKenyon:Heutagogy UlisesMejias:PedagogyofNearness GeorgeSiemens:Connectivism

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