Groupgridfinal 96

Robin Brooks, Kiesha Byers, Diane Donaldson, Tenisha Holloway, David Koger, Jessica Ransome, Ronald Westervelt
(R)Evolution of Distance Education

OMDE 601 Section 9040
Spring 2016, Group 4
Correspondence / Independent Study
Larger Context
Theories/Ways of
Understanding
Institutional and
Organizational
Development /
System
Teacher /
Learning
Methodologies
Predominant
Technologies
Key Authors
Distance education was

singular and isolated.
Separation of
Student and Teacher
(Haughey, 2010)
Correspondence
Study
Independent
study model:
Peters
-Distance education
and learning via print
material delivered by
mail
- Teacher prepares
and presents
material in a
neutral way
-media and
technology use such
as internet, discussion
boards, blogs, audio,
video and print
materials
- Interaction
between teacher
and student is
minimal and
sometimes
discouraged
Economic printing
materials, the
postal system, and
the radio were the
primary
technology options
during the first
wave of Distance
Education. All
course required
materials were
mailed to students
by their
instructors. The
students were
expected to
complete all
assignments
independently and
return to the
instructor via the
postal system for
grading and
feedback. In the
1920s, there were
Wave 1
(17201960)
First instances date back

to Apostle Pauls epistles
which he used to teach
Christians in Asia Minor
Around 1720,
commercial/corresponden
ce training arrives on the
scene
Germany introduces first

self-teaching courses in
1856
First correspondence
schools popped up in
Page. 1
Independent of Time
and Place (Haughey,
2010)
Written Media
(Haughey, 2010)
One way
communication
Guided didactic
conversation
(Empathy)
(Holmberg, 2004)
-May be referred to
as home study or
independent study
(Peters, 2004; Moore
& Kearsley, 2012)
- Student is mostly
passive
-Teacher- centered,
with support for
student limited to
academic issues
(Holmberg, 2005)
Moore
Short, Williams, &

Christie
Wedemeyer
Daniel & Marquis
Baath
Holmberg
middle 19th century in
England, France,
Germany and other
European countries
DE afforded training to
underprivileged people in
remote areas, people who
cannot attend a traditional
university and workers
trying to improve their
quality of life
1873- First
correspondence schools
open in U.S. Public
funding provides a means
for the development of
high training quality
materials (Peters, 2010)
Critical development of
state universities across
America following Civil
War reconstruction period
and the development of
our land grant university
systems (Morrill Act,
1862).
Page. 2
Dual Mode
Institutions
-Courses combine via
synchronous and
asynchronous
correspondences
between instructors
and learners.
-Instruction via
broadcast radio and
television programs
-Instructional
television based
programs and
telecourses
-Mix curriculum of
print material, audio
and video recordings,
computer or
telephone.
Guri-Rosenblit, 2009
Didactic
conversation
model:
- Teacher presents
material in a more
informal tone
- Interaction
between teacher
and student takes
the form of a
friendly
conversation
- Student takes
part in the
dialogue,
developing critical
thinking skills
through guided
instruction
- Studentcentered, designed
to increase
pleasure and
motivation in
students
(Holmberg, 2004)
over 150 radio

stations
constructed at
educational
institutions across
the globe
(Jonassen, 2004).
Haughey
Keegan
Sewart
Economics
"...economic stagnation in
industrialized countries
and economic
backwardness in
developing countries"
(Peters, 2010, p. 67)
Societal values and

pressure
Improved reliability and
publicity through
relationships with
organizations (such as the
BBC) made it a more
appealing choice for other
universities to pursue
(Bates, 2011)
Autonomous single mode

and degree granting
universities begin to
appear
First televised distance
education course shown in
(1953)
Page. 3
Systems Approach
Wave 2
(1960
1995)
Larger Context
Theories/Ways of
Understanding
Institutional and
Organizational
Development /
System
Teacher /
Learning
Methodologies
Predominant
Technologies
Key Authors
1960- Open
universities changed
the educational
landscape by
providing training to a
larger group of adult
students
Division of labor
Systems approach
(Moore & Kearsley,
2012)
DE Institutions that
met the learners
needs via:
Open university
model:
During the second

wave of Distance
Education (DE),
technology began to
advance. As
technology was
advancing, new
technologies were
integrated into the DE
platform. The postal
system and radio were
still being utilized on
a limited basis;
however,
communications
expanded using
television, audio
conferencing, video
cassette, and
telephone. In the
latter half of the 20th
century, television and
audio conferencing
were implemented.
College credit
courses were offered
via broadcast
television (Jonassen,
2004). Audio
Moore
1969-Higher
educational
correspondence
institutions because
independent study
Mass Education
Single Mode
Institutions
(Peters, 2010)
Andragogy:
1970s enter single
mode multiple mass
media teaching
universities which are
used by many
governments to solve
the high demand for
training
Technological
Page. 4
Learner centered
approach (Knowles,
2011)
Transactional
Distance: Dialogue,
Structure, Autonomy
(Moore, 2006)
Single-mode
institutions
-Openness on a
variety of levels
-Accessibility
-Team approach
with emphasis on
instructional
design
- Increased
communication
using new
technologies
(Guri-Rosenblit,
2009)
- Self-directed
learning by mature
students
The Open
University
-Student-centered,
increased
flexibility and
accessibility for all
learners
-Institutional hiring
of top quality
academic
(Peters, 2010)
-Curriculum
instructions based on
sound pedagogic
principles
Constructivist
model:
-Integrated
- Teachers more
Rumble
Tait
Guri-Rosenblit,
2009
Garrison &
Cleveland-Innes
Haughey
Peters
Bates
advancement
Constructivism:
Still largely
correspondence, but
the following
technologies were
explored as
supplemental material.
Different technologies
emphasized on a
national basis founded
on cultural
differences (Peters,
2010, p. 74)
New knowledge is
based on old
knowledge and
experiences (Jonassen,
Davidson, Collins,
Campbell, & Bannan
Haag, 1995 / Swan,
2010)
The Federal
Educational Television
Facilities Act funded
the construction of
educational television
stations (Peters, 2010)
Economics
DE as an efficient and
inexpensive cost-perstudent way to rapidly
increase public
education (Perry,
1986, p. 17 as cited in
Peters, 2010, p. 68)
Universities offer
courses to outside
Page. 5
instructional designs
encourage
instructions
-Open admission
policies and tutoring
opportunities
(Bates, 2011)
Consortia
-National
instructional setting
-Curriculum consists
of research and
teaching
-Instruction focus on
rich composition and
high quality higher
educational standards
-Increased
opportunities for
institutions to
collaborate
-Emergence of
professional
organizations, and
partnerships
(Guri-Rosenblit,
2009)
like facilitators
- Teachers help
students to test
ideas and move
forward
- Students engaged
in active learning,
building
knowledge by
doing
- Studentcentered, each
students
experience is
unique
(Swan, 2010)
conference surfaced
as a method to
provide two-way
communication
between instructor
and students. At
some universities,
video cassettes were
utilized to playback
taped coursework.
organizations
Internet & Web-based

Larger Context
Wave 3
(1995
2000)
Third-generation
distance education (DE)
introduced interactive
technologies
(Anderson, 2011)
Internet courses now

available on the Web
(Anderson, 2011)
Informal, individualized
learning (Anderson,
2011)
Holmberg introduces
the guided didactic
interaction writing
Page. 6
Theories/Ways of
Understanding
Institutional and
Organizational
Development /
System
Teacher /
Learning
Methodologies
Predominant
Technologies
Community of
Inquiry (Garrison,
Anderson, Archer
2000)
Transition from
single universities to
dual-mode
institutional
Blended learning:
During this wave of

the distance
education
expansion, new
developments
towards delivering
distance education
were implemented.
There was a
merging of
computer and video
technologies and
the proliferation of
highly interactive,
low-cost desktop
computer-based
communications
media (Anderson,
1999).
Constructivism
(Anderson & Dron,
2011)
Interaction
Equivalency
Theorem (Anderson,
2003)
Connectivism
(Anderson & Dron,
2011)
- Increase in the
number of traditional
institutions
transitioning from
classroom setting
learning to offering
both face-to-face
learning and online
education
- Online learning and
distance education
through digital
enhancements
-Utilization of new
digital technology that
translates into cost
- Teacher prepares
and presents
material
- Teacher/student
interaction is a
mixture of face-toface and online
- Student has an
active role, more
flexibility than
traditional classes
- Student- centered,
though teacher
retains control of
what is to be
learned
(Garrison &
Cleveland-Innes,
2010)
World Wide Web:

offers students
Key Authors
Anderson
Garrison
Gunawardena
Peters
Swan
Tu
style (Holmberg, 1989)
Limited teacher
presence in CB learning
models; their role
mainly for marking and
evaluating (Anderson,
2011)
Technology moved
faster, and there is more
frequent
communication
capability between the
teacher and student,
computer-mediated
communication,
theoretical
developments
encouraging
collaboration among
students in DE (social
constructivism) and
networks of resources
(constructivism)
(Anderson, 2011)
Equivalency
Theorem (Anderson,
2003)
efficient learning
- Promotes interactive
learning between
teacher and student
- Autonomous
learning
Innovations in
distance education
digitalizations
-Quick delivery of
information between
teacher and student
and peer to peer
- Pedagogical
advantages and use of
communication
technologies
Internet
Multimedia
Personal
computer use &
technology
Digital videocompression
(Peters, 2010)
Computer literacy
enters the picture
Page. 7
Community of
Inquiry model:
- Teacher is
designer and
facilitator
- Teacher and
students interact to
form community of
learning
- Student role is
active, learning
through exploration
of environment
- Student-centered,
emphasis on
collaboration
(Swan, 2010)
access to massive
knowledge stores in
the form of search
databases with
hyperlinked
information.
Students click on
the highlighted
text/picture to
recieve content in
multimedia format
and explore related
topics (Anderson,
1999). Students
can utilize the
World Wide Web to
communicate via
electronic mail, and
interact among one
another
synchronously or
asynchronously.
o Electronic mail:
mechanisms for
sending electronic
messages to the
professor,
classmates,
teaching assistants,
etc.. Messages are
asynchronous and
text-based.
o Synchronous:
interaction among
Internet/Digital age
methods used by large
populations for learning
Introduction of the term

heutagogy, selfdetermined learning
The need for education

has an increased
Information has limited

access
New delivery methods

of instruction caused by
high cost of education
and need for
interactivity (Anderson,
2003)
Lack of skilled worker

lead to economic issues
Educators creating real
Page. 8
individuals
conducted in a realtime setting.
o Asynchronous:
delayed
interactions among
individuals
Discussion
Boards: offers
students the ability
to post and answer
questions and
comments, and post
opinions to the
class. The
instructor will
monitor and read
the discussion
boards while
responding to the
questions and
opinions.
Communication is
asynchronous and
text-based.
Instant
Messaging/Pager:
offers students the
ability to conduct
synchronous
world learning
experiences based on
military training style
(Anderson, 2011)
Concept of capability "developed in the

United Kingdom in the
mid-80s as a response
to the need to improve
the capacity of British
organizations to
compete in a shrinking
marketplace" (Hase &
Kenyon, 2000)
Diverse modes of
training needed for
larger online student
population (Anderson,
2003)
discussion via
typing questions
and comments.
Communication is
text-based and can
possibly be
informal.
Digital Media:
offers students the
ability to
communicate in a
visual and
interactive setting.
Examples include
but are not limited
to computer
simulated training
modules, Web
delivery, browsing,
virtual reality, and
multimedia
presentations
(Anderson, 1999).
New Theories, New Roles, New Applications of Technology
Page. 9
Larger Context
Wave 4
(2000
-Present)
Technologys increasing
influence of Distance
education
Theories/Ways of
Understanding
Institutional and
Organizational
Development /
System
Teacher /
Learning
Methodologies
Predominant
Technologies
Key Authors
Heutagogy
Student centered
learning through euniversities and
distance education
Heutagogy model:
- Teacher provides
the resources
During this wave,

technology has
fully advanced and
individuals are able
to completely
maximize the
benefits of
technology in
Distance Education
(DE). Below is a
list of the
predominant
technologies
currently being
utilized in the field:
Cohn
(Hase & Kenyon,

2000)
Connectivism
(Schwier, 2011)
Intelligent flexible
learning (Anderson,
2011)
Pedagogy of
Nearness
(Anderson, 2010)
Autonomous, selfregulated learning

(Peters, 2010)
There is a need of
"literacies to act
effectively in both
online and offline
contexts and be able to
shift rapidly between
them" (Anderson, 2010,
p. 33).
Shared digital learning
Page. 10
- Paradigm shift from

teacher-centred
learning to student
centered learning
-Self determined
learning and selfefficacy
- Teachers goal is
to facilitate student
capability
- Students direct the
learning process,
deciding what and
how to learn
-Flexible learning
styles
- Students are the

center of their own
learning
-Active learning and

reflections
(Hase & Kenyon,

2000)
-Immediacy of
learning and feedback
Connectivism
model:
(Hase & Kenyon,

2000)
- Teacher may or
may not be present
Establishment of
learning
communities
- Technology is key
to enabling
extensive
informationsharing and
-Classroom
communities amongst
Massive Open
Online Course
(MOOCs)
Web 2.0
Cloud (Google
Drive, Dropbox,
etc..)
Online Textbooks
Learning
Management
Systems (LMS)
Social Media
Hase & Kenyon
Siemens
Schwier
Clark
Cormier
(Siemens, 2013)
peers
-Peer learning and
collaboration
-Increase in peer
interactions
-The Structured
Dialogic Design
(SDD) process
-Brainstorming and
sharing ideas
(Anderson, 2010)
connecting
participants
(Facebook, Twitter,
LinkedIn, Diigo)
- Students form
diversified
networks with
human and
machine nodes
Podcasts
- Student-centered,
emphasis is on
ability to find
information rather
than the
information itself
(Siemens, 2005)
Page. 11
Web Hosting
Services
Computer Style
Video Interaction
(WebEx, Skype)
Audio and Video
Platforms
(YouTube, Voice
Notes)
Search Engines
(Google, Yahoo,
Bing)
References
Wave 1
Baath, J. (1982) Distance students learning - empirical findings and theoretical deliberations. Distance Education, 3(1) 6-27.
Daniel, J. & Marquis, C. (1979). Interaction and independence: getting the mixture right. Teachers at a distance, 15, 25-44.
Guri-Rosenblit, S. (2009). Diverse models of distance teaching universities. Encyclopedia of Distance Learning, 2, 727-733. Retrieved from:
http://www.box.com/s/51sbixtccnccfxboh1uk
Haughey, M. (2010). Teaching and learning in distance education before the digital age. In M. F. Cleveland-Innes & D. R. Garrison, An introduction to distance
education: Understanding teaching and learning in a new era (pp. 46-66). New York and London: Routledge.
Holmberg, B. (2004, September). The empathy approach to distance education. [Lecture video]. Available from http://youtu.be/mXRMKkHe9yE.
Holmberg, B. (2005). The evolution, principles, and practice of distance education (pp. 13-36). Oldenburg, Germany: BIS-Verlag der Carl von
Ossietzky Universitt Oldenburg. Available from http://www.box.com/shared/y97qyc7m0t
Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning. USA: Wadsworth-Cengage Learning. 31-35, 45-71.
Keegan, D. (1980). On defining distance education. Distance Education, 1(1), 13-36.
Peters, O. (2004). Distance education in transition: New trends and challenges. Oldenburg, Germany: BIS-Verlag der Carl von
Ossietzky Universitt Oldenburg. 4, 13-24. Retrieved from: http://www.box.com/shared/5x3tpynqqf
Sewart, D. (1987) Staff development needs in distance education and campus based education: Are they so different?, pp. 175 - 200 in P. Smith and M. Kelly
(Eds) Distance Education and the Mainstream, London: Croom Helm.
Short, J., Williams, E. & Christie, B. (1976). The Social Psychology of Telecommunications. London:Wiley
Wedemeyer, C. A. (1977). Independent study. In A. S. Knowles (Ed.), International Encyclopedia of Higher Education Boston Northeastern university.
Wave 2
Page. 12
Bates, A. W. (2011, November). The second wave of distance education and history of the Open University United Kingdom. [Video interview]. Available
from http://vimeo.com/32292234
Evans, T., Haughey, M., & Murphy, D. (2008). International Handbook of Distance Education. (1st edition) (pp. 147-166). Bingley, UK: Emerald
Group Publishing.
Guri-Rosenblit, S. (2009). Diverse models of distance teaching universities. Encyclopedia of Distance Learning, 2, 727-733. Retrieved from:
http://www.box.com/s/51sbixtccnccfxboh1uk
Jonassen, D., Davidson, M., Collins, M., Campbell, J., & Bannan Haag, B. (1995). Constructivism and computer-mediated communication in distance
education. The American Journal of Distance Education, 9(2), 7-26. Available from http://www.box.com/s/i9y1f17cii6zmb0pi4qd
Knowles, M. S., Swanson, M. A., & Holton, E. F. (2011). The adult learner: The definitive classic in adult education and human resource development (7th
ed.). Taylor & Francis.
Moore, M. G. (2006). Evolution of theory and transactional distance. Presentation at the Fourth EDEN Research Workshop, 25-28 October, 2006, Castelldefels,
Spain. Available here http://www.box.com/s/4vtt915puckx6lnnel6n
Peters, O. (2010). The greatest achievement of industrialized education: Open universities. In O. Peters, Distance education in transition: Developments and
issues (5th edition) (pp. 57-81). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universitt Oldenburg. Available from:
http://www.box.com/shared/ktx7ipccetotqrr11mct
Rumble, G. (2000). Student support in distance education in the 21st Century: Learning from service management. Distance Education, 21(2), 216-235.
Retrieved from http://www.c3l.uni-oldenburg.de/cde/support/readings/rumble00.pdf
Wave 2, Contd
Page. 13
Swan, K. (2010). Teaching and learning in post-industrial distance education. In M. F. Cleveland-Innes & D. R. Garrison (Eds.), An introduction to distance
education: Understanding teaching and learning in a new era (pp. 113-114). New York & London: Routledge.
Tait, A (2008). What are open universities for? Open Learning 23(2), 85-93. June, 2008, New York & London: Routledge.
Wave 3
Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. International Review of Research in Open and Distance
Learning (IRRODL), 4 (2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/149/230
Anderson, K. (1999). Internet-based model of distance education . Human Resource International Development, 2(3), 259-273.
Anderson, T. (2010). Theories for learning with emerging technologies. In G, Veletsianos (Ed.), Emerging Technologies in Distance Education (pp. 23-40).
Canada: Athabasca University Press. Retrieved from http://www.aupress.ca/books/120177/ebook/99Z_Veletsianos_2010
Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Online and Distance Learning
(IRRODL), 12(3), 80-97. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and
Higher Education, 2 (2-3), 87-105. Retrieved from https://app.box.com/s/67om2ndxj5zgk2wii99z
Garrison, D. R. & Cleveland-Innes, M. F. (2010). Foundations of distance education. In M. F. Cleveland-Innes & D. R. Garrison, An introduction to distance
education: Understanding teaching and learning in a new era. New York and London: Routledge
Gunawardena, C. N. (1995). Social presence theory and implications for interaction collaborative learning in computer conferences. International journal of education
telecommunications, 1 (2/3): 147-166.
Wave 3, Contd
Peters, O. (2010). Digitized learning environments: New chances and opportunities. In O. Peters, Distance Education in Transition: Developments and Issues. 5, 141153. Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universitt Oldenburg. Retrieved from http://www.box.com/shared/ktx7ipccetotqrr11mct
Page. 14
Swan, K. & Shih, L-F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks. 9(3), 115136.
Tu, C. H., & McIssac, M.. (2002). The relationship of social presence and interaction in online classes. The American journal of distance education, 16(3), 131150.
Wave 4
Anderson, T. (2010). Theories for learning with emerging technologies. In G. Veletsianos (Ed.), Emerging technologies in distance education (pp. 23-40).
Canada: Athabasca University Press. Retrieved from
http://www.aupress.ca/books/120177/ebook/99Z_Veletsianos_2010-Emerging_Technologies_in_Distance_Education.pdf
Clark, D. (2011). More pedagogic change in 10 years than last 1000 years all driven by 10 technology innovations. [Blog post.]
Retrieved from http://donaldclarkplanb.blogspot.com/2011/12/more-pedagogic-change-in-last-10-years.html
Cohn, E. R. and Hibbitts, B. J. (2004) Beyond the electronic portfolio: A lifetime personal web space.
Retrieved from http://www.educause.edu/apps/eq/eqm04/eqm0441.asp
Cormier, D. (2011). What is a MOOC? [5 minute YouTube video.] Retrieved from http://www.youtube.com/watch?v=eW3gMGqcZQc
Wave 4, Contd
Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. In UltiBase Articles. Retrieved from http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.html
Kamenetz, A. (2010). Edupunks, edupreneurs, and the coming transformation of higher education. Canada: Chelsea Green Publishing Company.
Page. 15
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1).
Retrieved from http:// www.itdl.org/Journal/Jan_05/article01.htm
Schwier, R. (2011). Connectivism. 30 minute video interview with George Siemens. Retrieved from
http://rickscafe.wordpress.com/2011/08/05/interview-with-george-siemens-about-connectivism/
Swan, K., Matthews, D., Bogle, L., Welch-Boles, E., & Day, S. (2012). Linking online course design and implementation to learning outcomes: A design experiment. The
Internet and Higher Education, 15(2) 81-88.
Group 4,
Very impressive indeed. You made the changes I suggested from your first Grid; and choosing to list references by
each Wave was very good thinking. You clearly spent detailed time cross-checking citations with your reference
list and ensuring compliance with APA. Note: Keep this document handy as a ready reference. It gives you a
snapshot history and evolution of DE but also an excellent sample list of how to cite specific types of sources in
your reference list. No comments this time around you submitted a sound scholarly and professional document.
Overall, an excellent final Grid.
Cheers,
Don and Lisa
Page. 16
GRADE: 96
Page. 17

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Robin Brooks, Kiesha Byers, Diane Donaldson, Tenisha Holloway, David Koger, Jessica Ransome, Ronald Westervelt

(R)Evolution of Distance Education

Distance education was

First instances date back

Germany introduces first

Short, Williams, &

Daniel & Marquis

over 150 radio

Societal values and

Autonomous single mode

During the second

Internet & Web-based

Internet courses now

During this wave of

World Wide Web:

Introduction of the term

The need for education

Information has limited

New delivery methods

Lack of skilled worker

Educators creating real

Concept of capability "developed in the

New Theories, New Roles, New Applications of Technology

During this wave,

(Hase & Kenyon,

Autonomous, selfregulated learning

Shared digital learning

- Paradigm shift from

- Students are the

-Active learning and

(Hase & Kenyon,

(Hase & Kenyon,

Hase & Kenyon

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