Omde 601 Group Grid Final

OMDE 601 9020 Foundations of Distance Education and E-Learning
GROUP 2: De’Ja Alston, Wincy Fisher, TaKara Harper, Rachel Loock, Jan Mentz, Caroline Scott
Distance Education Evolutionary Grid
First Wave of Development: Correspondence / Independent Study (1840’s-1960’s)
1) Larger Context 2) Theories/ 3) Institutional and Organizational 4) Teaching/ Learning 5) Predominant 6) Key Authors
(economics/ politics/ Ways of Developments/ System Methodologies (role of Technologies
societal values and Understanding teacher/role of learner)
pressures/ government
policies/ technological
advances)
*1840s-1900s: *1840s-1900s: *1840s-1900s: *1840s-1900s: *1840s-1900s: Holmberg (2005)

“The picture that “This combined According to Dinsdale and Light, “The theoretical “Another early
emerges shows study of “...the Phonographic Correspondence background of pioneering attempt to provide Kentnor (2015)
distance education to shorthand and the Society. It was the beginning of what distance education was distance education
have vast application Scriptures began was to become Sir Isaac Pitman meagre. It was based on was made in England Moore (2006)
potentials for in the year 1840 Correspondence College” (Holmberg, the simple hypothesis by Isaac Pitman,who
independent study and was from 2005, pp. 13-14). that teaching and taught shorthand on Peters (2004)
attractive to adults 1843 managed by learning without learner postcards. He sent
and for mass the Phonographic “The ‘mother’ of American and teacher meeting face these to students who Simonson,
education through Correspondence correspondence study was Anna Eliot to face could be possible were invited to Smaldino, &
what has been Society” Tickner, who founded and ran the and effective” (Holmberg, transcribe into Zvacek (2014)
described as (Holmberg, 2005, Boston-based Society to Encourage 2005, p. 13). shorthand passages of
industrial methods” p. 13). Study at Home from 1873 until her the Bible and send the
(Holmberg, 2005, p. death in 1897” (Holmberg, 2005, p. According to Noffsinger, transcriptions to him
35). According to 14)...According to Mathiesson, “It is In 1856, “Organised for correction”
Noffsinger, interesting that most of her students correspondence teaching (Holmberg, 2005, pp.
“The Chautauqua “Organised were women , a clientele then only of foreign languages (as 13-14).
Movement of the correspondence beginning to demand access to higher cited in Holmberg, 2005,
1870s is responsible teaching of education”(as cited in Holmberg, p. 14)...Students were not *1900s-1960s:
for the onset and foreign languages 2005, p. 14). required or given the “The leading
acceptance of is assumed to have option of submitting correspondence
correspondence been introduced in In the late 1800’s to early 1900’s,“The assignments for correction schools started using
education for Germany in the first American educator to introduce a and comment, but were more sophisticated
adults.” (Kentnor, year 1856” (as system of structured correspondence offered opportunities to media than print and
2015, p. 23). cited in Holmberg, study at the university level was ask questions (Holmberg, writing almost as
2005, p. 14). William Harper, the founding 2005, p. 14). soon as such media
“In the middle of the president of the University of Chicago, “The idea of exchanging became available”
1
19th century, the first “The level of often called the father of American letters between teacher (Holmberg, 2005, p.
general approach to autonomy distance education.” (Holmberg, 2005, and student originated 20).
distance education required of the p. 15) with [Anna Eliot Tickner]
can be identified learner increases and monthly “The early 1920s are
wherever as transactional
“1891, Thomas J. Foster, editor of the correspondence with seen as the beginning
industrialisation had distance Mining Herald, a daily newspaper in guided readings of educational
changed the decreases” eastern Pennsylvania, began offering a and frequent tests formed broadcasting”
technological, (Moore, 2006, p.correspondence course in mining and a vital part of the (Kentnor, 2015, p.24).
vocational and 12) the prevention of mine accidents.” organization’s
social conditions of (Simonson, Smaldino, & Zvacek, 2014, personalized “In the United States,
life” (Peters, 2004, p.
According to p. 37). Instruction” (Holmberg, during the 1920s, at
14). Delling, “A most 2005, p. 13). least 176 radio
important early “1898, H. S. Hermod of Sweden stations were
In the late 1800s and distance-teaching founded Hermod’s, teaching English, “William Harper of the constructed at
early 1900s, activity originally which would become one of the world’s USA (1856-1906)… educational
Correspondence based on the largest and most influential distance insisted on highly institutions”
education gained development and teaching organizations” (Simonson, structured courses and (Simonson, Smaldino,
strong demand to distribution of Smaldino, & Zvacek, 2014, p. 37). seemed to prescribe & Zvacek, 2014, p. 38)
provide equal access self-instructional pacing… Plan of study by .
to educational material was the “In Britain a number of correspondence included
opportunities German so-called correspondence institutions, such as an ‘instruction sheet “Radio was the new
(Kentnor, 2015, p. Methode Rustin, Skerry’s College in Edinburgh in 1878 mailed each week to guide communication
24). known from 1899” and University Correspondence student as a teacher would technology of the
(as cited in College in London in 1887 where orally,’ ‘examination 1920s; however, its
“In France, the Holmberg, 2005, founded” (Simonson, Smaldino, & Paper,’ and a ‘recitation use in education was
Ministry of Education p. 14). Zvacek, 2014, p. 37). paper to ask questions and more popular in
set up a government note difficulties’” Europe and in other
correspondence *1900s - 1960s: *1900s - 1960s: (Holmberg, 2005, pp. countries around the
college in response to According to “In 1915, the National University 16-17). world than in the
the impending World Peters and Extension Association formed in an United States”
War II. Although the Keegan, “Peters’ effort to “develop and advance ideals, “H.S. Hermod of Sweden (Kentnor, 2015, p. 26).
Centre National analysis of methods, and standards in continuing (1860-1920) ...was much
d’Enseignement par distance education and university extensions” more liberal, and in fact,
Correspondences was education as an (National University Extension had as a guided principle “In the early 1930s,
2
established for the industrialised Association, n. d.)” (Kentnor, 2015, p. the freedom of the experimental
education of mode of teaching 24). individual student to study
television teaching
children, it has since and learning” (as programs were
when and where it suited
become a “Distance education began to enrich
cited in Holmberg, him/her”... “receives two
produced at the
huge distance 2005, p. 23) the secondary school curriculum in teaching and question
University of Iowa,
teaching organization the 1920s. Students in Benton Harbor, letters as well as detailed
Purdue University,
for adult education.”
“...the Michigan, were offered vocational instructions on how to use
and Kansas State
(Simonson, Smaldino, introduction of the courses in 1923, and 6 years later, the the letters and sends it by
College. However, it
& Zvacek, 2014, p. present writer’s University of Nebraska began mail” (Holmberg, 2005,
was not until the 1950s
38) empathy experimenting with correspondence pp. 17-18). that college credit
approach with its courses in high schools.” (Simonson, courses were offered
*1900s-1960s: theory of Smaldino, & Zvacek, 2014, p. 37). *1900s-1960s: via broadcast
“Up to the 1960s the conversation-like “Rustinsches Fernleinstut television” (Simonson,
large-scale subject-matter Beginning in 1926, “the National in Berlin, from 1903 Smaldino, & Zvacek,
distance-teaching presentation, at Home Study Council (now The developed its course unit 2014, p. 38).
organizations had the beginning Distance Education and Training following”... individual
been private regrettably (by Council) exerted – and exerts – strong correspondence According to Federal
correspondence me) labelled influence on the educational methods teaching… “aimed at Communications
schools, a new era didactic used and on business conditions developing autonomous Commission “Finally,
beginning in the conversation”(Hol following ethical principles. An thinking” (Holmberg, in 1952, the FCC
sixties saw publicly mberg, 2005, p. accreditation scheme with tough 2005, pp. 22-23). answered educators’
supported and 23) conditions safeguards high standards” requests to reserve
established (Holmberg, 2005, p. 20). television channels
universities and for the exclusive use
schools relying on “In France a state correspondence of education in the
correspondence-educ school was created in 1939 to cater for Sixth Report and
ation methods the education of children whose Order” (Kentnor,
becoming more and schools because of the war could not 2015, p. 27).
more important.” stay open. Developed today as Centre
(Holmberg, 2005, p. National d’Enseignement a Distance
22). (CNED), now mainly teaching and
training adults.” (Holmberg, 2005, p.
20).
3
First Wave Summary:

1) Large Context: From the 1840s to the 1960s, independence and correspondence study were some of the first forms of distance education
introduced to provide equal educational opportunity to all which were first delivered through individual pioneers, later through private
correspondence schools, and eventually through publicly supported correspondence schools and universities contributing to an industrialized
society.
2) Theories/Waves of Understanding: The primary theories during the first wave included industrialized methods, transactional distance, and
empathy approach in distance education. Towards the end of the first wave, the primary theoretical focus moved from autonomous learning
through self-instructed material to guided learning through didactic conversation.
3) Institutional Organizational Developments/Systems: Several pioneers of correspondence study founded and led organizations that encouraged
home and independent study for working men and women who were just beginning to demand access to higher education as well as schools for
children whose education was on hold due to the war. These early organizations would foster into the largest, most influential organizations and
lead to correspondence schools and colleges offering distance education to all.
4) Teaching/Learning Methodologies: Correspondence Education was one of the first forms of distance education which only encompassed teacher
to student interaction where both the teachers and students relied on course material and assignments delivered back and forth through mail as
means of communication. Teaching would involve sending guided instruction and learning would involve a variety of roles such as only asking
questions without submitting assignments, reading material and testing, and writing papers or letters and commenting on difficulties experienced
during study.
5) Predominant Technologies: Early in the wave, the materials used in education were pen and paper which were transported through the postal
service. Later in the wave, the radio was just being introduced in the realm of education and educational television broadcasting was only being
experimented.
6) Key Authors: Holmberg, B. (2005), Kentnor, H. E. (2015), Moore, M. G. (2006), Peters, O. (2004), Simonson, M., Smaldino, S., & Zvacek, S. M.
(2014)
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Second Wave of Development: Systems Approach to Education (1960’s-1995)
1) Larger Context 2) Theories/ 3) Institutional and 4) Teaching/ Learning 5) Predominant 6) Key Authors
(economics/ politics/ Ways of Organizational Methodologies (role of Technologies
societal values and Understanding Developments/ System teacher/
pressures/ government role of learner)
policies/ technologiadvancal
ces)
*1960s: *1960s: *1960s: *1960s: *1960s: Anderson &

“Distance education [in Holmberg “Distance education is “Learning models drew “In 1963, Harold Wilson, Simpson (2015)
the ‘60s] was still a introduces his entirely disregarded by on cognitive or leader of the British Labor
marginal affair….., made “empathy educational experts. DE was behavioural theories of Party, announced the the Bates (2011)
use of by a tiny minority approach with its not seen, let alone described learning. It was intended establishment of a “University
of persons who did not fit theory of and analyzed.” (Peters, 2010, that information given in of the Air,” based mainly on Bernath and
into the mainstream of conversation-like p. 13). the material was there to radio and television.” (Peters, Vidal (2007)
education. ….Distance subject-matter be acquired by the 2010, p. 66).
education was not only “Private correspondence
presentation.” student.” (Anderson and Holmberg (2005)
ignored by the public, schools-the largest scale
(Holmberg, 2005, Simpson, 2015, p. 4). “Satellite technology,
but also entirely p. 23). distance teaching developed in the 1960s and Jonassen,
disregarded by organizations.” (Holmberg, *1970s: made cost effective in the Davidson,
educational experts.” Peters introduces 2005, p. 20). “It is worth noting 1980s, enabled the rapid Collins,
(Peters, 2010, p. 13). his theory of the that [Lightly] underlines spread of instructional Campbell, &
‘Most “In the late 1960s Open the teaching rather television.” (Simonson, Banaan (1995)
“The 1962 decision that Industrialized University United Kingdom than correcting function Smaldino, & Zvacek, 2014, p.
the University of South Education.’ was founded.” (Bates, 2011). of the tutor and insists 38). Kentnor, (2015)
Africa would become a (Peters, 2010, p. on individualisation
distance teaching 11). Through his “Bejing Open University based on the According to Koenig and Hill, Moore &
university brought about research in the opens in 1960.” (Peters, adult student’s maturity” “The pioneers of educational Kearsley (2012)
a fundamental change mid to late 60s, 2010, p. 59). (Holmberg, 2005, p. 22). television, and those who
in the way distance Peters’ theory recognized the potential of Peters, O (2004)
education was practiced states that *1970s: “Autonomous single educational television early on
in much of the world.” “distance “A new epoch of distance mode.” (Peters, 2004, p. were the University of Iowa, Peters, O. (2010)
(Simonson, Smaldino, & education is a education began.”(Peters, 15). Iowa State University, Kansas
Zvacek, 2014, p. 39). product of the 2004, p. 15). State University, the Simonson,
industrialization “A careful analysis of University of Michigan, and Smaldino, &
of society.” Skinner’s Zvacek (2014)
5
According to Buck and (Bernath and *1971: behaviour-control model, American University.” (as
the U.S. Congress,“The Vidal, p. 434). “British Open University Rothkopf’s principles cited in Kentnor, 2015, p. 27).
Public Broadcasting Act founded. The Open for written instruction,
of 1967 established the “Distance University brought Ausubel’s advance *1970s:
Corporation for Public education saw an heightened prestige to organisers, Egan’s “Analogue electronic mass
Broadcasting (CPB). increase in distance education and structural media-radio and television,
The CPB’s mission was scholarly and spurred the establishment of communication, video and audio cassettes as
to encourage the growth research work.” similar institutions in Bruner’s well as study centres
and development of (Anderson & industrial nations such as discovery learning, technologies used.” (Peter,
public radio and tv Simpson, 2015, p. West Germany, Japan, and Rogers’ model for 2004, p. 15).
broadcasting, including 3). Canada, as well as in such facilitation of learning
the use of such media for lesser developed nations as Sri and Gagné’s general British Open University uses a
instructional, *1970s: Lanka and Pakistan.” teaching model was multimedia approach,
educational, and “Transformation (Simonson, Smaldino, & carried out by Bååth combining radio and television
cultural purposes.” (as of Zvacek, 2014, p. 39). and published in 1979”, programs and
cited in Kentnor, 2015, p.
neo-industrializati showing that “all these specially-designed printed
27). on and *1980s: ‘models’ are applicable materials. (Bates, 2011, p. 1).
post-industrializat “European Commission has to correspondence/
“Up to the 1960s the ion.” (Peters, allocated several hundred distance education and *1972:
large-scale 2010, p. 12). million ecu/euro to evaluate that they generate “Telephone interaction in
distance-teaching potential of technological and demands on distance distance education (Holmberg,
organizations had been *1980s: pedagogical developments for -education systems 2015, p. 24).
private correspondence Moore’s theory of education and training at a conducive to useful
schools, a new era transactional distance…” (Peters, O. 2004, new developments” *1980s:
beginning in the sixties distance p. 22). (Holmberg, 2005, p. 23). “The first state educational
saw publicly supported recognised the satellite system, Learn/Alaska,
and established importance of “In the late 1980s, “The British Open was created in 1980. It offered
universities and schools both structure and Commonwealth of Learning University opens. A team 6 hours of instructional
relying on dialogue was founded.”(Anderson, & approach teaching television daily to 100
correspondence-educati (Anderson and Simpson, 2015, p. 4). model was created that villages, some of them
on methods becoming Simpson, 2015, p. included instructional accessible only by air. The
more and more 4). *1990-1995 designers. (Bates, privately operated TI-IN
important.” (Holmberg, “In 1991 when the World transcript). Network, of San Antonio,
2005, p. 22). Wide Web was unveiled, the Interdisciplinary teams Texas, delivered a wide variety
6
“Theory of University of Phoenix became comprised of faculty, of courses via satellite to high
“The British Open Independent one of the first to offer online instructional designers schools across the United
University started with a Study by Charles education programs through and a program States beginning in 1985.”
strong political push by Wedemeyer the Internet.” (Kentnor, 2015, manager.” (Bates, 2011). (Simonson, Smaldino, &
the British Prime emphasized the p. 28). Zvacek, 2014, p. 38).
Minister and Minister for independence of *1990-1995:
Advanced Education, the Student.” “The Alfred P. Sloan “Constructionist According to Rudestam, &
who believed in opening (Simonson, Foundation a ……, not-for educators strive to create Schoenholtz-Read,“The use of
access [to education].” Smaldino, & profit, philanthropic environments where computers to educate arose in
(Bates, transcript). Zvacek, 2014, p. grant-making institution, learners “are required to the corporate arena during the
42). developed the Asynchronous examine thinking and 1980s as companies used
“In Lord Crowther’s Learning Networks (ALN) in learning processes; computer-based programs to
1969 inaugural address, “Wedemeyer 1992 to explore educational collect, record, and train new employees.” (as
he states: “We are open noted four alternatives for those unable analyze data; formulate cited in Kentnor, 2015, p. 28).
‘as to people,’ : ‘as to elements of every and test hypotheses;
to attend traditional classes in
places’: and finally ‘to teaching/learning the classroom. (Kentnor, reflect on previous Online educational programs
ideas.’ “ (Peters, 2010, situation: a 2015, p. 28). understandings; and emerged in 1989 when the
p. 62). teacher, a learner construct their own University of Phoenix began
or learners, a “Universities and colleges meaning.” (referred to using CompuServe, one of the
“The real factor that led communications began experimenting in to later in the article as first consumer online services.
to the establishment of system or mode, online courses in the mid ‘meaning making’)... (Kentnor, 2015, p. 28).
open universities was and something to 1990s.” (Kentnor, 2015, p. “Constructivist
the determination of be taught or 28). principles provide a set *1990-1995:
politicians to improve learned.” of guiding principles to “Early 1990s, the development
their countries’ (Simonson, “....the rapid growth of online help designers and of fiber-optic communication
economic situation. Smaldino, & education in traditional teachers create systems allowed for the
Examples from India, Zvacek, 2014, p. nonprofit institutions did not learner-centered, expansion of live, two-way,
Great Britain, Germany 43). start until 1998. In 1998, collaborative high-quality audio and video
and China show this NYU, already operating one environments that systems in Education.”
clearly.” (Peters, 2010, “Malcolm of the largest continuing support reflective and (Simonson, Smaldino, &
p. 67). Knowles education schools in the experiential processes.” Zvacek, 2014, p. 38).
Andragogy country, was the first large (Jonassen, et al., 1995, p.
“Open Universities move considered a nonprofit university to create 7). “Computers and the internet
from the margins to the theory of distance a for-profit online education provided a new distribution
7
centre stage of higher education as it subsidiary, NYU Online.” “Cognitive tools are mode…...for interactive
education.” (Peters, addresses adult (Kentnor, 2015, p. 28). computer applications information and
2010, p. 81). learning and it is According to Aronson, “The that require students to communication and a unique
relevant because California Virtual University , interpret and organize possibility for students to
*1970s: most often adults a consortium of almost 100 personal become autonomous
“Open access to higher are involved in universities and colleges in knowledge--processes learners.” (Peters, O. 2010, p.
education for working distance California with nearly 1,600 critical to the knowledge 75).
adults, pedagogical education, and online courses opened in process.” (Jonassen, et
experimentation, andragogy deals 1998. Other institutions al., 1995, p. 19). “These technologies support a
increased of application with opened for profit-subsidiaries move in distance education to
of education tech, and frameworks for at about the same time, but “Towards the end of the a focus on the social
support of open and programs many unfortunately, did not twentieth century construction of knowledge.”
lifelong learning.” designed for the survive.” (Kentnor, 2015, pp. constructivist (Anderson and Simpson, 2015,
(Peters, 2004, p. 15). adult learner.” 28-29.). Factors contributing approaches started p. 4).
(Simonson, to this demise included, “a influencing thinking and
“Manual labor declined, Smaldino, & lack of understanding of practice in distance “Computer conferencing and
professional work Zvacek, 2014, p. online pedagogy and online education. The main e-mail as constructivist
increased.” (Peters, 48). learning styles, a lack of contribution of this learning tools and
2010, p. 12). faculty buy-in for online thinking seems to be environment lies in their
*1990-1995: education, as well as the raising the awareness capabilities to support
“Correspondence “Constructivist failure on the part of that each learner conversation and
Education was approaches educators to recognize the constructs his/her collaboration.” (Jonassen, et
reinforced by a new started difference between teaching knowledge by individual al., 1995, p. 15).
educational philosophy influencing and learning in the online and interaction with subject
and the use of new and thinking and face-to-face environments.” matter and that thus “Computer-supported
technical media which practice in (as cited in Kentnor, 2015, p. individual students learn collaborative work (CSCW)
has caused to renamed distance 29). different things from the combines communications and
from this time on called education.” same course” technologies to support
‘distance education’ ” (Holmberg, 2005, (Holmberg, 2005, p. 24). various activities of groups of
(Peters, 2010, p. 43). p. 24). varying size, permanence and
structure (e.g., group decision
*1980s: support systems, project
There was a “Wish to management tools, electronic
cater for permanent or conferencing systems and
8
recurrent education for shared editors).” (Jonassen, et
social equality.” al., 1995, p. 16).
(Holmberg, 2005, p. 26).
*1990-1995:
“The advent of
computers and the
internet started to
change the pedagogical
structure of open
universities again.”
(Peters, 2010, p. 75).
Second Wave Summary:

1) Larger Context: Publicly supported universities utilized correspondence-education methods. The advent of the computer helped move distance
education forward. A strong political push (especially in Britain and Canada) helped provide the financial resources to increase access to distance
education.
2) Theories/Ways of Understanding: The primary theories during the Second Wave included the ‘most industrialized education’, ‘empathy
approach with conversation-like subject matter presentation’, and a focus on behavioral and cognitive theories early in the Second Wave. Towards
the end of the Second Wave, the primary theoretical focus moved to constructivist theory.
3) Institutional and Organizational Developments/System: Open universities were created around the world and online education programs were
offered through the Internet. A number of online programs were created in the late 90s by traditional brick-and-mortar universities, but these
programs did not survive due to a lack of understanding of online pedagogies, lack of faculty buy-in and institutional support.
4) Teaching/Learning Methodologies: Early in the second wave, an autonomous single mode of learning was used. Later in the Second Wave,
collaborative environments that support reflection and experiential learning became more prevalent. The team model of teaching was introduced,
which included faculty, instructional designers, and a program manager.
5) Predominant Technologies: Computers, the Internet, Email, CSCW supports the work of groups
6) Key Authors: Bates, A. W. (2011), Holmberg, B. (2005), Jonassen, et al., (1995), Kentnor H., (2015), Moore and Kearsley (2012), Peters, O.
(2004), Peters, O. (2010)
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Third Wave of Development: Internet / Web-Based Communication (1995 …)
1) Larger Context 2) Theories/ Ways of 3) Institutional 4) Teaching/ Learning 5) Predominant 6) Key Authors
(economics/ politics/ Understanding and Methodologies (role of Technologies
societal values and Organizational teacher/role of learner)
pressures/ government
policies/ technological Developments/
advances) System
*Anderson (2003), *“And so that gave rise to the *According to *According to Anderson *“Most technologies, if Anderson (2003)
“suggested that due to constructivist revolution, and Anderson (2003),(2003), “Learners can, of skillfully employed, are
the increasing we saw that that coincided with “developments in
course, interact directly sufficiently robust to meet Anderson (2011)
computational power the move into more interactive social cognitivewith content that they find a wide range of
and storage capacity of technologies, notably audio and based learning in multiple formats, and educational needs and Anderson &
computers (Moore’s video conferencing theories are especially on the Web, achieve a wide range of Dron (2011)
Law), their increase in – and computer providing however many choose to desirable
functionality when conferencing, for that matter. have their learning
increased evidence outcomes…...that Dykman & Davis
networked (Metcalfe’s And then we started to see the of the importance
sequenced, directed, and collaboration depends not (2008)
Law), and related influence of the group, and so of collaborativecredentialed through the only upon the skill of the
geometric increases in a we got away from it being activity as a assistance of a teacher. user but also upon the Garrison (2009)
host of technical distance education, being an component of allThis interaction can take tools used.” According to
developments (Kurzweil, independent form of education, forms of education
place within a community Schrage, technology Garrison,
1999), there is pressure to a more interactive form. And – including those
of inquiry (left side of ‘inevitably shapes the way Anderson, &
and opportunity to that model survives still today.” delivered at a Figure 2) using a variety people relate to each Archer (2000)
transform (Anderson, 2011) distance.” of Net-based other’ (as cited in
student-teacher and synchronous and Garrison, Anderson and Kentnor (2015)
student-student *Anderson (2003) developed an “Online courses asynchronous (video, Archer, 2000, p. 92)
interaction into equivalency theorem as follows: have a number of audio, computer Leonard (1999)
enhanced forms of Deep and meaningful formal characteristics that conferencing, chats, or * “And so that started me
student-content learning is supported as long as are different from virtual world) interaction. and Jon Dron thinking Osguthorpe
interaction.” one of the three forms of those of traditional, These environments are about beyond the LMS and (2003)
interaction (student–teacher; face-to-face particularly rich and trying to think about what
“This type of education student-student; classroom courses. encourage the social networks Peters (2010)
(online courses) is student-content) is at a high The obvious development of social had, what social
applicable to the level. The other two may be difference is the skills, collaborative bookmarking, what Saadé, He &
environment that the offered at minimal levels, or ability to access learning, and the blogging, all of the tools Kira (2007)
student will face after even eliminated, without course material development of personal that have come to be
10
the university degrading the educational from outside the relationships amongst known as Salmon (2011)
experience. In the experience. High levels of more classroom via the participants as Web 2.0 tools, and how
corporate world there than one of these three modes Internet. Students components of the they could be used to Schell & Janicki
may not always be will likely provide a more are able to access learning process.” develop a new pedagogy. (2013)
someone who is willing satisfying educational course material at And about that
and/or able to provide experience, though these a time of their“If students perceive a time,George Siemens Wickersham,
the immediate answer - experiences may not be as cost convenience” greater faculty/student wrote his very influential Espinoza &
a teacher will not or time effective as less (Schell & Janicki,
interaction and higher 2004 article on Davis (2007)
always be available to interactive learning sequences. 2013, p. 31) effort levels in online connectivism, a learning
provide or acknowledge This theorem implies that an courses at the same time theory for
the correct answer to a instructional designer can *”The focus in they feel they are learning network era.” (Anderson,
problem.” (Schell & substitute one type of higher education is more in a course, then it 2011)
Janicki, 2013, p. 30) interaction for one of the others
on developing implies the constructivist
(at the same level) with little higher-order learning model is *According to Anderson
*Web-based distance loss in educational learning outcomes appropriate for online and Dron (2011),
education is a means to effectiveness – thus the label of
and it is believed courses.” (Schell & “Teleconferencing was
educate the workforce an equivalency theory.” that the best means Janicki, 2013, p. 27) perhaps the most
for the digital age and to achieve this is successful means available
the learning *“And about that time, George through critical “True to constructivist but came with associated
organization as defined Siemens wrote his very discourse in a theory, the instructor costs and complexity that
by Peter M. Senge. influential 2004 article on collaborative should act as the limited its usefulness.”
(Leonard, 1999) connectivism, a learning theory community of facilitator while students
for network era.”(Anderson, learners.” actively engage with the *According to Anderson
“The ability to teach 2011) (Garrison, 2009, course content, their (2003), “In more recent
online is dependent on pp. 4-5). peers, and the instructor times, independent study
computer knowledge, *“And it was to construct new materials have been
and a fair amount of about that time that we *According to knowledge or concepts delivered electronically
outside technical developed the community of Garrison (2009), based upon their current and enhanced through
support.” (Gillette, inquiry model which I’m sure “the type of and/or prior addition of java applets,
1999) you’re familiar interaction is experiences”. automated testing, and
with, teaching social and especially (Wickersham, Espinoza & quiz forms of feedback,
“Teaching online is very network presence.” (Anderson, important. Davis, 2007, p. 199) simulations, adaptive
complex. It is 2011) Interactions must computer assisted
complicated by the need be structured, *According to Garrison & instruction, and other
11
to adapt what has been “The COI model is comprised varied and work Cleveland-Innes, “It has applications of “learning
a highly social process, of three core elements; together in a way been argued that we need objects.” Each of these
that of educating cognitive presence, social that invites and a qualitatively richer view technologies enhances
students in a traditional presence and teaching supports critical of interaction that student-content
school and classroom presence.” (Garrison, discussion and that includes collaboration interaction and thus, if
setting, to an online Anderson, & Archer, 2000, p. moves intentionally and leadership (i.e., well designed and applied
computerized setting 88) towards greater teaching presence).” (as appropriately, is likely to
with limited social understanding. cited in Garrison, 2009, p. enhance the learning
interaction. The biggest *According to Garrison & This approach 3) experience.”
challenge for online Anderson and Vaughn, “The represents a huge
educators is to make this [Community of Inquiry] shift in how “text-based *According to Anderson &
adaptation work framework has as its goal deep teaching and communication provides Dron (2011),
effectively.” (Dykman & and meaningful learning learning is more time for “Third-generation
Davis, 2008, p. 162). approaches and is taking hold in approached.” reflection….., written distance education (DE)
online and blended learning (Garrison, 2009, p. communication may be introduced interactive
“The design of an contexts.” (as cited in Garrison, 5). preferable to oral technologies: first audio,
online course entails 2009, p. 7) communication when the then text, video, and then
addressing many “In 1991, the Open objective is higher-order web and immersive
elements that influence “The third generation of University Business cognitive learning.” conferencing.”
the learning process. distance-education pedagogy School (OUBS) (Garrison, Anderson, &
Such elements include emerged recently and is known started Archer, 2000, p. 90) *“Internet platforms such
but are not limited to as connectivism.” (Anderson experimenting with as Blackboard. Email as
instructional strategy, and Dron, 2011) computer-mediated “Thus the aim of those the official method of
pedagogy integration, groups in tis using blended learning digital correspondence
learning theory used, “The constructivist model of Master of Business approaches is to find a with students. Short text
learning tools made learning opposes the objectivist Administration harmonious balance messages to indicate that
available, and idea that the best way to (MBA) courses.” between online access to students should check their
facilitation of processes transmit knowledge is (Salmon, 2011, p. knowledge and email for a message from
of communication dissemination from expert to 28). face-to-face human instructor with a specific
among learners and learner. Instead, proponents of interaction” (Osguthorpe, subject title. Embrace the
instructor and the constructivist model of “From 1996 2003, p. 228). advantages of “cloud”
technologies used.” learning argue that the learner onwards, According to Lowenthal resources so that course
(Saadé, He, & Kira, should have more control over E-moderators’ and Leech, “Content resources can be accessed
2007, p. 1722) the learning process and that training analysis is the primary by instructor and by
12
individuals learn better when programme was method for analysing students over a variety of
*According to Kentnor, they discover things on their built and utilized online discourse.” (as technologies. Smart phone
“universities and own” (Schell & Janicki, 2013, based on the first cited in Salmon, 2011, p. with access to the
colleges began p. 28) model.” (Salmon, 30). technology required for
experimenting in online 2011, p. 30). accessing course
courses in the early to Schell & Janicki (2013, p. 31) According to Conole, “it materials”. (Schell &
mid-90s. However, the also recognized the importance is too rigid in coding and Janicki, 2013, p. 32)
rapid growth of online of feedback as “a component of fails to capture the
education in traditional learning that is supported by the complexity and context of “It is much less important
nonprofit institutions constructivist model.” the online events. She in a Digital Age how many
did not start until 1998, suggests that the new books are in the campus
as cited by Arenson.” “Before embarking upon any methods are needed in library when an
(Kentnor, 2015, p. 28). course of action regarding e-learning research.” (as increasingly vast library of
Web-based distance education, cited in Salmon, 2011, p. electronic research
Not all of these new it is important to understand 30). information is available
online initiatives current learner-centric theories via the Web”. (Leonard,
succeeded, however. of instruction in which content “According to Johnson 1999, p. 16)
According to Kentnor, is manipulated by the learner and Onwuegbuzie and
“in 1998 as nonprofit rather than by the instructor. Ross, Morrison and “Online learning tools
institutions sought to Learner-centric theories focus Lowther, “Some online can be defined as any web
increase profits by on the importance of the researchers argue in sites, software, or
entering into the online learner over the instructor to favour of using “mixed computer-assisted
marketplace through the the instructional activity. In this research” methods to activities that
creation of subsidies educational paradigm, the improve rigour and intentionally focus on and
and partnerships, they instructor is no longer a quality.” (as cited in facilitate learning on the
ignored the fundamental primary intermediary between Salmon, 2011, p. 30). Internet. Learning tools
principles of the quality the learner and the learning that have been investigated
of education, experience. All knowledge need Creswell, Clark, & Jones by researchers include
institutional governance not pass first through him or suggest that “mixed web based dynamic
and project planning.” her. The instructor must be a research involves stating practice system,
(Kentnor, 2015, p. 29) catalyst, a coach, and a the philosophical multimedia application
program manager directing assumptions behind and game based learning
Despite the challenges projects” (Leonard, 1999, p. 13) collection and analysis of modules” (Saadé, He, &
faced in the mid-90s data and using both Kira, 2007, p. 1723)
13
referenced above, “The term “blended learning” qualitative and
“advances in is being used with increased quantitative approaches.” “In 1988,
communication frequency in academic journals (as cited in Salmon, 2011, computer-mediated
technology have led to and conferences as well as p. 30). conferencing was first
the changing landscape industry trade shows and introduced in Open
of education and the magazines...Blended learning Van den Akker, University.” (Salmon,
proliferation of distance combines face-to-face with Gravemejer, McKenney, 2011, p. 27).
education. Online distance delivery systems” and Nieveen argue that
education is the fastest (Osguthorpe, 2003, p. 227). the new methodology can
growing form of strengthen studies of
distance education and According to Wenger, online learning because it
is valued at both McDermott and Snyder, 2002; fits into the world of
traditional and Fulantelli, 2010; Redmond and technology-based
non-traditional colleges Lock, 2009; Redmond and learning more readily
and universities” Mander, 2009), “Communal than traditional
(Kentnor, 2015, p. 30) constructivism puts emphasis on experimental or even
the building of knowledge in quasi-experimental
“In 2010, all Open groups, and drawing on real approaches” (as cited in
University students work situations and experiences.” (as Salmon, 2011, p. 31)
online in some way and cited in Salmon, 2011, p. 44).
attendance at residential “The students' job
and face-to-face schools According to De Wever, Van consists of finding their
and tutorials are Keer, Schellens and Valcke, way around this network
reducing.” (Salmon, (2010), “Constructivism call for and taking their own
2011, p 28). participants to explore their own learning paths. In this
thinking and they enjoy a great deal of
According to Mann and knowledge-building process: curricular freedom.”
reuschle, “Action social dialogue is important to (Peters, 2010, p. 149).
research is widely used trigger knowledge
in studies of web-based construction.” (as cited in “Multi-case study with
education.” (as cited in Salmon, 2011, p. 53). cross case analysis
Salmon, 2011, p. 30). (Stake, 2006) as
“Cultural historical activity methodology” (as cited in
theory (AT) (Engeström, 1989, Morgan, 2011, p.10)
14
1999, 2001) provides a way of
looking at the complex contexts
of online teaching activity and
identifying tensions and
contradictions that occur
between the mediating
components of the activity
system”(as cited in Morgan,
2011, p.14).
Third Wave Summary:

1) Larger Context: In the third wave of distance education, the internet played an increasingly crucial role in online teaching and learning. As a
result, DE institutions were able to create various digital learning environments that provided a revolutionary education to individual and group
learners worldwide. These new, comprehensive online learning environments opened the door for more self-directed learning and the collaborative
construction of knowledge, both of which played an important role in the pedagogy and methodology of the third wave.
2) Theories/Ways of Understanding: Several prominent theories took center stage during this wave, including constructivism, the “Eviqualency
theorem”, connectivism, and the Community of Inquiry model. These ways of understanding, all quite distinct and separate in significant ways,
reflected the limitless possibilities of the internet and the unforeseen implications that technology had, and would continue to have, on DE. While
some theorists and practitioners championed constructivism, which emphasizes the independent construction of knowledge, others found merit in
interactive concepts like the Equivalency theorem and connectivism. However, the desire for collaboration is best manifested in the Community of
Inquiry model, which encourages instructors to facilitate conversations that enhance students’ cognitive and social presences.
3) Institutional and Organizational Developments/System: The effects of social cognitive-based learning were very prominent during the third
wave, apparent especially in the collaborative activities implemented in distance learning. Also, online courses became more efficient due to course
materials being easily accessible via the internet.
4) Teaching/Learning Methodologies: While some third wave distance learners opted to interact directly with course content, others still preferred
to learn with the assistance of an instructor. This was commonly demonstrated in the synchronous and asynchronous net-based interactions enabled
by online communities of inquiry. Here, the instructor facilitates learning while the students make significant interactions with the content, one
another, and the instructor to create new knowledge.
5) Predominant Technologies: In the third wave, predominant technologies include Web 2.0, audio and teleconferencing, and online learning tools
such as multimedia application and game based learning modules.
6) Key Authors: Anderson, T. (2003), Anderson T. (2011), Anderson T., & Dron, J. (2011), Garrison, R. (2009), Leonard, D. C. (1999), Osguthorpe,
R.T., & Graham, C. R. (2003), Saadé, R. G., He, X., & Kira, D. (2007), Salmon, G. (2011), Schell, G. P., & Janicki, T. J. (2013), Wickersham, L.,
Espinoza, S., & Davis, J. (2007)
15
Future Wave: Exploring New Possibilities (2000’s …)
1) Larger Context 2) Theories/ Ways of 3) Institutional and 4) Teaching/ Learning 5) Predominant 6) Key Authors
(economics/ politics/ societal Understanding Organizational Methodologies (role of Technologies
values and pressures/ Developments/ teacher/role of learner)
government policies/
technological advances) System
According to Anderson and According to Anderson According to Twig, “Protagonists of this type of ".. lecturers were Anderson (2010)
Dron (2011), “It is less (2010, p.27) “The ”One of the primary learning in which the supplied with an
clear what defines the epistemic engagement reasons teachers plan the learning iPhone 4S and Anderson & Dron
so-called fourth- and even view of learning has beencampus-based higher process as far as possible, committed to (2011)
fifth-generation distance the most recent education articulate and present the meeting together
technologies except for a educational vision drivinginstitutions are learning content, control its weekly to Blaschke (2012)
use of intelligent data educational technology. adopting Online course by means of investigate mobile
bases (as cited by Taylor, Engagement is most Learning (OLL) is interventions and guarantee social media.." Blaschke & Hase
2001) that create closely associated with because of the results, should be particularly (Cochrane, (2015)
“intelligent flexible constructivist learning pedagogical attracted by the opportunities Antonczak, Sissons
learning” or that theories.” advantages it offers provided by a digital & Withell, 2012, p. Cochrane,
incorporate Web 2.0 or in terms of learning environment.” 209) Antonczak, Sissons &
semantic web “The second net-centric addressing the (Peters, 2010, pp. 141-142). Withell (2012)
technologies.” (Anderson theory reviewed was limitations of "Technologies and
and Dron, 2011, p. 81). developed in Australia conventional “Completely unknown approaches that Garrison (2009)
and was named by its classroom opportunities are being align with
“What we are faced with authors, Hase and Kenyon instruction (i.e.,
opened up that are based on heutagogical Hayes & Kenyon
here is an accumulation, (2000), as heutagogy lectures).” (as cited
computer, media, network and elements of (2000)
compression, and after the Greek for self” in Garrison, 2009, p.
hypertext/hypermedia self-determined
intensification of (Anderson, 2010, p. 33). 5). technologies. One of these is and Peters (2010)
presentation that has never the intensified development of learner-centered
been seen before, because it “Heutagogy, the study of “One of the most autonomous learning as learning, Siemens (2004)
has never before been self-directed learning, impressive practical self-planned, self-organized self-reection,
possible.” (Peters, 2010, p. may be viewed as a advantages of the and self-assessed learning.” group Schwier (2011)
143). natural progression from digital learning (Peters, 2010, p. 147). collaboration, and
earlier educational environment is the learning how to
“It may be argued that the methodologies.” (Hase speeding up of “A form of autonomous learn are: Social
rapid rate of change in and Kenyon, 2000, p.2). communication learning is being developed Media such as
society and the so-called between students and here which leaves expository blogs, wikis, social
16
information explosion, “Heutagogy has roots in correctors as well as teaching and receptive networks, Massive
suggest that we should now the literature on between students and learning far behind, replacing
Open Online
be looking at an self-directed learning and tutors. The them with independent Courses
educational approach renounces the teacher turn-around time for achievements. The new (MOOCs),
where it is the learner dependency associated submitted learning behavior manifests Personal learning
himself who determines with both pedagogy and assignments, which itself in the search for, environments
what and how learning andragogy” (Anderson, normally takes four to assessment and application ofcomprising of
takes place.” (Hase and 2010, p. 33). six weeks at the suitable information and in Twitter, Facebook,
Kenyon, p. 1) FernUniversität, can careful (written!) Google Reader,
“The most recent be reduced to a communication and Instagram,
According to Hase & network-centric theory couple of days.” co-operation.” (Peters, 2010,Pinterest, Diigo,
Kenyon, “heutagogy looks was first developed by (Peters, 2010, pp. pp. 151-152). and Evernote,
to the future in which George Siemens who, 146-147). E-portfolios,
knowing how to learn will coined the term According to Hase & Kenyon, Digital Badges
be a fundamental skill connectivism” (Anderson, “Heutagogy’s “Heutagogy extends control can be posted to a
given the pace of 2010, p. 33) emphasis on to the learner and sees the professional social
innovation and the self-direction and learner as the major networking site
changing structure of According to Siemens, capacity of development and control agent such as LinkedIn."
communities and “Constructivism in heutagogy focuses on in his or her own learning” (as (Blaschke & Hase,
workplaces” (as cited in relation to connectivism the development of cited in Anderson, 2010, p. 2015, pp. 83- 85)
Anderson, 2010, p. 33). emphasizes the core efficacy in utilizing 33).
assertion to learning and the tools and Hendler 2009
“This future demands that knowledge as being an information sources In Heutagogy, “the teacher’s stated,
education move beyond integrated process of available on the Net” role becomes one of facilitator “Social-constructi
instructing and testing for connection.” (Schwier, R, (Anderson, 2010, p. and guide as students use a vism flourished in
learner competencies to 2011,video file). 33). very wide set of resources a Web 1.0;
allow and support learners (both online and traditional) to Connectivism is a
in a journey to capacity Siemens stated, "Distance education resolve problems and to gain product of a
rather than competency. “Teaching is global but is in a unique personal understanding and networked Web
Capacity includes being accreditation is local that position for creating capacity” (Anderson, 2010, p. 2.0; and Web 3.0
able to learn in new and regard the connectivism learning 33). seeing being the
unfamiliar contexts.” to experience of being environments for Semantic web.”
(Anderson, 2010, p. 33). able to connect.” supporting a According to Siemens, (cited in Anderson
(Schwier, R, 2011, video heutagogical “Learning analytics are & Dron, 2011, p.
17
"Heutagogy has been called file). teaching and connectivism.” (Schwier, R, 90).
a “net-centric” theory that learning approach. 2011, video file).
takes advantage of the key “..heutagogy has the Specific According to
affordances of the Internet; potential to become a characteristics of Siemens stated, “Empirical Galley, Conole,
it is also a pedagogical theory of distance distance education research of basic learning and Dalziel, &
approach that could be education, ... due to the that align themselves network learning needs to Ghiglione,
applied to emerging affordances it offers when with heutagogy increase and the various “CloudWorks is
technologies in distance applied to emerging include: Technology, camps doing the networked the new trend of
education, as well as serve technologies in distance Profile of the learning conference.” public space in
as a framework for digital education (such as Web distance education (Schwier, R, 2011, video file). OU-UK.” (cited in
age teaching and 2.0).” (Blaschke, 2012, p. learner and Learner Anderson & Dron,
learning". (Blaschke, 2012, 57). autonomy. Because "A heutagogical approach to 2011, p. 90).
p. 57). learner autonomy is learning and teaching is
"A key concept in characteristic of and characterized first and
“Heutagogy is of special heutagogy is that of promoted in distance foremost by
interest to distance double-loop learning and education learning learner-centeredness in terms
education, which shares self-reflection… In environments, of both learner-generated
with heutagogy certain key double-loop learning, distance education contexts and content."
attributes, such as learner learners consider the inherently supports (Blaschke, 2012, p. 64).
autonomy and problem and the resulting heutagogical
self-directedness, and has action and outcomes, in practice." (Blaschke,
“Course design elements that
pedagogical roots in adult addition to reflecting 2012, pp. 61-62).support learner-centeredness
teaching and learning.” upon the problem-solving in a heutagogical approach
(Blaschke, 2012, p. 57). process and how it "Web 2.0 design includes: learner-defined
influences the learner’ssupports a learning contracts, flexible
“Distance education and own beliefs and actions."
heutagogical curriculum, learner-directed
heutagogy also have in (Blaschke, 2012, p. 59).approach by allowing questions and flexible and
common the same learners to direct and negotiated assessment.”
audience: mature adult In self-determined determine their (Blaschke, 2012, pp. 64-65).
learners.” (Blaschke, 2012, learning, it is important learning path and by
p. 57). that learners acquire both enabling them to take "Course design elements can
competencies and an active rather than be incorporated to support
Heutagogy draws many of capabilities... passive role in their reflective practice, namely:
its principles from how Competency can be individual learning learning journals, action
18
people learn in everyday understood as proven experiences." research and formative and
life. People learn when ability in acquiring (Blaschke, 2012, p. summative assessment."
they are ready, not when knowledge and skills, 62). (Blaschke, 2012, p. 65).
teachers think they are while capability is
ready. (Blaschke & Hase, characterized by learner According to Kemmis and
2015, p. 78) confidence in his or her McTaggart, “Action Learning
competency and, as a recognizes reflection
result, the ability “to take and,......double loop learning
appropriate and effective processes designed to facilitate
action to formulate and learning. “The teacher……,
solve problems in both becomes a learner like
familiar and unfamiliar everyone else, enabling people
and changing settings.” to become learners as well as
(Blaschke, 2012, p. 59) to find solutions or even pose
questions” (as cited by Hase
and Kenyon, 2000, p. 3)
According to Stephenson and

Weil, a recent model of
learning which examines
outcomes and and process, is
Capability. (as cited by Hase
and Kenyon, 2000, p.3)
Capable people know how to

learn; are creative; have a
high degree of self-efficacy;
and can work well with others.
(Hase and Kenyon, 2000, p. 4)
There is a greater need to

develop people in
organizations as well.
According to Hase and
19
Kenyon, “managers and
supervisors……, need to be
capable people themselves in
order to facilitate the
capability of others.” (Hase
and Kenyon, 2000, p. 5)
Future Wave Summary:

1) Larger Context: In response to rapidly evolving technology and the significant shift in student populations (i.e. high school graduates to adult
learners), the fourth and future waves of distance education noticeably reject the time-honored pedagogies that ruled during earlier waves. Partly
because of the distinct nature of modern distance learning and partly because of the accountability of the new student population, DE now blends
distinct andragogical and heutagogical principles to give adult learners more control over their education.
2) Theories/Ways of Understanding: Heutagogy and connectivism are both imminent theories in the fourth wave. Heutagogy, which champions
self-driven learning, is especially relevant as emerging technologies create new possibilities for distance learners. As demonstrated by the
“double-loop” process, heutagogy implores students to sharpen both their competencies and capabilities, which leads to both self-confidence and
self-efficacy. Connectivism, a relatively new theory in which learning takes place at the moment of connection between an individual and a
network or community, is notable in the fourth wave because distance learners are able to establish more connections than ever, and their standard
of learning is improving as a result.
3) Institutional and Organizational Developments/System: Many single and dual mode tertiary institutions are adapting digital learning
environments that embrace heutagogical principles and enrich the distance learner’s experience. The environments are designed to allow the learner
a more active role in their academic journey, allowing them to better gain the competencies so integral in heutagogy.
4) Teaching/Learning Methodologies: The traditional role of instructors as all-knowing givers of knowledge has, for all intents and purposes, met its
end in the fourth wave. Here, the instructor must act as a facilitator or non-imposing guide during their students’ learning journey. Students are no
longer passive in the distance classroom; now they take an active role in shaping their own learning and meeting the outcomes. Heutagogy shapes
these new roles as some students are even able to pick methods of assessment and demonstrate knowledge and growth through formative elements
like learning journals.
5) Predominant Technologies: In the fourth wave, DE theorists and practitioners are seeing the value in social media as a means of continuing
learning outside of the classroom. Students have used sites like Facebook and Twitter to form effective learning communities and expand the
knowledge they gained in the online classroom. Online communities of practice (OCoPs) have also become prominent during this wave because
they allow experts in a given field to collaboratively solve problems and, consequently, save companies valuable time and money.
6) Key Authors: Anderson, T. (2010), Anderson, T. & Dron, J. (2011), Blaschke, L. M. (2012), Garrison, R. (2009), Hayes, S. & Kenyon, C. (2000),
Peters, O. (2010), Schwier, R. (2011), Siemens, G. (2004)
20
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OMDE 601 9020 Foundations of Distance Education and E-Learning

*1840s-1900s: *1840s-1900s: *1840s-1900s: *1840s-1900s: *1840s-1900s: Holmberg (2005)

First Wave Summary:

*​1960s: *​1960s: *1960s: *1960s: *​1960s: Anderson &

Second Wave Summary:

Third Wave Summary:

According to Stephenson and

Capable people know how to

There is a greater need to

Future Wave Summary:

16​(2). See:​ Simpson_Anderson_2012_147885.pdf

Research in Open and Distance Learning, 4​(2). Retrieved from​ http://www.irrodl.org/index.php/irrodl/article/view/149/230

education​ (pp. 23-40). Canada: Athabasca University Press. Retrieved from

http://vimeo.com/32596395​ (Transcript:​ http://www.box.com/s/e8ylcfx3h6fjv4qim3px​)

Distance Learning (IRRODL), 12​(3), 80-97. Retrieved from​ http://www.irrodl.org/index.php/irrodl/article/view/890

video]. Available from​ http://vimeo.com/32292234​ (Transcript:​ http://www.box.com/s/cvygk4334sub0i6atrn8​)

427-458. Available from​ http://www.box.com/s/fsgilnj1zxsnlbjqzi0b

Wellington, New Zealand: ascilite.

Information Systems Education​, ​19​(2), 157-164.

Distance Education, 23​(2), 93-104. Retrieved from​ http://www.jofde.ca/index.php/jde/article/view/471/889

Dialogue, 17​ (1/2), 21-34). See:​ Kentnor_2015.pdf

October, 2006, Castelldefels, Spain. Available here​ Moore-2006-EDEN06.ppt

Wadsworth-Cengage Learning. [eReserves].

Framework. ​CIDER Session​. Athabasca University. Available from​ ​http://cider.athabascau.ca/CIDERSessions/sessionarchive/

Distance Education, 4​(3), 227-233​.​ See:​ Osguthorpe_Graham_2003.pdf

Available from​ http://www.box.com/shared/5x3tpynqqf

Universität Oldenburg. Retrieved from:​ http://www.box.com/s/ktx7ipccetotqrr11mct

Oldenburg. Available from​ http://www.box.com/shared/ktx7ipccetotqrr11mct

Available from​ http://www.box.com/shared/ktx7ipccetotqrr11mct

[eReserves]. See:​ Salmon-eModerating-Ch2-p26-60.pdf

for Information Systems​, ​1​(1).

Edition​: Information Age Publishing.

Content on this group grid is licensed under a Creative

Commons Attribution-NonCommerical-ShareAlike 4.0

International (CC-BY-NC-SA 4.0)

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1840s-1900s: 1840s-1900s: 1840s-1900s: 1840s-1900s: *1840s-1900s: Holmberg (2005)

1960s: 1960s: 1960s: 1960s: *1960s: Anderson &

16(2). See: Simpson_Anderson_2012_147885.pdf

Research in Open and Distance Learning, 4(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/149/230

education (pp. 23-40). Canada: Athabasca University Press. Retrieved from

http://vimeo.com/32596395 (Transcript: http://www.box.com/s/e8ylcfx3h6fjv4qim3px)

Distance Learning (IRRODL), 12(3), 80-97. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890

video]. Available from http://vimeo.com/32292234 (Transcript: http://www.box.com/s/cvygk4334sub0i6atrn8)

427-458. Available from http://www.box.com/s/fsgilnj1zxsnlbjqzi0b

Information Systems Education, 19(2), 157-164.

Distance Education, 23(2), 93-104. Retrieved from http://www.jofde.ca/index.php/jde/article/view/471/889

Dialogue, 17 (1/2), 21-34). See: Kentnor_2015.pdf

October, 2006, Castelldefels, Spain. Available here Moore-2006-EDEN06.ppt

Framework. CIDER Session. Athabasca University. Available from http://cider.athabascau.ca/CIDERSessions/sessionarchive/

Distance Education, 4(3), 227-233. See: Osguthorpe_Graham_2003.pdf

Available from http://www.box.com/shared/5x3tpynqqf

Universität Oldenburg. Retrieved from: http://www.box.com/s/ktx7ipccetotqrr11mct

Oldenburg. Available from http://www.box.com/shared/ktx7ipccetotqrr11mct

Available from http://www.box.com/shared/ktx7ipccetotqrr11mct

[eReserves]. See: Salmon-eModerating-Ch2-p26-60.pdf

for Information Systems, 1(1).

Edition: Information Age Publishing.