OMDE 601 SKILL BUILDER 6- GROUP 1 GRID

`Contributors: Larry Brunson, Nicole Thompson, Sheila Brown, Lucinda OHarran, Dejanel Henry

Correspondence / Independent Study Commented [1]: These Headings were pulled Directly from
Wave 1 the project description Skill Builder 6.

1728 Independent Study Opportunity in the Boston Gazette for learning shorthand through postal correspondence.

Social and geographic context.

Correspondence courses or independent learning through the mail was primarily for adult learners. For many the
publically funded correspondence courses afforded working adults the time and geographic ability to learn new trades, or
college degrees (Kentnor, 2015).

Economic and geographic context.

The cost of a four year degree earned in a brick and mortar college was too high for the average individual. For
Forces dominant in the many even travelling to a physical school was beyond their means. Government mandated and publicly funded
larger context that independent study courses administered through the post service allowed the average working adult to study in their
drove development of spare time (Holmberg, 2015).
DE
Funding

American Schools such as the Chatauqua School of Technology was chartered (publically funded and open to
anyone) by the State of New York (1881). They offered the independent learning of trades through a series of postal
correspondences. The University of Chicago offered correspondence classes through the post as early as 1892 and was
also a publicly funded institution (Holmberg, 2015).

Government Policies
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In 1836 The University of London was offering correspondence schools to encourage citizens to independently
learn at a distance through materials exchanged through the post. Then sit exams for civil service or college degrees. In
fact these independent study courses were encouraged by the military for their geographically distant members as a way to
advance military careers (Holmberg, 2015).

In 1962 The University of South Africa started independent study courses via mail correspondence by government
decree. The primary driving force was to make sure that the children of the region were receiving a solid primary
education through examinations sent back and forth through the post (Holmberg, 2015).

1970 Independent Study was termed Correspondence Courses by scholars, and generally accepted as an emerging
form of education.

Publically funded distance education through correspondence allowed anyone to gain additional education,
proffering the opportunity for additional or continued education in trade education or college degrees. Education equated
to upward social and economic opportunities by affording better jobs and better pay to anyone with the initiative to learn.
Distance Education opportunities were utilized, therefore creating the demand that encouraged the supply. The goal of
correspondence education was to provide a quality education and enable any and all to expand their intellect and
knowledge (Kentnor, 2015,p).

As history has portrayed, correspondence education dates back before the 1800s. Holmberg (2005) asserts the
essence of Distance Education (DE) hinges on the idea that both learner and teacher are in different physical locations.
Holmberg (2005) suggest that letters designed to teach a leaner; and where there is a response from the learner is the
Theories/Ways of simplest form of DE.
Understanding DE 1728: The first organized DE is warranted to the Boston Gazette in which weekly lessons on shorthand was sent by
mail (Holmberg, 2005).
1873: Anna Eliot Ticknor recognized as the American pioneer for home studies that catered to mostly women
(Holmberg, 2005).
1878 - 1887: British pioneering schools like Sherrys College, Edinburgh and the University Correspondence
College, Cambridge students for Civil Service examinations and the later prepared students for external degrees.
1886 to 1900s: William Harper was the first American educator to introduce a University structured
correspondence study (Holmberg, 2005). Harpers style of DE had predetermined time and pace for students.
 OMDE 601 SKILL BUILDER 6- GROUP 1 GRID

Another early pioneer, H.S. Hermod, Sweden, whose philosophy illustrate that each student in correspondence
education creates its own class room (Holmberg, 2005, p. 18). This view imply students are responsible for their
individual pace, discipline and learning.

Theory of Industrialized Education

Peters (2011) theory claims that DE is a form of industrialization in the first period caused by new machine
inventions, the growth in energy sources, and capital investments in mass production of commercial goods. Peters (2005)
theory based on the following five components:
DE courses preparation is important as the preparative work prior to a production process.
The success of the teaching/learning process is dependent on planning and organization.
The function of the instructor is compartmentalized through the division of labor as, for instance, in the production
process at an assembly line.
DE can only be economical if mass education corresponds to mass production.
As compared to the production process, DE needs capital investments, available resources and capable organized
structure.
Considering Peters (2011) research the distinction represents DE as a separate progressive system unique to the trends and
times of the period.
The Theory of Empathy in DE
Holmberg (2004) suggest there should be a personal communication style between instructor and student in a DE
environment. Elements of Holmberg (2004) Empathy Theory:
Personal two- way communication conversing about student difficulties and concerns.
Instructors exhibit less scholarly tone and sympathetic posture when explaining or instructing.
Students are not made to wait for answers, responses, or concerns; short turnaround time.

Correspondence earliest known was March 20, 1728, when Caleb Phillips placed an advertisement in the Boston Gazette
Institutional and offering shorthand lessons for any Person in the Country desirous to learn this Art, may have several lessons sent weekly
organizational to them. Many argue that since there is no record of two-way communication, this cannot be formally recognized as DE.
development) However, the premise and intent are apparent in the advertisement to teach shorthand by way of the Postal Service.
(Kentnor, 2015)
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Early delivery system around 1894 when Guglielmo Marconi invented the first spark transmitter and obtained the first
patent for a radio device. The early 1920s are seen as the beginning of educational broadcasting. Radio and television was
used in schools to deliver instruction at a distance. Following the establishment of the Open University in Britain in 1970,
Charles Wedemeyers innovative uses of media in 1986 at the University of Wisconsin, correspondence study began to
use developing technologies to provide more effective distance education. (Kentnor, 2015)

Open Learning was marked in the beginning 1969 and used by British Open University in United Kingdom where
technology to supplement print-based instruction through well-designed courses. Learning materials were delivered on a
large scale to students in three programs: undergraduates, postgraduates, and associate students. These courses were
closely monitored and successfully delivered to over 100, 000 students. (The Handbook of Research , 2001)

In 1982, the International Council for Correspondence Education changed its name to the International Council for
Distance Education to reflect the developments in the field. With the rapid growth of new technologies and evolution of
systems for delivery information, distance education, with its ideals of providing equality of access to education, became a
reality.

Prospects and promises of distance education as identified by Desmond Keegan

-Separation of teacher and learner

-Influence of an educational organization

-Use of media to link teacher and learner

-Two-way exchange of communication

-Learners as individuals rather than grouped

-Educators as an industrialized form (The Handbook of Research, 2001)

Prevailing 18th century to 20th century

teaching/learning Teacher Role /Student Role
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theories/methodologies/ Create, design and plan course material

Prevailing view
Provide feedback
Mail course material/snail mail
Follow up with letters and or mail
Evaluation constructed strictly on the material provided
Professor / Instructor is more of a guide / facilitator
Create a course syllabus (to include class rules, make sure student read and be aware of the rules) -17th century-
present
Student- self motivated
Student is to read and study material
Student returns correspondents
Does self-assessment

Theories/methodologies
Guided Didactic conversation (Holmberg 2004)
Quantitative approach
Empathy (Holmberg, 2004)
Division of Labour (Peters, 2011)

Predominant Correspondence Parcel Post

technologies Form of DE where both student and teacher are SEPARATED. Method of providing learning instruction via mail, sending
devices with the goal to return it back to the instructor for feedback and grading.
 OMDE 601 SKILL BUILDER 6- GROUP 1 GRID

Objection: No record of two-way communication

Time of Era:1840-1870
Man of the Era: Isaac Pitman
Developments: Postal System, Printing Press,Phonographic Correspondence, Society to Encourage Studies, Illinois
Wesleyan College, Chautauqua Movement of 1870
End of Movement: Familial Obligations, Financial Geographic
Radio
Form of DE where to explore and sought out as much learners as possible Inexpensive, Accessible, and Immediate
Objection: Court involvement requiring to issue broadcast licensing
Time of Era:1894 1920s THE NEW TECHNOLOGY
Man of the Era: Guglielmo Marconi
Developments: 1st Patent for Radio Device Radio, Invention off Spark Transmitter for Mass Communication, Radio Act
1912- Licensing all Radio Stations, Institutions using this form of technology for more than educational purposes, Football
Games, Dramas, Plays and school activities outside of the classroom
End of Movement: Great Depression- Multitude of Radios were affected during this time.
Commented [2]: According to the instructions and the grid
example the key authors are the important authors during the
Key Authors Holmberg, Kentor, Peters era dates for our grid. We can gather this info from the
references. For example: Holmberg, Peters

References:
Holmberg, B. (2004, September). The empathy approach to distance education. [Lecture video]. Available from http://youtu.be/mXRMKkHe9yE
Transcript: Holmberg-transcript.pdf
Holmberg, B. (2005). Concepts and terminology - Student bodies. The evolution, principles, and practice of distance education. Oldenburg, Germany:
BIS-Verlag der Carl von Ossietzky Universitt Oldenburg (pp. 9-11). Available from http://www.box.com/shared/y97qyc7m0t
Kentnor, H. (2015). Distance education and the evolution of online learning in the united states. Curriculum and Teaching
Dialogue (17) (1) (2) 21-34
Peters, O. (2011, December 2). Industrialization theory and distance education, Parts 1. [Video interviews.] Haag, Germany. Available from: Part1:
 OMDE 601 SKILL BUILDER 6- GROUP 1 GRID

http://vimeo.com/33107755 (Transcript: http://www.box.com/s/76m3lv2baa3n63m0bjn)

Wave Two Systems Approach to Education / Distance Teaching Institutions

1922 Pennsylvania State College broadcasted distance education courses over the radio. (Miller, 2014)

Demand for access to distance education.

Demand for fiscally responsible collegiate education continued to rise.

Independent study became more structured correspondence courses, driving the idea that such education was
Forces dominant in the reputable.
larger context that drove Independent study through correspondence courses allowed learning to become a lifelong pursuit.
development of DE Demand for distance education went beyond what was available, therefore causing distance education to expand.
(Simonson, Schlosser, & Hanson, 1999)

Government policies determining the development of distance education.

Governments picked up on the social benefits of distance education's impact. Distance education reached and trained
more people in the workforce, thereby solving some economic difficulties.
 OMDE 601 SKILL BUILDER 6- GROUP 1 GRID

Governments are funding massive correspondence learning Universities in order to provide access to more students.
(Peters, 2010)

Funding for distance education.

Publically funded radio and television was utilized to deliver course materials.
There were over 80 Open Universities across the globe funded by their respective governments. (Peters, 2010)
Distance education in the United Kingdom is primarily funded by the government. (Perraton, Robinson, & Creed,
2007)

Equity policies regarding distance education.

Correspondence courses offered collegiate learning to more people, not just the ones who could afford going to an
actual college.
They reach previously unreachable: new groups of students who have up to now been barred from
enrolment. (Peters, 2010)

1985 Nova Southeastern University was offering accredited graduate degrees through online courses. (Miller,
2014)

According to Anderson & Dron (2011) because of growth in advanced technologies during the second wave
such as radio and television enabled a broader access to DE. Consequently, the interaction between learners and
Theories/Ways of learners, learners and teachers, and learners and content remained nominal. Thus, more academic and scholarship
Understanding DE research was birthed.
Theory of Transactional Distance
Moore & Kearsley (2012) transactional concept entails interchange relationship amid the environment and the
stakeholders, and the stakeholders behaviors. Moore & Kearsley illustrate the interchange is continuous. The core of
 OMDE 601 SKILL BUILDER 6- GROUP 1 GRID

this premise is the physical separation is not the only factor that in the DE process (Moore & Kearsley, 2012). Relative
to the impact distance has on teaching, learning, and course design and learner acceptance, the psychic of the learner
and instructor should be emphasized. Moore & Kearsley (2012) posit instructors behaviors fall into two categories:
dialogue and structure. Moore & Kearsley imply that instructors dialogue style and course design should be leaner
focus which results in reducing distance barriers.
Equivalency Theory
Anderson & Dron (2011) suggest that when learning is authentic, telling, and insightful and supported by one of
the three: student to student, student to teacher or student to content, then the result is effective educational experience.
Moore & Kearsley (2012) explains that when learning is personally meaningful and socially worthwhile p. 215 and
the teacher / learner control is in balance, then the learning outcome will be positive. In other words, the learner is
enabled to construct his / her view of learning and control its participation. Moore & Kearsley (2012) describe this
view as a collaborative constructive approach.

Social Construction of Knowledge

According to Moore & Kearsley (2012) social construction scholars argue that collaborative group learning
fosters learning communities. Moore & Kearsley imply that since advanced technologies are the artificial mediums for
such group learning, then social presence is diminished in the process. In order to increase social presence in
collaborative DE learning, instructional content and course design should enable acceptance of multiple viewpoints,
inclusion, and co-equal dominance in the learning environment (Moore & Kearsley, 2012).

Early delivery system during the First World War and television in the 1950s instruction outside of the traditional
classroom had suddenly found new delivery system.
Institutional and
organizational development) Radio and television was used in schools to deliver instruction at a distance. Following the establishment of the Open
University in Britain in 1970, Charles Wedemeyers innovative uses of media in 1986 at the University of Wisconsin,
correspondence study began to use developing technologies to provide more effective distance education.
 OMDE 601 SKILL BUILDER 6- GROUP 1 GRID

In 1982 organization started to incorporate with the International Council for Correspondence Education changed its
name to the International Council for Distance Education to reflect the developments in the field.

Rapid growth of new technologies and the evolution of systems for delivering information, distance education, with its
ideas of providing equality of access to education became reality.

Teacher Role /Student Role

Prevailing teaching/learning
theories/methodologies/Prev
ailing view
Create a course syllabus / outline (to include class rules, make sure student read and be aware of the rules) -
17th century-present
Provide support to learners by providing resources
Provide support to learners by providing counseling
Student centered learning
Student personal growth
Self-regulation by students, setting their own study time & pattern
Learner autonomy (Henri Holic 1981)
Learners creating knowledge based on experience

Theories/methodologies
Transactional Distance (Reyes 2013)
Andragogy (Bullen 1995)
Qualitative approach
Constructivism
 OMDE 601 SKILL BUILDER 6- GROUP 1 GRID

Transformers (Rowntree 1990) (a skilled commentator who can liaise w/any subject specialization and express
information/material in ways learners will be able to understand

Television
Form of DE where education visual technology will be coexist
Objection: Immediately was arbitrated as not being a unified educational body, Barriers: freeze on granting new
television licenses in order to resolve intervene from license applications.
Time of Era:1920s-1980 1932-37 1950-1980
Man of the Era: Herbert Hoover/Bell Laboratories
Developments: Growth- 1932 and 1937 Major Television Broadcast
End of Movement: Familial Obligations, Financial Geographic
Internet
Predominant technologies Form of DE where the global system of interconnected computer networks as delivery mechanism
Objection: Lack of understanding the method and institutional support
Time of Era: Late 1980s-Mid 1990s- Current
Man of the Era: University of Phoenix, for-profit institutions
Developments: 80% online course in this format, 1991- World Wide Web. Other institutions begin emerging the
internet for learning at their institutions.
End of Movement: Today, the movement continues to grow and immense in many institutions throughout the world.

Key Authors Bullen, Holic, Miller, Moore, Peters, Reyes

 OMDE 601 SKILL BUILDER 6- GROUP 1 GRID

Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy.
International Review of Research in Open and Distance Learning, 12(3). Retrieved from
http://www.irrodl.org/index.php/irrodl/article/view/890/1826
Bullen, M. (1995, June). Andragogy and university distance education. Paper presented to the 17th conference on the International Council for Open
and Distance Education, Birmingham, UK. Available from http://www.box.com/s/ap4nq2zf1jujkyo65pz0
Holec, Henri. (1981) Autonomy and Foreign Language Learning, Oxford: Pergamon Press
Miller, G. (2014, November 10). History of Distance Learning. Retrieved from WorldWideLearn:
https://www.worldwidelearn.com/education-articles/history-of-distance-learning.html
Moore, M.G., Kearsley, G. (2012). Distance education: A systems view of online learning.3rd ed., Wadsworth, Cengage Learning.
Perraton, H., Robinson, B., & Creed, C. (2007). International case studies of teacher education at a distance. Oldenburg, Germany.
Peters, O. (2010). Distance education in transition: Developments and issues (5th ed.). Oldenburg, Germany: University of Oldenburg.
Reyes, J.A. (2013). Transactional distance theory: Is it here to stay? Distance Learning, 10(3), 43-50. See: Reyes_2013.pdf
Rowntree, Derek (1990). Teaching Through Self-instruction: How to Develop Open Learning Materials by Rowntree Derek
(Professor of Educational Development Open University) (1-Mar-1990) Paperback
Simonson, M., Schlosser, C., & Hanson, D. (1999). Theory and distance education. A new discussion. The American Journal of Distance Education,
13(1), 60-75.

Wave Three Internet / Web-based

The third wave of Distance Education has been driven by technology, specifically the World Wide Web (WWW) and
Forces dominant in the the ability for nearly everyone in the United States to have access to a computer that has access to the WWW.
larger context that drove
1994 CALCampus offered one of the first online computer assisted learning over the internet into peoples
development of DE
personal homes. (Hickey, 2014)
 OMDE 601 SKILL BUILDER 6- GROUP 1 GRID

Social Context Access to the flexibility of completely online learning has given many working adults specifically in
America the opportunity to educate themselves into higher socioeconomic status. (Bates, 2005)

Geographical Context -- allows working students flexible access and geographically remote students effective
delivery of learning materials. (Bates, 2005)

Economic Context In America specifically the opportunities to stimulate the economy as a whole via the
privatization and corporatization of distance education. (Bates, 2005) Accreditation of online learning institutes
ensures that American students can utilize federal financial aid. (Friedman, 2016)

Personal Cost Context Learning institutes are able to provide quality education en masse for less than brick and
mortar. (Bates, 2005)

Accreditation Context -- A process verifying the quality and rigor of higher learning collegiate institutes in America.
Traditional and Online programs undergo the same process solidifying that distance education is as credible as brick
and mortar learning. (Friedman, 2016)

1999 - Jones International University in Colorado was offered accreditation taking distance education in the
form of online learning into the mainstream of American higher education. (Hickey, 2014)

Third Wave era is characterized by web based and virtual supported technologies. With the rapid advancement

of technology and the global expansion of Open University's, virtual learning has expanded opportunities. Weiyuan

Theories/Ways of (2013) posit e-Learning has become societys norm not only in open distance institutions but conventional learning
Understanding DE
environments too. Anderson (2003) based on social constructivist theory, imply since advance technology is a driver

of economic and social growth web based learning is inevitable.

 OMDE 601 SKILL BUILDER 6- GROUP 1 GRID

Weiyuan (2013) illustrate that third wave has evolved for the past ten years and its web based technologies has

more learning and teaching flexibility than first two generations. While first and second era was focused on pedagogy

of instruction, the evolving third era is more focused on interaction among learners, instructors, technology, and

content (Anderson & Dron, 2011). Weiyuan (2013) suggest the third wave era must consider the following:

Category Specific Functions

Course content functions: Instructional design tools; course layout template; search

tool for course Website; student homepage.

Communication and collaboration functions: Discussion forums; internal email; text-

based chat; audio/video conferencing; file sharing; workgroup; whiteboard.

Course management functions: Module management; quiz management; grade

management;

student tracking.

Administrative functions: Secure login; technical support Source: (Zhang, p.4,2013)

.
 OMDE 601 SKILL BUILDER 6- GROUP 1 GRID

Weller (2000) suggest in order to achieve success in the third era students and instructor must adapt to new

technologies; materials and content must be widely accessible to meet the needs of diverse learners; and quality

materials must be easily updated in a shorten period.

Institutional and organizational development in the twenty-first century brings Distance Education (DE) to

internet and web-based technology. Towards the end of the twentieth and the beginning of the twenty-first century

sophisticated technology changed both the view of distance education in the society and its practice in a way to add a

new dimension to its character (Holmberg, 2005). Online and the use of the internet as a delivery method sparked this

view of de and society hit the ground running with this new dimension. Computers would never be the same because

of the World Wide Web. In 1991, the World Wide Web was unveiled, and the University of Phoenix became one of
Institutional and
organizational development) the first to offer online education programs through the internet (Kentnor, 2015).

In the 1990s institutions began using online courses with the use of the internet to make learning more

accessible. Online learning faced its challenges and needed additional research to become more successful. Online

education is a different medium for teaching and learning, therefore requires a different pedagogy (Kentnor, 2015).

DE was faced with whether online learning would be successful without face-to-face interaction between the student

and teacher. Electronic mail (e-mail) played a key role to help make student and teacher interaction successful.
 OMDE 601 SKILL BUILDER 6- GROUP 1 GRID

Students as well as teachers used email to contact one another spontaneously for so-called chats which made group

work in DE acceptable to adults with jobs, families and various other commitments (Holmberg, 2005).

Internet and World Wide Web used in institutions today, and with the advancements in communication technology,

DE is commonplace (Kentnor, 2015). As (Kentnor, 2015) states it is now time to focus on the quality of the education

we provide, both in the classroom and online, and use the technology and innovations available today , to motivate,

inspire, and educate the students of the 21st century.

Communities of Inquiry (teaching social and network presence)

Collaborative learning
Combination of asynchronous and synchronous learning and teaching
Constructivist learning theory
Equivalency of interaction
Group and teams expanding
Qualitative studies
Learning by social activities
Prevailing teaching/learning Learner centered approach
theories/methodologies/Prev Learner driven
ailing view Online learning
Scaffolding learning
Self guided and self directed learning
Student content interaction
Student-student interaction
Student-teacher interaction
Teachers as facilitators
Teachers manage learning environment instead of lecturing
Teacher and learning in an information era
Teacher knowledgeable in Web 2,0 and other learning technologies(to post grades, content, collaboration)
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Virtual Teaching and learning

The Emergence of the Internet

Digitized learning environments open up new opportunities and chances not only for heteronomous but also for
autonomous learning(Peters, 2010). With the help of emergence and outbreak of the Internet, Distance Education.
Online Education has made learning skills, trades, as well as receiving an all-around education a measureable tool in
todays society. With a combination of both Wave 1 and 2 history, foundation, and innovations, Wave 3 takes the
foundations and create an atmosphere where students can gain academic independence as well as interacting with their
peers as an addition to their learning experience.

K-12 Online Learning

Predominant technologies
Delivery of Content Lectures and Discussions(Collaborative Learning with Student-Student
Interaction)
Beginning Emergence of Learning Management Systems[ student portal, blackboard]
Informal Technologies
Online material produced by students for students
Blended Education( A mixture of face to face with an instructor teaching with an online education
aim- assignments, quizzes, content)

Anderson
Archer
Dron
Garrison
Key Authors
Janicki
Peters
Schell
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References
Anderson, T. (2011, November). The third wave of distance education. Vimeo. Retrieved from http://vimeo.com/32596395

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

Bates, A. (2005). Technology, E-learning and Distance Education. (2nd). New York, New York, USA. Retrieved from

https://books.google.com/books?id=wfiBAgAAQBAJ&lpg=PP1&ots=4e8-w1xAqc&dq=influence%20of%20technology%20in%20distance%

20education%20in%20America&lr&pg=PR4#v=onepage&q&f=false

Friedmman, J. (2016, November 11). Accreditation of Online Degree Programs: Frequently Asked Questions. Retrieved from US News:

https://www.usnews.com/education/online-education/articles/2016-11-11/accreditation-of-online-degree-programs-frequently-asked-questions

Garrison, d., 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, R. (2009). Implications of online learning for the conceptual development and practice of distance education. Journal of Distance

Education, 32(2), 93-104. Retrieved from http://www.jofde.ca/index.php/jde/article/view/471/889

Hickey, R. (2014, December 5). The history of online education. Retrieved from Petersons:

https://www.petersons.com/college-search/online-education-history.aspx

Holmberg, B. (2005). Concepts and terminology student bodies. The evolution, principles, and. Oldenburg, Germany.

Kentor, H. (2015). Distance education and the evolution of online learning in the united states. Curriculum and Teaching Dialogue, 17(1), 28-31.
 OMDE 601 SKILL BUILDER 6- GROUP 1 GRID

Peters, O. (2010). Digitized learning environments: New chances and opportunities. In Distance education in transition: Developments and issues (pp.

141-153). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universitt Oldenburg. Retrieved from

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

Schell, G., & Janicki, T. (2013). Online course pedagogy and the constructivist learning model. Journal of the Southern Association for Information

Systems. doi:10.3998/jsais.11880084.0001.104

Current Trends New theories, new roles, new applications of technology

Distance education during the first three waves has focused on primarily adult learners. Emerging technologies in
distance education, specifically online learning, are now enveloping the technological generations.

1999 the term eLearning was coined at a computer based training event.
(20 Facts about eLearning Infographic, 2015)

Social Context There is emerging evidence that utilizing eLearning from primary schooling forward can have
Forces dominant in the
larger context that drove familial and community positive impact through education engagement. Economically disadvantaged students and
development of DE children with disabilities benefit particularly. (Intel, 2012)

Geographical Context -- Despite the geographic convenience of online college for the duration of a degree, it is
becoming commonplace for online degrees to culminate in a physical graduation ceremony. (Tate, 2017)

Economic For profit companies are commercializing eLearning by monopolizing on the technologies brought to the
forefront in the third wave of distance education. Ed-tech in 2016 is different than ed-tech in 1916. I mean, clearly the
tech is different. But the political and economic power of tech is different too. (Watters, 2017)
 OMDE 601 SKILL BUILDER 6- GROUP 1 GRID

Cost The industrialization of higher education in the US has made online accredited degrees nearly half the cost of
traditional college, making online collegiate work more and more appealing. (Vosganian, 2017)

2015 there were approximately 3 million online only students in the US.
(20 Facts about eLearning Infographic, 2015)

Pictures / Diagram Sources: George Siemens Connectivism Pictures, Pedagogy <wbr>of <wbr>Nearness, Educational
Technology and Mobile Learning Oct 2015

Theories/Ways of
Understanding DE

Connectivism- is the integration of principles explored by chaos, network, and complexity and self-organization

theories focused on connecting specialized information sets, and the connections that enable us to learn more are mor

important than our current state of knowing (Siemens, 2004)

 OMDE 601 SKILL BUILDER 6- GROUP 1 GRID

Pedagogy of Nearness - interactions with people in close proximity carry more weight for learning than interactions

via an online medium (Anderson, 2009)

Heutagogy- A net centric theory, developed by Hase and Kenyon. It extends control to the learner and sees the learner

as the major development and controller of their own learning. (Hase & Kenyon, 2007).

Complexity theory, Social Presence Theory -the emergent behaviors that arise when autonomous, yet interdependent

organisms interact with each other. In particular, theorists look for and attempt to predict transformations or phase

transitions that provide the markers for growth, change, or learning (Anderson, 2009).

Current trends for institutional and organizational development proves that distance education now is not an unusual

way of teaching and learning. Holmberg states in the USA practically every university offers some teaching at a
Institutional and distance (Holmberg, 2005). Distance education is a revolution that gives students independence. Organizational Commented [3]: Thank You DeJanel for putting these in
organizational development last night. you got the references in flawlessly as well.

development with DE success and failure depends on how courses are structured. DE is now at a premium and each Still waiting on Nicole and Larry.
November 27 2017 0852

wave is important in its own way. Each wave seemed to top the previous by its unanticipated and surprisingly

practicability and success (Peters, 2009).

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Moore's Theory of Transactional Distance Theory (TDT) is still first and foremost among distance education scholars
theories. Pedagogy is the teaching theory that many institutes utilize heavily. (Gokool-Ramdoo, 2008)

TDT can be utilized to grow students from the behavioral approach of learning towards being autodidactic. (Gokool-
Ramdoo, 2008)
Prevailing Heutagogy is an age old learning style coming back into fashion due to the way adult learners are using modern
teaching/learning distance education (MDE). (Erna, 2016)
theories/methodologies/Pre
vailing view Connectivism, constructivism and communities of inquiry combine to create a social platform guided by teachers to
lead students to learn through scientific research to build knowledge that cohorts discuss and contextualize. (Durak,
2017)

The push to take students back to the original theories of truly independent study are prevailing.

Glickman however is asserting that as distance education has been revolutionized by the use of Web 2.0 tools
technology is superseding the basis of solid teaching and learning theory. (Gokool-Ramdoo, 2008
 OMDE 601 SKILL BUILDER 6- GROUP 1 GRID

The Era of the web-based of Distance Education and the Emerge

Learning Management Systems (LMS) as well as Open Educational Resources -Course content is freely available
online to teachers and learners (Walti, 2014a). Learning Management Systems allow the collaborating, emerging, and
encompassing of both students and instructors for a relative and an academic experience in Distance Education.
Structure of content, discussion post, course reminders and announcements, resources, class list, as well as a help
section for student who need assistance throughout the course.

Examples: Blackboard, Desire2Learn, Moodle, Skillsoft, Higher Institutions Student Portals

Emergence of growing market of advanced and accessible mobile devices A mix of laptop and mobile phone, these
smart phones, e-learners and tablets are adaptable, flexible, and affordable. They are light and easily portable,
encouraging students to take learning outside the classroom (New Media Consortium, 2013).
Predominant Technologies
Examples: Smartphones, Tablets, E-learners, Kindlefire

Mobile Computing Software designed to have users to download apps for little to no charge which can enhance
learning, encourage content creation and better connections to the campus (New Media Consortium, 2013).

Examples: Email, instant messaging, discussion posts in online course

Social Media and Social Networking Web 2.0- A series of networked tools that allow people with a shared interest to
exchange ideas, artifacts, resources (Anderson, 2009).

Examples: Twitter-Facebook-Instagram-YouTube-Pinterest

Key Authors Anderson, Hase, Holmberg, Kenyon, Moore, Peters, Siemans, Tate

References:
 OMDE 601 SKILL BUILDER 6- GROUP 1 GRID

20 Facts about eLearning Infographic. (2015, March 16). Retrieved from elearninginforgraphics.com:

https://elearninginfographics.com/20-facts-about-elearning-infographic/

Anderson, T. (2009, April 28). Social networking chapter [Blog post]. Retrieved from

http://terrya.edublogs.org/2009/04/28/social-networking-chapter/

Durak, G. (2017). Using Social Learning Networks (SNLs) in Higher Education: Edmodo Through the Lenses of Academics. International Review Of

Research IN Open & Distance Learning. 18(1), 84-108.

Erna, O. (2016). A move towards heutagogy to empower theology students. HTS Teologiese

Studies/Theological Studies , Vol 72, Iss 1, Pp E1-E7 (2016), (1), e1. doi:10.4102/hts.v72i1.3394

Gokool-Ramdoo, S. (2008, October). Beyond the Theoretical Impasse: Extending the applications of Transactional Distance Theory. International

Review of Research in Open and Distance Learning, 9(3), 1-17. Retrieved from https://files.eric.ed.gov/fulltext/EJ815762.pdf

Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. In UltiBase Articles. Retrieved from

http://www.psy.gla.ac.uk/~steve/pr/Heutagogy.html

Holmberg, B. (2005). Concepts and terminology student bodies. The evolution, principles, and

practice of distance education. Oldenberg, Germany.

Intel. (2012). The Positive Impact of eLearning - 2012 Update. Retrieved from unesco:

http://www.unesco.org/fileadmin/MULTIMEDIA/HQ/ED/pdf/The%20Positive%20Impact%20of%20eLearning%202012UPDATE_2%206%
2

0121%20(2).pdf
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New Media Consortium. (2013). NMC Horizon Project short list: 2013 higher education edition. Retrieved from

http://www.nmc.org/pdf/2013-horizon-higher-ed-shortlist.pdf

Peters, O. (2009). Distance education in transition. New Trends and Challenges (5).

Siemens, G. (2004). Connectivism: A learning theory for the digital age. elearnspace.com. Retrieved from

http://www.elearnspace.org/Articles/connectivism.htm

Tate, E. (2017, May 24). Online Students, On-Campus Graduates. Retrieved from Inside Higher Ed:

https://www.insidehighered.com/digital-learning/article/2017/05/24/online-students-attend-graduations-campus

Vosganian, E. (2017). The Real Price of Online College. Retrieved from AffordabllCollegesOnline:

https://www.affordablecollegesonline.org/financial-aid/online-college-degree-cost/

Watters, A. (2017, June 14). Ed'Tech and the Commercialization of School. Retrieved from hackeducation.com:

http://hackeducation.com/2016/06/14/commercialization

Walti, C. (2014a). Discussions List - New Developments in Distance Education. Document posted in the University of Maryland University College

OMDE 601 9041 online classroom archived at http://campus.umuc.edu