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Theory of Distance Education

Explore the evolution of distance education theory, from its fragmented beginnings to essential elements and theoretical constructs, shedding light on the challenges and opportunities in this dynamic field. Discover the impacts of technology, learner control, interaction, and social context on distance education, paving the way for a more integrated and effective educational landscape.

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Theory of Distance Education

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  1. Theory of Distance Education Abrief background

  2. Overview • Astounding growth (Garrison, 1990) • Glamorized by technology • Poor conceptual framework • fragmented • lacks theoretical foundation • lacks programmatic research

  3. Garrison and Hayes (1990) • “Hodgepodge of ideas and practices taken from traditional classroom settings and imposed on learners who just happen to be separated physically from an instructor.”

  4. Justification of Distance Education • Nontraditional education, attempted to define the important and unique attributers • Nontraditional learner (Rumble, 1986) • Separation (Rumble, 1986) • Planned & guided experience (Holmberg, 1986) • Two-way communications structure (Keegan, 1988)

  5. Three Historical Approaches (Keegan 1986) • Theories of autonomy and independence • (Wedemeyer 1977) (Moore 1973) • Theory of Industrialization - distance education as an industrialized form of teaching • (Otto Peters 1972) • Theories of interaction and communication • (Baath 1982,87) and (Daniel and Marquis 1979)

  6. Identified Essential Elements (Wedemeyer 1981) • Independent learner • Greater student responsibility • Widely available instruction • Effective mix of media and methods • Adaptation to individual differences • Wide variety of start, stop, and learning times

  7. Holmberg (1989) Elements continued • Meaningful learning • New learning anchored in the cognitive structure - not rote learning • Centered on interest • Teaching is facilitation of learning • Individualization of teaching and learning • Encouragement of critical thinking

  8. Theoretical Constructs • Transactional Distance (Moore 1990) • Determined by amount of dialogue between learner and instructor • Amount of structure that exists in the design of the course • More structure and less student-teacher • Dialog = greater transactional distance • Continuum of transactions • Blurs the distinctions between conventional and distance programs

  9. Theoretical Constructs continued • Saba and Shearer (1994) built on Moore’s model • As learner control and dialogue increase, transactional distance decreases • Implication for traditional classroom • Integrated telecommunication systems may permit a greater variety of transactions to occur

  10. Theoretical Constructs continued • Interaction (Moore 1989) • Learner-instructor • Learner-content • Learner-learner • Learner-technology (Hillman, Hills, and Gunawardena 1994)

  11. Theoretical Constructs continued • Control • Independence and learner control • Learners with internal locus of control, more likely to persist in education (Altmann & Arambasich, 1982; Rotter, 1989)

  12. Theoretical Constructs continued • Social Context • How the social environment affects motivation, attitudes, teaching and learning • Notion that technology is culturally neutral • Social equality factor of the technology

  13. Theoretical Constructs continued • Saba and Shearer (1994) - built on Moore’s model • As learner control and dialogue increase, transactional distance decreases • Implication for traditional classroom • Integrated telecommunication systems may permit a greater variety of transactions to occur

  14. Theoretical Constructs continued • Interaction (Moore 1989) • Learner-instructor • Learner-content • Learner-learner • Learner-technology (Hillman, Hills, and Gunawardena 1994)

  15. Theoretical Constructs continued • Control • Independence and learner control • Learners with internal locus of control, more likely to persist in education (Altmann & Arambasich, 1982; Rotter, 1989)

  16. Theoretical Constructs continued • Social Context • How the social environment affects motivation, attitudes, teaching and learning • Notion that technology is culturally neutral • Social equality factor of the technology

  17. Theoretical Foundation of Distance Education • No theory base for the field “chaotic and confused” • No national policy • No consensus among educators of the value, the methodology or even the concept of distance education

  18. Theoretical Foundations continued • Call to stop emphasizing points of difference and identify common educational problems • Call for theoretic model based on constructivistic epistemology • Distinctions blur between traditional and distance education settings

  19. 4-Square Map of distance education technology options (Adapted from R. Johansen et al,. 1991,p. 16.) Different place, Same time Teleconferencing (audio, audiographics, video) ITV, ISDN, Broadcast & Cable TV, radio Print, audiocassettes, videocassettes, computer conferencing, CAI/CBT, interactive video, videotex Any time Any place Emerging technologies Different place, Same time Same time, Different place Labs, study centers Same time, Different place Face-to-face

  20. Astounding growth Glamorized by technology Poor conceptual framework Identified Essential Elements Interaction (Moore 1989) 4-Square Map of distance education technology options Summary

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