Distance Education
My Definition of Distance Learning
I would define distance education as education that takes place between a teacher and student who do not occupy the same physical space. Instead they interact using content delivered via technology; technology that promotes collaborative learning and provides the flexibility of both synchronous and asynchronous communication. There is interaction between teacher and student, teacher and content, student and student and student and content all with the goal to impart knowledge and meet educational goals and objectives.
After a few weeks in the class I found my favorite definition of distance learning...
The Moore and Kearsley definition of distance education is one with which this author can readily identify. The authors’ definition is as follows: “Distance education is teaching and planned learning in which teaching normally occurs in a different place from learning, requiring communications through technologies as well as special institutional organizations” (Moore and Kearsley,2012, pg.2 ).
I like this definition because within their definition the role of teacher and student, technology, media, interaction, management and administration and other components that make distance education a system are encompassed.
My initial definition of distance education seemed well rounded and
inclusive until I began to read the assigned readings. Needless to say each
author(Peter, Moore, Tait, Garrison, et al) provided more insight; the necessity of teacher and student being separated is the lynchpin of distance education. However, I neglected to define learning in my definition and I also left out the required supporting organization. That is why I liked the Moore and Kearsley definition the most; it stressed "planned" learning and included that distance education must be supported by an institution or organization.
The First Wave
I am fascinated with the history of DE. I was so into distance education being linked to the advent of the Internet that I had not taken time to consider its earlier forms. To be sure I know about correspondence education but I do not believe that I have linked it to today's virtual world of education.
The revelation that each era of distance learning is inextricably connected to the available technology of the time was the biggest aha moment. The example of the Apostle Paul using messengers to transport his epistles and moving on to the discovery that the ability to mass produce paper materials in conjunction with the growth and development of the railroads and later the airplane as a means to distribute materials to a larger population.
I never really thought about how distance education began…with the desire of the disenfranchised wanting to learn and those with the knowledge willing to share and yes profit from the willing public. That recognition that acquisition of knowledge could lead to a better life
Industrialization of Education
My favorite part of reading Otto Peters was the way he likened the industrialization of Distance Learning to an iceberg (Peters, 2010, pg.33).
Pedagogies, technology and society change and morph from their original foundations as do icebergs. Society ,scholars, and theorists often see change as threatening or diminishing their existing belief system…icebergs that break off are seen as potential danger and finally whether theories or pedagogies or pieces of icebergs they can be completely innocuous and temporary. In other words not all change is bad or important enough to make an impact but they do create dialogue!!
Peters, O. (2010). The theory of the "most industrialized education". In O. Peters, Distance education in
transition: Developments and issues (5th edition) (pp. 11-32). Retrieved from:http://www.box.com/s/ktx7ipccetotqrr11mct
Peters, O. (2010). The iceberg has not yet melted: Further reflections on the concept of industrialization
and distance teaching. In O. Peters,Distance education in transition: Developments and issues (5th
edition) (pp. 33-42). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg.
Available from: http://www.box.com/s/ktx7ipccetotqrr11mct
A visit with Otto Peters
Initially I thought Dr. Peters could see right through me, after all he began his guest lecture by asserting that he knew that there were some of us who were “annoyed with theoretical analysis” I am one of those people who does not enjoy theory in the least bit; I am very pragmatic. I just want to do something, not think about the hows and the whys. However in our successive reading I found definitions and the reasons for theory that I completely understand:
Bernath (2007, pg 430) goes on to explain that possible functions of theory can be
indicated by stating that they can be basically “descriptive, analytical or explanatory”
Otto Peters described theory as “… a unit of knowledge that comprises facts, assumptions and hypotheses’(Bernath, 2007, pg 430).
It may be matter of semantics …theory sounds so scholarly that may be off-putting for someone like me…I can accept “explanations and facts” as something that must be considered. Still a rose is still a rose….
The Group Work
As much as I dread group projects thus far most of my collaborative learning experiences have been fruitful and uneventful. It has been challenging at times, last semester the group demographic was so varied that it was difficult to have synchronous meetings. One member lived in Germany and another was stationed in Beirut. But I do understand the necessity of performing group projects it is how the real world works and as more of us connect remotely, these skills we learn will be applicable in real life situations.
Collaboration
Our experience working on our wave grid as a group was seemingly modeled after Salmon’s Collaboration Model (Salmon,2011)
· The first stage ;access and motivation, we chose our collaborative tool Google Docs.
· In the second stage, we held online chat sessions to introduce ourselves and begin to exchange information and divvy up duties
· the third stage, we shared of information as we posted our information In the fourth stage, knowledge construction, participants are collaborating in the establishment of common understandings.
· fifth stage, is the point at which participants are reflecting on their learning.
We had a great group, folks stepped up when needed, even throughout the loss of team members we remained united , no excuses and got the job done. I might add that in my other UMUC class we also had a semester long group project that also followed the Salmon model and that group was as effective and rewarding.
Salmon, G. (2011). A model for collaborative online learning. In E-Moderating: The key to
teaching and learning online, (3rd ed., pp. 26-60). New York: Routledge.
Second Wave
What I have discovered learning about the first two waves of distance education is that the growth and acceptance of new technologies does not mean that previous methods of transport are completely discarded. Print media remains an important component of education ,as the foundation of correspondence education and as an important component of the second wave.
As I searched for an institution offering distance education from a developing nation, I realized how many distance schools rely on second wave broadcast technologies; radio and television. Necessity dictates that some distance institutions in countries that lack the infrastructure to have consistent and widespread Internet access use the technologies that their society can supply and support.
In many instances in developed countries institutions still use TV and radio to supplement their face to face and online offerings. It goes back to what Moore and Kearsley stated learning and teaching messages can be effectively sent by simpler technology…it’s about the quality of the media being sent..." ( Moore & Kearsley, 2012).
Second Wave 2
Why no Open University in America?
In the readings, as well as with Dr. Tait we pondered why the Open University(OU) model hasn’t taken off in America. In the Guri-Rosenblit writing(2009, pg. 3) it speculated that open university models have been used successfully in Australia and Canada for a long time because of the sheer vastness of their geographies. Perhaps the fact that America ,though vast has larger concentrations of urban and suburban areas is one reason.
Perhaps the failure of Open University in America may be attributed to the difficulty of breaking into a very competitive industry (Meyer, 2006). From what I understand the OU began with undergraduate instead of graduate level offerings when trying to break in to the American education market. After a little research I also found that OU was not accredited in America which may have caused many to consider a degree from OU invaluable…most importantly other institutions and employers. I think the bottom line may be that we have a glut of colleges and institutions offering higher education…from the community college (there are 3 within 5 miles of where I live) to the plethora of traditional and for profit schools. That’s a lot of competition.
Meyer, K. A. (2006, January 6). The Closing of the U.S. Open University (EDUCAUSE Quarterly) | EDUCAUSE.edu. The Closing of the U.S. Open University (EDUCAUSE Quarterly) | EDUCAUSE.edu. Retrieved from http://www.educause.edu/ero/article/closing-us-open-university
Guri-Rosenblit, S. (2009). Diverse models of distance teaching universities. Encyclopedia of Distance Learning, 2, 727-733. Available from: http://www.box.com/s/51sbixtccnccfxboh1uk
3RD Wave-Enter the Internet and all it has spawned!
This is the distance education that I am am most familiar with and admittedly I never gave much thought to the historical legacy of DE. As a child I remember advertisements for correspondence courses on the backs of magazines
My favorite new quote "No single generation has provided all the answers, and each has built on foundations provided by its predecessors rather than replacing the previous model" (Anderson and Dron 2011, p. 91)
This quote sums up what I have learned through readings...each wave still has a part of what distance learning is today...there are still correspondence education using the mail...it may-not be the most technologically advanced but it still exists. Asynchronous education still has a place in many parts of the world, as I discovered during research for our 2nd assignment ;choosing a distance education program in a developing country.
One tends to take technology for granted, with Wi-Fi access available from everywhere from the neighborhood McDonalds to public libraries.
The second wave with broadcast media still exists today, not everywhere in our world has reliable Internet connections but they can use television In my home state there are community college courses delivered over public access cable television.
INTERNET...
The ultimate tool for combining asynchronous and synchronous tools. Multimedia; text, audio, video. The Internet affords all of this and more. The ability to annihilate geographical barriers and provide 24/7 access to content.
The Learning Management System which has allowed institutions to:
SELF DIRECTED LEARNING
Peters showed some apprehension in regards to self-directed learning, he feels as though the role of the traditional instructor may be lost and along with it the importance of having a knowledgeable source to guide students through the maze of readily available information.
Distance Education and Libraries very similar experiences...
1996, our library became to first to offer Internet service in our suburban Chicago area. I know what the Internet and its successive technologies have done for the library profession. It has expanded our duties and varied the format of the materials that we offer to the public. It has much like distance education, created autonomy. No longer do our patrons have to request help from a librarian to locate library materials. Thanks to online card catalogs patrons can search and request their own materials from inside the library and from any place with Internet access.
However, I side with Dr. Peters self directed learning is great but there isa danger when those without guidance seek information... without the ability to discern reliable sources ...falsehoods and misinformation run rampant.
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
Peters, O. (2010). Digitized learning environments: New chances and opportunities. In O. Peters, Distance education in transition: Developments and issues (5th edition) (pp. 141-153). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from http://www.box.com/shared/ktx7ipccetotqrr11mct
Trends
Tell it like it is!
I like the Clark(2011) article…he just flat out states that like it or not the Internet are now the driving force behind distance education!
Otto Peters(Peters, 2004, pg.31) asserts " traditional teaching and learning are obsolete and irrelevant.Students are now able to get hold of any information they need without the traditional preparation."
Siemens asserts it’s a new game… it seems natural that a pedagogy that recognizes the power and the pervasiveness of technology has to be considered. Siemens noted the following trends regarding how pedagogy should approach the new digital world(Siemens, 2005)
Some significant trends in learning:
Clark, D. (2011). More pedagogic change in 10 years than last 1000 years – all driven by 10
technology innovations. [Blog post.] Retrieved
fromhttp://donaldclarkplanb.blogspot.com/2011/12/more-pedagogic-change-in-last-10-
years.html
Peters, O. (2004). Growing importance of distance education in the world. In O. Peters,
Distance education in transition: New trends and challenges (4th edition) (pp. 13-24).
Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available
from: http://www.box.com/shared/5x3tpynqqf
Siemens, G. (2005, April 05). Connectivism: A Learning Theory for the Digital
Age.Elearnspace. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
How has my view of DE changed?
I believe that my understanding about the scope of DE has been changed. I had never considered the sociological history behind DE. The fact that from the correspondence age until now has always been about educating people. People who may have not had access to the traditional face to face education. Peters(Peters, 2005,pg.17) said The greatest demand, and this is most impressive, comes from learners.” Learners from every era.
I also never thought about how each era used the available technology to deliver educational materials. The fact that the ability to mass produce print material is what accelerated DE and made it a business.
I learned a great deal about specific theories I am particularly into Moore’s Transactional Distance Theory..the belief that distance between student and instructor creates not only a geographical gap…but also a psychological one as well(Moore & Kearsley, 2012, pp. 209-214).. The motivation and psychology of the distance learner has a great deal to do with that student’s performance. Institutions that address the psychological needs of its students
Internet
So in this era I believe that Clark ‘s article(Clark,2011) said it all the Internet is driving DE…it seems to me that there is not a doubt , no matter what theory you ascribe to …technology, the Internet and all of its successive technologies are at the very center of DE.
Clark, D. (2011). More pedagogic change in 10 years than last 1000 years – all driven by 10 technology innovations. [Blog post.] Retrieved fromhttp://donaldclarkplanb.blogspot.com/2011/12/more-pedagogic-change-in-last-10-years.html
Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning. USA: Wadsworth-Cengage Learning. Ravenscroft, A. (2011). Dialogue and Connectivism: A New Approach to Understanding and Promoting Dialogue-Rich Networked Learning. International Review Of Research In Open And Distance Learning, 12(3), 139-160
Peters, O. (2004). Growing importance of distance education in the world. In O. Peters,
Distance education in transition: New trends and challenges (4th edition) (pp. 13-24).
Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available
from: http://www.box.com/shared/5x3tpynqqf
My Definition of Distance Learning
I would define distance education as education that takes place between a teacher and student who do not occupy the same physical space. Instead they interact using content delivered via technology; technology that promotes collaborative learning and provides the flexibility of both synchronous and asynchronous communication. There is interaction between teacher and student, teacher and content, student and student and student and content all with the goal to impart knowledge and meet educational goals and objectives.
After a few weeks in the class I found my favorite definition of distance learning...
The Moore and Kearsley definition of distance education is one with which this author can readily identify. The authors’ definition is as follows: “Distance education is teaching and planned learning in which teaching normally occurs in a different place from learning, requiring communications through technologies as well as special institutional organizations” (Moore and Kearsley,2012, pg.2 ).
I like this definition because within their definition the role of teacher and student, technology, media, interaction, management and administration and other components that make distance education a system are encompassed.
My initial definition of distance education seemed well rounded and
inclusive until I began to read the assigned readings. Needless to say each
author(Peter, Moore, Tait, Garrison, et al) provided more insight; the necessity of teacher and student being separated is the lynchpin of distance education. However, I neglected to define learning in my definition and I also left out the required supporting organization. That is why I liked the Moore and Kearsley definition the most; it stressed "planned" learning and included that distance education must be supported by an institution or organization.
The First Wave
I am fascinated with the history of DE. I was so into distance education being linked to the advent of the Internet that I had not taken time to consider its earlier forms. To be sure I know about correspondence education but I do not believe that I have linked it to today's virtual world of education.
The revelation that each era of distance learning is inextricably connected to the available technology of the time was the biggest aha moment. The example of the Apostle Paul using messengers to transport his epistles and moving on to the discovery that the ability to mass produce paper materials in conjunction with the growth and development of the railroads and later the airplane as a means to distribute materials to a larger population.
I never really thought about how distance education began…with the desire of the disenfranchised wanting to learn and those with the knowledge willing to share and yes profit from the willing public. That recognition that acquisition of knowledge could lead to a better life
Industrialization of Education
My favorite part of reading Otto Peters was the way he likened the industrialization of Distance Learning to an iceberg (Peters, 2010, pg.33).
Pedagogies, technology and society change and morph from their original foundations as do icebergs. Society ,scholars, and theorists often see change as threatening or diminishing their existing belief system…icebergs that break off are seen as potential danger and finally whether theories or pedagogies or pieces of icebergs they can be completely innocuous and temporary. In other words not all change is bad or important enough to make an impact but they do create dialogue!!
Peters, O. (2010). The theory of the "most industrialized education". In O. Peters, Distance education in
transition: Developments and issues (5th edition) (pp. 11-32). Retrieved from:http://www.box.com/s/ktx7ipccetotqrr11mct
Peters, O. (2010). The iceberg has not yet melted: Further reflections on the concept of industrialization
and distance teaching. In O. Peters,Distance education in transition: Developments and issues (5th
edition) (pp. 33-42). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg.
Available from: http://www.box.com/s/ktx7ipccetotqrr11mct
A visit with Otto Peters
Initially I thought Dr. Peters could see right through me, after all he began his guest lecture by asserting that he knew that there were some of us who were “annoyed with theoretical analysis” I am one of those people who does not enjoy theory in the least bit; I am very pragmatic. I just want to do something, not think about the hows and the whys. However in our successive reading I found definitions and the reasons for theory that I completely understand:
Bernath (2007, pg 430) goes on to explain that possible functions of theory can be
indicated by stating that they can be basically “descriptive, analytical or explanatory”
Otto Peters described theory as “… a unit of knowledge that comprises facts, assumptions and hypotheses’(Bernath, 2007, pg 430).
It may be matter of semantics …theory sounds so scholarly that may be off-putting for someone like me…I can accept “explanations and facts” as something that must be considered. Still a rose is still a rose….
The Group Work
As much as I dread group projects thus far most of my collaborative learning experiences have been fruitful and uneventful. It has been challenging at times, last semester the group demographic was so varied that it was difficult to have synchronous meetings. One member lived in Germany and another was stationed in Beirut. But I do understand the necessity of performing group projects it is how the real world works and as more of us connect remotely, these skills we learn will be applicable in real life situations.
Collaboration
Our experience working on our wave grid as a group was seemingly modeled after Salmon’s Collaboration Model (Salmon,2011)
· The first stage ;access and motivation, we chose our collaborative tool Google Docs.
· In the second stage, we held online chat sessions to introduce ourselves and begin to exchange information and divvy up duties
· the third stage, we shared of information as we posted our information In the fourth stage, knowledge construction, participants are collaborating in the establishment of common understandings.
· fifth stage, is the point at which participants are reflecting on their learning.
We had a great group, folks stepped up when needed, even throughout the loss of team members we remained united , no excuses and got the job done. I might add that in my other UMUC class we also had a semester long group project that also followed the Salmon model and that group was as effective and rewarding.
Salmon, G. (2011). A model for collaborative online learning. In E-Moderating: The key to
teaching and learning online, (3rd ed., pp. 26-60). New York: Routledge.
Second Wave
What I have discovered learning about the first two waves of distance education is that the growth and acceptance of new technologies does not mean that previous methods of transport are completely discarded. Print media remains an important component of education ,as the foundation of correspondence education and as an important component of the second wave.
As I searched for an institution offering distance education from a developing nation, I realized how many distance schools rely on second wave broadcast technologies; radio and television. Necessity dictates that some distance institutions in countries that lack the infrastructure to have consistent and widespread Internet access use the technologies that their society can supply and support.
In many instances in developed countries institutions still use TV and radio to supplement their face to face and online offerings. It goes back to what Moore and Kearsley stated learning and teaching messages can be effectively sent by simpler technology…it’s about the quality of the media being sent..." ( Moore & Kearsley, 2012).
Second Wave 2
Why no Open University in America?
In the readings, as well as with Dr. Tait we pondered why the Open University(OU) model hasn’t taken off in America. In the Guri-Rosenblit writing(2009, pg. 3) it speculated that open university models have been used successfully in Australia and Canada for a long time because of the sheer vastness of their geographies. Perhaps the fact that America ,though vast has larger concentrations of urban and suburban areas is one reason.
Perhaps the failure of Open University in America may be attributed to the difficulty of breaking into a very competitive industry (Meyer, 2006). From what I understand the OU began with undergraduate instead of graduate level offerings when trying to break in to the American education market. After a little research I also found that OU was not accredited in America which may have caused many to consider a degree from OU invaluable…most importantly other institutions and employers. I think the bottom line may be that we have a glut of colleges and institutions offering higher education…from the community college (there are 3 within 5 miles of where I live) to the plethora of traditional and for profit schools. That’s a lot of competition.
Meyer, K. A. (2006, January 6). The Closing of the U.S. Open University (EDUCAUSE Quarterly) | EDUCAUSE.edu. The Closing of the U.S. Open University (EDUCAUSE Quarterly) | EDUCAUSE.edu. Retrieved from http://www.educause.edu/ero/article/closing-us-open-university
Guri-Rosenblit, S. (2009). Diverse models of distance teaching universities. Encyclopedia of Distance Learning, 2, 727-733. Available from: http://www.box.com/s/51sbixtccnccfxboh1uk
3RD Wave-Enter the Internet and all it has spawned!
This is the distance education that I am am most familiar with and admittedly I never gave much thought to the historical legacy of DE. As a child I remember advertisements for correspondence courses on the backs of magazines
My favorite new quote "No single generation has provided all the answers, and each has built on foundations provided by its predecessors rather than replacing the previous model" (Anderson and Dron 2011, p. 91)
This quote sums up what I have learned through readings...each wave still has a part of what distance learning is today...there are still correspondence education using the mail...it may-not be the most technologically advanced but it still exists. Asynchronous education still has a place in many parts of the world, as I discovered during research for our 2nd assignment ;choosing a distance education program in a developing country.
One tends to take technology for granted, with Wi-Fi access available from everywhere from the neighborhood McDonalds to public libraries.
The second wave with broadcast media still exists today, not everywhere in our world has reliable Internet connections but they can use television In my home state there are community college courses delivered over public access cable television.
INTERNET...
The ultimate tool for combining asynchronous and synchronous tools. Multimedia; text, audio, video. The Internet affords all of this and more. The ability to annihilate geographical barriers and provide 24/7 access to content.
The Learning Management System which has allowed institutions to:
- centralize and automate administration
- use self-service and self-guided services
- assemble and deliver learning content rapidly
- personalize content and enable knowledge reuse
- deliver online training and webinars
SELF DIRECTED LEARNING
Peters showed some apprehension in regards to self-directed learning, he feels as though the role of the traditional instructor may be lost and along with it the importance of having a knowledgeable source to guide students through the maze of readily available information.
Distance Education and Libraries very similar experiences...
1996, our library became to first to offer Internet service in our suburban Chicago area. I know what the Internet and its successive technologies have done for the library profession. It has expanded our duties and varied the format of the materials that we offer to the public. It has much like distance education, created autonomy. No longer do our patrons have to request help from a librarian to locate library materials. Thanks to online card catalogs patrons can search and request their own materials from inside the library and from any place with Internet access.
However, I side with Dr. Peters self directed learning is great but there isa danger when those without guidance seek information... without the ability to discern reliable sources ...falsehoods and misinformation run rampant.
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
Peters, O. (2010). Digitized learning environments: New chances and opportunities. In O. Peters, Distance education in transition: Developments and issues (5th edition) (pp. 141-153). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from http://www.box.com/shared/ktx7ipccetotqrr11mct
Trends
Tell it like it is!
I like the Clark(2011) article…he just flat out states that like it or not the Internet are now the driving force behind distance education!
Otto Peters(Peters, 2004, pg.31) asserts " traditional teaching and learning are obsolete and irrelevant.Students are now able to get hold of any information they need without the traditional preparation."
Siemens asserts it’s a new game… it seems natural that a pedagogy that recognizes the power and the pervasiveness of technology has to be considered. Siemens noted the following trends regarding how pedagogy should approach the new digital world(Siemens, 2005)
Some significant trends in learning:
- Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
- Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.
- Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same.
- Technology is altering (rewiring) our brains. The tools we use define and shape our thinking.
- The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning.
- Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology.
- Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).
Clark, D. (2011). More pedagogic change in 10 years than last 1000 years – all driven by 10
technology innovations. [Blog post.] Retrieved
fromhttp://donaldclarkplanb.blogspot.com/2011/12/more-pedagogic-change-in-last-10-
years.html
Peters, O. (2004). Growing importance of distance education in the world. In O. Peters,
Distance education in transition: New trends and challenges (4th edition) (pp. 13-24).
Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available
from: http://www.box.com/shared/5x3tpynqqf
Siemens, G. (2005, April 05). Connectivism: A Learning Theory for the Digital
Age.Elearnspace. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
How has my view of DE changed?
I believe that my understanding about the scope of DE has been changed. I had never considered the sociological history behind DE. The fact that from the correspondence age until now has always been about educating people. People who may have not had access to the traditional face to face education. Peters(Peters, 2005,pg.17) said The greatest demand, and this is most impressive, comes from learners.” Learners from every era.
I also never thought about how each era used the available technology to deliver educational materials. The fact that the ability to mass produce print material is what accelerated DE and made it a business.
I learned a great deal about specific theories I am particularly into Moore’s Transactional Distance Theory..the belief that distance between student and instructor creates not only a geographical gap…but also a psychological one as well(Moore & Kearsley, 2012, pp. 209-214).. The motivation and psychology of the distance learner has a great deal to do with that student’s performance. Institutions that address the psychological needs of its students
Internet
So in this era I believe that Clark ‘s article(Clark,2011) said it all the Internet is driving DE…it seems to me that there is not a doubt , no matter what theory you ascribe to …technology, the Internet and all of its successive technologies are at the very center of DE.
Clark, D. (2011). More pedagogic change in 10 years than last 1000 years – all driven by 10 technology innovations. [Blog post.] Retrieved fromhttp://donaldclarkplanb.blogspot.com/2011/12/more-pedagogic-change-in-last-10-years.html
Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning. USA: Wadsworth-Cengage Learning. Ravenscroft, A. (2011). Dialogue and Connectivism: A New Approach to Understanding and Promoting Dialogue-Rich Networked Learning. International Review Of Research In Open And Distance Learning, 12(3), 139-160
Peters, O. (2004). Growing importance of distance education in the world. In O. Peters,
Distance education in transition: New trends and challenges (4th edition) (pp. 13-24).
Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available
from: http://www.box.com/shared/5x3tpynqqf