Developmental Wave of Distance Education Wave 1 CorrespondenceIndependent

Developmental Wave of Distance Education Wave 1: Correspondence/Independent Study Women needing access to education (Haughey, 2010) Empathy (Holmberg, 2004) For profit correspondence university’s (Holmberg, 2004) Learner has conversations with tutor for assistance (Haughey, 2010) Mailing print-based letters back and forth (Holmberg, 2004) Holmburg, 2004 / Haughey, 2010 Independent; more course choices. Ability to create student / teacher relationship Independent Study Higher education, college and university levels Curriculum can be individual. Student takes greater control over learning process and can access material anywhere. A combination of analog and digital communication along with mass media. Charles Wedemeyer (Moore and Kearsley, 2012) (LYH) Access to education for all learners – humanist (Peters, 2010, p. 45); neglected learners (Peters, 2004, p. 14); learners in other countries (Peters, 2004, p. 15) Correspondence Education (Peters, 2004, p. 14) Correspondence Schools (Peters, 2004, p. 14) No two-way communication transformed to limited two-way communication (Peters, 2010, p. 45) Penny Post and massproduction of printed materials (Peters, 2010, p. 45) / by aircraft in Australia (Peters, 2004, p. 15) Otto Peters (CG) Self-help. Later created an institution (Pitman, 1837) Put the information in the hands of the learner / laid the foundation for successful information sharing (Free classes, 1895) Print Distribution, Phonograph (Free classes, 1895) Wanted to teach others about his shorthand method (Pitman, 1837) Correspondence / book print Issac Pitman, 1837 / Free classes, 1895 (LCH) Contributors: Juliann Frantz (JF), Carla Goodloe (CDG), Lisa Harwell (LYH), La. Shonda Henderson (LCH) Demand Theories Systems Roles Technologies Key Authors

References Wave 1: Correspondence/Independent Study (LCH)- Free classes in phonography for Brooklyn public school teachers. (1895). Journal of Education, 41(2), 31. (JF) - Haughey, M. (2010). Teaching and learning in distance education before the digital age. In M. F. Cleveland-Innes & D. R. Garrison, An introduction to distance education: Understanding teaching and learning in a new era (pp. 46 -66). New York and London: Routledge. (JF) - Holmberg, B. (2004, September). The empathy approach to distance education. [Lecture video]. Available from http: //marconi. umuc. edu/ramgen/GSMT/omde/2004 holmberg. rm (LYH) - Moore, M. G. & Kearsley, G. (2012). Distance education: A systems view of online learning. (3 rd Ed. ). (pp. 214 -216). USA: Wadsworth Cengage Learning. (CG)- Peters, O. (2004). Growing importance of distance education in the world. In O. Peters, Distance education in transition: New trends and challenges (4 th Ed. ), (pp. 13 -24). Retrieved from http: //www. box. com/shared/5 x 3 tpynqqf (CG) - Peters, O. (2010). The revolutionary impact of distance education. In O. Peters, Distance education in transition: Developments and issues, (5 th Ed. ), (pp. 43 -56). Retrieved from http: //www. box. com/shared/ktx 7 ipccetotqrr 11 mct (LCH)-Pitman. (n. d. ). Dictionary. com Unabridged. Retrieved November 11, 2012, from Dictionary. com website: http: //dictionary. reference. com/browse/Pitman.

Developmental Wave of Distance Education Wave 2: Systems Approach to Education/Distance Education Institutions Industrial infrastructure emergence (Peters, 2010, p. 11) / Government Need to improve country’s economy and workforce (Peters, 2010, p. 27) Theory of Industrial Education / Distance Education (Peters, 2010, p. 11) Business funded-Capitalistic System (Peters, 2010, p. 45) / Single Mode, Dual Mode, and Open Universities (Peters, 2010, p. 46) Two way communication with support network; individualized learner (Peters, 2010, p. 22) Teachers without degrees / Students who left school but would benefit from higher education / Self improvement Theory of Team Approach Open Universities (UK) / Dialogue, Structured Courses, Systems Approach / Pedagogic Principles Student-Centered with Teacher Dialogue To make education accessible outside the Elitist community (Peters, 2010) Constructivism (Jonassen, 1995) First implemented systems within existing educational departments and student services later broke out to independent departments and specialized services (Miller, 2010) Universities Using the new DE Models Provided advice and support Personal change/growth. Social reform or change Theory of Progressive Approach (Nuka, 2008, p. 103) Printing Press (Peters, 2010, p. 12) / Mass Media: Radio and Television (Peters, 2010, p. 38) / Small groups (Peters, 2010, p. 22) Printed material with some radio and/or television , media conferencing Otto Peters (CG) Moved from independent learning to more cooperative effort with student involvement in guiding their own learning (Jonassen, 1995) Age of one-way telecommunications with supporting scheduled visits to campus for group study and exams (Miller, 2010) Jonassen, 1995 / Miller, 2010 / Peters, 2010 (JF) Responsible for institutional support Focused on the role of the instructor in delivering material in the most effective method using technology Published Literature Hawkridge, 1976 (LCH) Open Universities, Virtual, Course Management Systems, Asynchronous technology Partnership between student and instructor Blackboards, web conferences, online email and Microsoft applications (Nuka, 2008, p. 106) Nuka, 2008 (Referenes Knowles, Houle, Lindeman, and Bergevin as authors) (LYH) Tony Bates (2011, video) (CG) Contributors: Juliann Frantz (JF), Carla Goodloe (CG), Lisa Harwell (LYH), La. Shonda Henderson (LCH) Demand Theories Systems Roles Technologies Key Authors

Developmental Wave of Distance Education Wave 2: Systems Approach to Education/Distance Education Institutions Competitive job market, Retraining, and Flexibility in work/school schedules (Goessl, 2009); 1800 s reaction against pedagogical thinking (Draper, 1998, p. 7); Lack of skilled workers in postwar era (Krajnc, 2011, p. 28) Theory of Andragogy (Knowles, Holton III, and Swanson, 2005, p. 35 -72) Adult schools (Draper, 1998, p. 6 -7); elementary and secondary school and colleges (Knowles, Holton III, and Swanson, 2005, p. 69) Professional, tutorial or on-going instruction provided in a structured format through written or audio formats (Peters, 2006. p. 28 -31) Theory of Transactional Distance (Moore & Kearsley, 2012, pp. 209214) Correspondence programs, universities. (Peters, 2006. pp. 28 -31). Self-directed learning with instructor role as mutual inquiry (Knowles, Holton III, and Swanson, 2005, p. 40) Teacher provides structured instruction where student can obtain through correspondence, video or written material (Moore & Kearsley, 2012. pp. 2009 -214) Adult education centers, corporations (Knowles, Holton III, and Swanson, 2005, p. 151); computer based instruction (Knowles, Holton III, and Swanson, 2005, p. 237); professional training/workers’ universities (Krajnc, 2011, p. 30 -31) Alexander Kapp (Draper, 1998, p. 6); Eduard Lindeman (Draper, 1998, p. 7) Malcolm Knowles (CG) Electronic email; web, video and audio conferencing (Moore & Kearsley, 2012, pp. 209 -214) Michael G. Moore (LYH) Contributors: Juliann Frantz (JF), Carla Goodloe (CG), Lisa Harwell (LYH), La. Shonda Henderson (LCH) Demand Theories Systems Roles Technologies Key Authors

References Wave 2: Systems Approach to Education/Distance Education Institutions (CG) Bates, A. W. (2011, November). The second wave of distance education and history of the Open University United Kingdom. [Video interview]. Available from http: //vimeo. com/32292234 (CG) – Goessl, L. (2009). Why the demand for adult education is on the rise. Retrieved from http: //www. helium. com/items/1455635 -why-the-demand-for-adulteducation-is-increasing-on-the-rise (LCH)-Hawkridge, D. G. (1976). British and American Approaches to Evaluative Studies in Educational Evaluation, 4(1), 55 -70. doi: 10. 1016/0191491 X(78)90022 -6 (JF) - Jonassen, D. , Davidson, M. , Collins, M. , Campbell, J. , & Bannan Haag, B. (1995). Constructivism and computer-mediated communication in distance education. The American Journal of Distance Education, 9(2), 7 -26. (CG) – Knowles, M. S. , Holton III, E. F. , & Swanson, R. A. (2005). The Adult Learner (6 th Ed. ). Retrieved from http: //www. scribd. com/doc/59734837/4/A-Theory-of-Adult. Learning-Andragogy (CG) – Krajnc, A. (2011, June). The study of andragogy and education of andragogues. Andragosk Spaznanja: The Andragogic Perspectives, (2), 28 -43. (JF) - Miller, G. E. (2010). Organization and technology of distance education. In M. F. Cleveland-Innes & D. R. Garrison (Eds. ), An introduction to distance education: Understanding teaching and learning in a new era (pp. 26 -45). New York & London: Routledge. (LYH) - Nuka, H. (2008). Understanding e-learning technologies-in-practice through philosophies-in-practice. In T. Anderson & F. Elloumi (Eds. ), Theory and practice of online learning. (2 nd Ed. ), (pp. 91 -118). Retrieved from http: //cde. athabascau. ca/online_book/second_edition. html (JF / CG)- Peters, O. (2010). The theory of the “most industrialized education”. In O. Peters, Distance education in transition: Developments and issues, (5 th Ed. ), (pp. 11 -32). Retrieved from http: //www. box. com/shared/ktx 7 ipccetotqrr 11 mct (CG)- 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, (5 th Ed. ), (pp. 33 -42). Retrieved from http: //www. box. com/shared/ktx 7 ipccetotqrr 11 mct

Developmental Wave of Distance Education Wave 3: Internet/Web-based E-learning and online learning (Anderson, 2003) Modes of interaction: student-content, student -teacher, and student (Anderson, 2003) Internet, webconferencing, digitized media (Peters, 2010) Anderson, 2003 / Swan, 2010 / Peters, 2010 (JF) Equivalency Theory (Simonson et al. 1999) Computer Assisted Instruction (CAI); Computer mediated conferencing (CMC). (Moore & Kearsley 2012) Instructor-learner; learner-learner; learnercontent. Collaboration and dialogue between groups create knowledge transfer (Simonson et al 1999) Vo. IP, analog and digital telecommunications, Internet, virtual servers, mobile devices Simonson, 1999 / Moore and Kearsley, 2012 (LYH) Flexibility for students and improved learning outcomes (Vaughan, 2010, p. 166 -168) Blended Learning (Vaughan, 2010, p. 165) Asynchronous and synchronous systems mixed for learning (Vaughan, 2010, p. 166) Enhanced studentteacher interaction (Vaughan, 2010, p. 171) Computer and Web based applications infused with face-toface environments (Vaughan, 2010, p. 165) / TV, radio, film, audio, video, CD (Clark, 2003, p. 7) Randy Garrison and Norman Vaughan / Donald Clark (CG) Equitable access to learning and training. . According to Garrison, using the three elements of Cognitive, Social and Teaching Presence of the Community of Inquiry, all involved in the process must have easy access to materials. (Garrison, Anderson, & Archer, 2000, p. 2) Teaching and learning behaviors executed apart are now integrated through Learning Management Systems. Community of Inquiry (Garrison, Anderson, & Archer, 2000, p. 2) Institutional (K 12/Hi. Ed) and labor force. Corporate Universities Graduate School USA, homeschooling, K-12 online learning Keystone School, and for-profits University of Phoenix Instructors manage and evaluate content, monitor student progress, provide learner support, and evaluate course effectiveness (Moore and Kearsley, 2012 p. 211 -213) Multi-media and webbased; Learning management systems (LMS) are introduced to meet the need Moore and Kearsley, 2012, Garrison, D. R. , Anderson, T. , & Archer, W. 2000 (LCH) Need for knowledgecentered learning (Swan, 2010) Community of Inquiry or collaborative constructivism (Swan, 2010) High level of interaction between instructor, learner and content. (Simonson et al 1999) Contributors: Juliann Frantz (JF), Carla Goodloe (CG), Lisa Harwell (LYH), La. Shonda Henderson (LCH) Demand Theories Systems Roles Technologies Key Authors

References Wave 3: Internet/Web-based (JF) - Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. International Review of Research in Open and Distance Learning (IRRODL), 4(2). Retrieved from http: //www. irrodl. org/index. php/irrodl/article/view/149/230 (CG) – Anderson, T. and Dron, J. (2011, March). Three generations of distance education pedagogy. International Review of Research in Open and Distance Learning, 12(3), 80 -97. (CG) – Clark, D. (2003). Blended learning. Brighton, England: Epic Group. Retrieved from http: //www. scribd. com/doc/84278560/Clark-D-Blended-Learning (LCH) - Garrison, D. R. , Anderson, T. , & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2 -3), 87 -105. Retrieved from http: //communitiesofinquiry. com/sites/communityofinquiry. com/files/Critical_Inquiry_model. pdf (LCH/LYH) - Moore, M. G. & Kearsley, G. (2012). Distance education: A systems view of online learning. (3 rd Ed. ) (pp. 211 -216). USA: Wadsworth Cengage Learning. (JF) - Peters, O. (2010). The theory of the “most industrialized education”. In O. Peters, Distance education in transition: Developments and issues, (5 th Ed. ), (pp. 11 -32). Retrieved from http: //www. box. com/shared/ktx 7 ipccetotqrr 11 mct (LYH) - Simonson, M. , Schlosser, C. , & Hanson, D. (1999). Theory and distance education. A new discussion. The American Journal of Distance Education, 13(1), 60 -75. Retrieved from http: //www. box. com/shared/8 cln 2 nhqm 5 (JF) - Swan, K. (2010). Teaching and learning in post-industrial distance education. In M. F. Cleveland-Innes & D. R. Garrison (Eds. ), An introduction to distance education: Understanding teaching and learning in a new era (pp. 108 -134). New York & London: Routledge. (CG) - Vaughan, N. D. (2010). Blended learning. In M. F. Cleveland-Innes & D. R. Garrison (Eds. ), An introduction to distance education: Understanding teaching and learning in a new era (pp. 165 -178). New York & London: Routledge.

Developmental Wave of Distance Education Current Trends Integrate online virtual experiences with offline real world (Mejias, 2005) Pedagogy of Nearness (blending learning) (Anderson, 2010) Forced connections between distance learning and physical learning environments (Mejias, 2005) Learner must view online and offline experiences as one reality (Mejias, 2005) Any combination of online or face-to-face communication (Mejias, 2005) Mejias (Anderson, 2010) (JF) Incorporates real life experiences with the learning process (Hase & Kenyon 2000) Pedagogy of Heutagogy (selfdetermined learning) (Hase & Kenyon 2000) Flexible learning environments that consist of universities, professional development (Hase & Kenyon 2000) Learner’s experiences attribute to their learning and the instructor’s role is more of a coach who helps facilitates the transfer of skills and knowledge (Hase & Stewart 2007) Flexible and blending learning environments consisting of e-learning, F 2 F workshops and traditional classroom (LYH) (Ashton & Newman 2006) Hase and Kenyon (Hase & Kenyon 2000) (LYH) Social challenges require new form of learning, global environments, and demand for competencies in learning not knowledge acquisition (Steinert and Ehlers, 2010, p. 1 -2); Halflife of knowledge and Digital Age (Siemens, 2004) Connectivism – aspect of connecting to others for mutual learning (About) (Anderson and Dron, 2011, p. 87) Internet; Networks (Siemens, 2004) Computer and Web based Learning Management Systems Student led learning, students as organizers (Steinert and Ehlers, 2010, p. 5); student as teacher (Downes, 2012, p. 47) “Actor. Network” (student-content); teacher is “role model” and motivator “learner role to find apply knowledge” (Anderson and Dron, 2011, p. 8790) e. Learning 2. 0 (Steinert and Ehlers, 2010); Social Networking (Siemens, 2004); MOOCs (Downes, 2012, p. 53) “Interactive technology such as web, video, audio, conferencing “ (Anderson and Dron, 2011, p. 81) George Siemens and Steven Downs (CG) Using E-Learning to shift the way information is distributed to students. Information is moving to a Cloud format. This easy access causes the need for inhouse technology costs to be reduced. (Abdullah, A. , Ahmed, Y. , & Ahmed, E. 2012) Hybrid Pedagogy of Technology "Network servers, applications, platforms, infrastructure segments and services. " (Abdullah, A. , Ahmed, Y. , & Ahmed, E. 2012) "Learning Management Systems (LMS) as an online system that allows users to share information and collaborate online"The Student, Teacher and institution have access through technology to exclusive costly information. Driving down costs of literature. (Abdullah, A. , Ahmed, Y. , & Ahmed, E. 2012) Amazon Cloud, Box. net, ATT, IBM Cloud Academy (Abdullah, A. , Ahmed, Y. , & Ahmed, E. 2012) Abdullah A. , Ahmed, Y. , & Ahmed, E. 2012 (LCH) Contributors: Juliann Frantz (JF), Carla Goodloe (CG), Lisa Harwell (LYH), La. Shonda Henderson (LCH) Demand Theories Systems Roles Technologies Key Authors

References Current Trends (CG) - About. Description of Connectivism. Retrieved from http: //connectivism. ca/about. html (LCH) - Abdullah, A. , Ahmed, Y. , & Ahmed, E. (2012). A NEW TREND FOR E-LEARNING IN KSA USING EDUCATIONAL CLOUDS. Advanced Computing : An International Journal, (1), 81. Retrieved online from http: //airccse. org/journal/acij/papers/0112 acij 07. pdf. (JF) - Anderson, T. (2010). Theories for learning with emerging technologies. In G. Veletsianos (Ed. ), Emerging technologies in distance education (pp. 23 -40). Canada: Athabasca University Press. Retrieved from http: //www. aupress. ca/books/120177/ebook/99 Z_Veletsianos_2010 Emerging_Technologies_in_Distance_Education. pdf (LYH) – Ashton, J. , & Newman, L. (2006). An Unfinished Symphony: 21 st Century Teacher Education Using Knowledge Creating Heutagogies. British Journal of Educational Technology, 37(6), 825 -840. (CG) - Downes, S. (2012, May). Connectivism and connective knowledge. National Research Council Canada, 1 -616. Retrieved from http: //www. downes. ca/files/books/Connective_Knowledge-19 May 2012. pdf (JF) - Mejias, Ulises A. (2005) Re–approaching nearness: Online communication and its place in praxis. First Monday, 10(3 -7). Retrieved from http: //firstmonday. org/htbin/cgiwrap/bin/ojs/index. php/fm/rt/printer. Friendly/1213/1133 (LYH) – Hase, S. , & Kenyon, C. (2000). From andragogy to heutagogy. In Ulti. Base Articles. Retrieved from: http: //pandora. nla. gov. au/nphwb/20010220130000/http : //ultibase. rmit. edu. au/Articles/dec 00/hase 2. htm (LYH) – Hase, S. , & Kenyon, C. (2007). Heutagogy: A Child of Complexity Theory. Complicity: An International Journal of Complexity & Education, 4(1), 111 -117. (CG) - Siemens, G. (2004). Connectivism: A learning theory for the digital age. elearnspace. com. Retrieved from http: //www. elearnspace. org/Articles/connectivism. htm (CG) - Steinert, A. & Ehlers, U. (2010, February). Connect. Learning – an answer for the new challenges. e. Learning Papers, 18, 1 -13. Retrieved from http: //www. elearningeuropa. info/en/article/Connect. Learning-%E 2%80%93 -an-answer-for-the-new-challenges%3 F (JH) - Vaughan, N. D. (2010). Blended learning. In M. F. Cleveland-Innes & D. R. Garrison (Eds. ), An introduction to distance education: Understanding teaching and learning in a new era (pp. 165 -178). New York & London: Routledge.