Download Understanding Distance Education: Definition, Characteristics, and Evolution and more Exams Communication in PDF only on Docsity! Module 1: An Overview of Distance Education This document contains the content from the interactive instructional unit for the module. Contents Introduction ..................................................................................................................................... 3 Objectives ....................................................................................................................................... 3 Distance Education: A Definition ................................................................................................... 4 The Five Generations of Distance Education ................................................................................. 6 A Conceptual Framework for Effective Distance Education ......................................................... 6 Moore’s Model of Interaction ..................................................................................................... 7 Garrison et al.’s Community of Inquiry Framework .................................................................. 9 Summary ....................................................................................................................................... 11 Keegan’s definition, although frequently cited, has been criticized because the last element appears to neglect the social nature of learning and to exclude synchronous modes of delivery such as teleconferencing and online chatting (Garrison & Shale, 1987). To address these excluded aspects, Harasim (1990) adapted Keegan’s definition and described DE as having the following characteristics: multiple way communication, place independence, time flexibility, text-based communication, and Computer Mediated Communication. Harasim concluded that active learner engagement, peer communication, and social knowledge construction were all important aspects of DE. Harasim recognized that the focus upon learning as a social process in DE was perpetuated by technological advancements and the most recent form of DE, online education: “Historically, the social, affective, and cognitive benefits of peer interaction and collaboration have been available only in face-to-face learning. The introduction of online education opens unprecedented opportunities for educational interactivity” (p. 42). With the emergence of online education, definitions of distance education have expanded to accommodate its distinguishing features. Rekkedal and Qvist-Eriksen (2003) extended Keegan’s definition and adapted it for online education by adding the following two components: (a) the use of computers and computer networks for the purpose of connection n and distribution of material and (b) the use of the computer to facilitate communication and initiate dialogue. Similarly, Paulsen (2003) adapted Keegan’s definition of DE for online education and stated that online education is characterized by (a) teacher-learner separation, (b) educational organization influence in planning and student support, (c) computer network usage to disseminate educational material, and (d) two way communication via computers and computer networks. The definition of distance education has evolved as different types of DE have emerged, and will continue to emerge as we progress toward mobile learning. DE has evolved through several generations. Reflection 1.2 Look back at the previous definition you formulated for distance education. After reading the definitions from literature, how would you revise your definition? How do the current definitions need to be changed to accommodate the next generation of distance education- mobile learning. Or are they sufficient? (Consider posting your reflections about this on your blog) The Five Generations of Distance Education Over the past 150 years, as media has undergone transformations, DE has evolved through five generations (Taylor, 2001, 2007). All generations of DE still exist and are used today (Garrison & Anderson, 2003); however, online education is the most widely employed form of DE today (Lee & Nguyen, 2007). The five generations of DE they are foundational to understanding not only the evolvement of the definition of DE but the evolvement of the understanding of what constitutes effective, quality DE, especially quality and effective e-learning. In the learning unit, listen to a presentation to learn about the 5 generations of DE and the learning theories upon which they were based. Researchers have said that, with each generation, education has become more flexible, interactive, and accessible (Hmm.. is this true? Something to think about.). Consequently, shifts in learning theory and pedagogy occurred, and the understanding of effective, quality education evolved. Before we end this unit, let’s briefly review the major theories that are native to distance education and often used to evaluate the effectiveness of a distance education lesson, course, or program. A Conceptual Framework for Effective Distance Education In 1980, Keegan defined DE in terms of six characteristics. His definition, specifically the last characteristic (e.g. learner as individual), reflects the philosophy underlying the early approach to DE and the early understanding of effective DE. Written materials and technologies were used to transfer information to individual students; communication infrastructures were used to broadcast lectures and educational information via the television and the computer. Online video lectures were used to disseminate information to students. Learner independence and the privatization of learning was emphasized (Keegan, 1980), and interaction among students and faculty was NOT deemed essential. This traditional DE approach was based upon behavioral theories of learning (Duffy & Jonassen, 1992; Skinner, 1974) with the underlying assumption that objective knowledge should be transmitted to individual students for absorption and recall. The entire learning process was Self-Reflection 1.3 Each generation of DE has had its advantages and disadvantages. Based on your experiences taking DE courses, specifically online or mobile courses, make a lists of advantages and disadvantages. Does this list change based on the instructor, the learner, or the design of the course? faculty-centered. Effectiveness was determined by the teacher’s ability to communicate information through the selected medium and the student’s ability to recall the information on objective, criterion based tests (Jonassen & Land, 2000). Measures of distance education effectiveness including grades and criterion-based tests were primarily measures of surface learning (i.e. understanding and absorbing existing information; lower levels of thinking). At the end of the 1980s and into the 1990s, researchers and educators recognized that learners were not responding favorably to traditional instructional methods, and the employment of behavioral strategies in the online environment resulted in unsatisfied learners, frustrated faculty, and high attrition rates (Carr, 2000; Conrad, Donaldson, & Knupfer, 2001; Prensky, 2001). Consequently, the faculty-centered, lecture-based model was exchanged for the student-centered learning model (Dobson & Grosb, 2001; Offir, Lev, & Bezalel, 2008), and a shift from seeing the learner as a passive obtainer of information to an active gatherer and constructor of knowledge was made. Educators adopted distance education teaching strategies based upon the theories of constructivism and social constructivism. For example, technologies, such as discussion forums and blogs, were used to facilitate online discussion and interaction among students and teachers. Although some researchers still suggest that some students prefer to work individually and that interaction may simply be an aspect of the classroom associated with well-being rather than learning (Garrison & Anderson, 2003; Olofosson & Lindberg, 2006), critical effectiveness research has emerged to demonstrate that internal and socially negotiated dialogue is vital for the advancement of higher order learning, and interaction is essential to the promotion of deep learning (Garrison & Anderson, 2003; Jonassen & Lard, 2000;). Interaction, sense of community, social presence, critical thinking, and deep learning are constructs that have been identified as crucial measurements of quality and effective online teaching and learning (Garrison & Anderson, 2003; Moore, 1993; Rovai, 2002). Let’s look at several frameworks have been used to study effective distance education. Moore’s Model of Interaction A point of consensus among many DE researchers and practitioners is that interaction is a crucial element for learning; and thus, for effective online education (Bannan-Ritland, 2002; Gunawardena & McIsaac, 2004; Moore, 1993). Interaction among students enhances the learning experience and increases students’ satisfaction with the course (Bull, Kimball, & Stansberry, 1998; Palloff & Pratt, 1999). Furthermore, interaction among learners and instructors increases learners’ positive attitudes toward and motivation to learn (Fulford & Zhang, 1993; Ritchie & Newby, 1989). In one of the few theories native to distance education, Moore (1993) explained how interaction and structure are critical to success in online education. White, Roberts, and Brannan (2003) acknowledged that “unless the [online] course is reconceptualized using an interactive learning pedagogy, the results are nothing more than a correspondence course via e-mail and that simply transferring a traditional classroom-based course to an online format is doomed to failure” (p. 172). Social presence is “the ability of participants in the Community of Inquiry to project their personal characteristics into the community, thereby presenting themselves to the other participants as real people”(Garrison, et al, 2000, p. 89). Cognitive presence is “the extent to which the participants in any particular configuration of a community of inquiry are able to construct meaning through sustained communication” (Garrison et al., 2000,p. 89). Teaching presence is the design and the facilitation that guides the cognitive and social processes for the purpose of educational meaningful learning outcomes (Garrison, 2000, et al.). The underpinning assumption that the optimal educational experience occurs when there are interactions among these three elements is what makes it a useful tool for the evaluation of effective online education. Think About It 1.2 Think about your experience with distance education. Are the constructs of the COI framework enough to determine if a distance education course or program is effective? If you were a director of a distance education program, would you solely use interaction as a measurement of evaluation to determine the effectiveness of a course or program? If not, what other measures would you consider? Instructor’s thoughts: Although the COI framework is more comprehensive than the model of interaction, I still wonder if there is a construct still missing- emotions? Summary Now that we have defined distance education and reviewed a theories for identifying and evaluating effective distance education: Now you should be able to: Define distance education Define e-learning and web-based learning Identify characteristics of distance education learning Describe the evolution of distance education and it’s definition of effectiveness Finally, have you met your objectives? Personal Objectives: In the next module we will look at theories underpinning instructional design as well as take a look at the instructional design models that we will study in this course and use to guide the ISD project.