Definitions. History, and Theories Of Distance Education.

By: Clara A. Lopez

PurposeThe purpose of this chapter is to

review the definitions, history and theories of distance education.

Chapter Objectives

•Discuss the reason for different definitions of distance education.

•Describe the various definitions of distance education that have been offered.

•List and explain the five main elements of the various definitions of distance education given by Keegan.

•Give the emerging definition of distance education that is appropriate for the USA.

•Discuss the reason for different definitions of distance education.

•Describe the various definitions of distance education that have been offered.

•List and explain the five main elements of the various definitions of distance education given by Keegan.

•Give the emerging definition of distance education that is appropriate for the USA.

Defining Distance Education

Distance education was defined as institution based , formal education where learning group is separated and where

interactive telecommunications systems are used to connect learners, resources and instructors.

In the rapidly changing and diverse environment in which distance education is practiced , many questions remain

unanswered .

1. Distance education has evolved as technological media have been developed. Newer technologies make possible different ways to allow students to learn at a distance, and this promotes the development of new definitions of distance education. The practice of a profession determines the definition of the profession.

2. Keegan identified five main elements of these definitions using them to compose a comprehensive definition of distance education. The quasi permanent separation of teacher and learner through the length of the learning process.

3. The influence of an educational organization both in the planning and preparation of learning materials and in the provision of student support services.

4. The quasi permanent absence of the learning group throughout the length of the learning process so that people are usually taught as individuals and not in groups. With the possibility of occasional meetings for both didactic and socialization purposes.

Brief History Of Distance Education

• Correspondence Study• Electronic Communications

• Distance teaching Universities

Theory And Distance Education

Most students, and many teachers , cringe at the thought of a discussion of theory. This need not be the case. Traditionally, theories of distance education have come from sources external to North America. Recently, the field in the United

States has matured to the point where indigenous definitions and theories have begun to emerge.

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Theory of independent Study—Charles Wedemeyer----

For Wedemeyer the essence of distance education was the independence of the student. This was reflected in his

preference for the term independent study for distance education at college or university level. He believed that outdated concepts of learning and teaching were being

employed, and that they failed to utilize modern technologies in ways that could alter the institution.

The system should be capable of operation anyplace where there are students---or even only one student –whether or not

there are teachers at the same place at the same time.

Theory of Independent Study And Theory of Transactional Distance

For Michael Moore distance education is composed of two elements, each of which can be measured. First is the provision for two way

communication . Some system or programs offer greater amounts of two ways of communication than others. Second is the extent to which a program is responsive to the needs of the individual learner . Some

programs are very structured while others are very responsive to the needs and goals of the individual student.

Theory of Industrialization of Teaching ---Otto Peters

◊Rationalization◊Division of labor◊Mechanization

◊Mass production◊Preparatory work

◊Planning◊Organization

◊Scientific Control Methods◊Formalization

◊Standardization

Theory of Interaction and communication—Borje Holmberg----

He calls it guided didactic conversation and falls into the general category communication. He offers seven background assumptions for his theory:

◊The core of teaching is interaction between the teaching and learning parties.◊Emotional involvement in the study and feelings of personal relation between the teaching

and learning parties are likely to contribute to learning pleasure.◊Strong student motivation facilitates learning

Andragogy---Malcom Knowles

The establishment of a climate conducive to adult learning which includes a physical

environment that is conducive to the physical well being of the adult learner.

A Synthesis of Existing Theories—Hilary Perraton----

This theory is composed of elements from existing theories of communication and diffusion, as well as philosophies of education. It is the

form of 14 statements or hypotheses.◊You can use any medium to teach anything

Distance teaching can break the integuments of fixed staffing ratios that limited the expansion of education when teacher and student had to be in

the same place at the same time.◊The economies achievable by distance education are functions of the

level of education size audience choice media.

Equivalent theory :An American theory of distance education.

◊Equivalent rather than identical , learning experiences should be provided to each learner

whether local or distant, and the expectation should be that equivalent outcomes, rather than identical ,

should be expected of each learner.

Changes in society politics, economics, and technology are impacting the status of distance education around the world. In some cases, distance education around the world is seen as an answer to inadequate educational opportunities caused by political and/or economic instability. In other situations , established distance education providers are being required by a changing society to convert form mass instruction to more decentralized approach to meet the diverse needs of their students. In many countries the need for continuing education or training and access to degree programs is accelerated by the demands of a changing society. Students in rural or isolated parts of the world look to distnace education for opportunities to keep up with the outside world.

Distance education has evolved as technological media have been developed. Newer technologies make possible different ways to allow students to learn at a distance. And this promote the development of new definitions of distance education. The practice of a profession determines the definition of the profession.

•Keegan identified five main elements of these definitions using them to compose a comprehensive definition of distance education:The quasi-permanent separation of teacher and learner throughout the length of the learning process.The influence of an educational organization both in the planning and preparation of learning materials and in the provision of student support services. The use of technical mediaThe provision of two way communication so that the student may benefit form or even initiate dialog.The quasi permanent absence of the learning group throughout the length of the learning process.

SummaryAn environment in which technology, society, economics, politics, and theories of learning are all in transition suggests that definitions,

theories, and the practice of distance education will continue to be contested. This

theme of change will both challenge and motivate effective ways to meet the needs of

learners around the world.