First Wave of Development

Wave 1-Group 2 Grid OMDE-601 9040

Foundations of Distance Education

February 27, 2014Terrie

Correspondent and Independent Study1840-1960

1) Larger Context (economics/ politics/societal values and pressures/government policies/technological advances

2) Theories/Ways of Understanding

3) Institutional and Organizational Developments/System

4) Teaching/Learning Methodologies (role of teacher/role of learner

5) Predominant Technologies

6) Key Authors

Larger Context (economics/ politics/societal values and pressures/government policies/technological advances

Opening learning to more than Elite.

Improving access -aimed at adult learners

Developing accessibility to knowledge

Improving Participation

Theories/Ways of Understanding

Theory of Transactional Distance /Theory of Independent Study (Moore)

Theory of Industrialization of Teaching (Otto Peter's) Theory of Interaction & Communication - Empathy (Holmberg)Perraton's Theory (Analysis of Previous Theories)

Institutional and Organizational Developments/System

Correspondence/ Independent Study: exchanges via post officeUtilization of local postal servicePost office - delivery of printed mailexpansion of the ability to mass produce and distribute printed

material.

Predominant TechnologiesOne way communication Independent Study

Extension Courses

Correspondence Education

Predominant Technologies

Books and publications, written materials.

Mass media, radio, television, print, journals

Delivery method via postal service mail

Teaching Methodologies

Sets the tone of the learning environment and selects materials that will achieve the goals of the course

Assesses the needs of the learners (Get to know the students by posting introductions and establishing biographical profiles).

Selects the medium or form of technology in which the course will be delivered (i.e., weekly discussions, video chat, email correspondence, posting assignments).

Teaching Methodologies

Develops assessments as a pulse check on students’ progress. Provides a forum for students to seek assistance if needed.

Assesses the needs of the learners (Get to know the students by posting introductions and establishing biographical profiles).

Encourages classroom discussion/participation, as students are able to learn from each other.

Learning Methodologies

Environment: Identify or create an environment that is suitable for studying.

Materials: Procure the materials required for the course

Participate: Actively participate in the course by interacting with faculty and classmates

Learning Methodologies

Time management: Sets aside enough time to complete the reading and assignments

Communication: Proactively reach out to the instructor and class members to obtain clarity or additional information regarding assignments.

Technology: Comfortable with using the technology format.

Key AuthorsBloomDeweyHolmbergPetersMooreWedemayer

References Cleveland-Innes, M.F. & Garrison, D.R. (2010). An Introduction to Distance Education. Understanding Teaching and Learning in a New Era. New York, NY: Routledge.

Fagersten, K. & McBride, K. (2014). Students’ role in distance learning. Academia.edu. Retrieved from http://www.academia.edu/1019169/The_students_role_in_distance_learning

Moore, M.G., & Kearsley, G. (2012). The theory and scholarship of distance education. In Distance education: A systems view of online learning, (3rd ed., pp. 209-214). Belmont, CA: Wadsworth-Cengage Learning.

Peters, O. (2001) Learning and teaching in distance education. Analysis and interpretations from an international perspective. London and New York, Routledge.

Telg, R., (N.D). Instructional methods for distance education. University of Florida IFAS Extension. Retrieved from http://edis.ifas.ufl.edu/pdffiles/ WC/WC02600.pdf