Waves of Distance Education - Group 4 Final To Post

WAVES OF DISTANCE EDUCATION BY GROUP 4 OMDE601 UMUC - FALL 2014
November 30, 2014. Waves of Distance Education by Sharlene Johnson, Ilse Sistermans, Careese Warren, Matt Montemurno is licensed under a Creative Commons Attribution 4.0 International
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WAVE 1 : Correspondence/Independent Study

Years of Greatest
Influence
(Contributors
TEAM)
Forces dominant in
the larger context
that drove
development of DE
(Contributor C.
Warren)
Theories/Ways of
Understanding DE
(Contributor
M.Montemurno)
1729 Boston
Gazette
Opportunities to
expand education
(Moore & Kearsley,
2012, p.8 and
Holmberg, 2005, p.
19)
Primary instruction of
DE (Haughey, 2010)
1880 Industrial
revolution
Need for tradespecific training (ex:

mining) (Holmberg,
2005, p. 15-16)
Asynchronous
methodologies and
learning (Haughey,
2010)
Page 1 of 25
Institutional and
organizational
development
(systems; ways of
operating)
(Contributor S.
Johnson)
American universities
began structured
correspondence
courses by mail in
approx. 1874
(Holmberg, 2005, p.
14)
Prevailing
teaching/learning
theories/methodologies
(Contributor I.
Sistermans)
Prevailing view of of
role of teacher and
role of learner
(Contributor I.
Sistermans)
Predominant
technologies
(Contributor C.
Warren)
Key Authors
(Contributor -M.
Montemurno
Behaviorist and
cognitive psychology.
(Cleveland-Innes &
Garrison, 2010)
Letter-writing,
Postcards, and
USPS (Holmberg,
2005, 13-36 and
Moore & Kearsley,
2012, p. 7)
Borje Holmberg significant writing on

international
perspective, forces,
practices, and
methods used to
distribute DE in wave
1
1920's High School

courses offered
University of
Nebraska and several
other U.S. universities
(Miller (2010) in
Cleveland-Innes,
p.27)
Industrial education
theory: distance
education as the must
industrialized form of
education. Elements
are: pre-planning of
materials; division of
labor; specialization of
tasks; mass
production/distribution
(Peters, 2010) .
Role of learner:
o Independent
study. (ClevelandInnes& Garrison,
2010)
o Autonomous,
individually
responsible, selfcontrolling, selfevaluating. (Peters,
2003)
o Mediated
learning.
(Cleveland-Innes &
Garrison, 2010)
Role of teacher:
o Teaching through
text. (ClevelandInnes & Garrison,
2010)
o Depersonalized
teaching (Peters,
2010)
o Mediated
instruction: printed
written word
(Peters, 2010)
o Industrialized
form of teaching:
rationalized and
Printed media
(Holmberg, 2005,
13-36 and Moore &
Kearsley, 2012, p.
7)
Michael Moore &

Greg Kearsley wrote about the
economics/cost of
DE and distribution
methods

Years of Greatest
Influence
(Contributors
TEAM)
Forces dominant in
the larger context
that drove
development of DE
(Contributor C.
Warren)
1891 Closing of
new frontiers
A way to help need

to ascend in society
(Holmberg, 2005, p.
19)
1892 US
universities
started
correspondence
studies
A way to overcome
poverty (Holmberg,
2005, p.19)
1920 Start high

school
correspondence
study offered by
universities (Miller
2010)
Support career
progression
(Holmberg, 2005, p.
19)
Page 2 of 25
Theories/Ways of
Understanding DE
(Contributor
M.Montemurno)
Institutional and
organizational
development
(systems; ways of
operating)
(Contributor S.
Johnson)
Prevailing
teaching/learning
(Contributor I.
Sistermans)
Tone was passive and

even sometimes
neutral,as utilized in
asynchronous
communication and
correspondence
learning
(Haughey,2010)
Access to nonresidential and adult
learners
(Haughey,2010)
In 1891 the
International
Correspondence
Schools was created,
aka Harcourt Learning
Direct (Holmberg,
2005, p. 15)
Teacher/material
centered teaching.
(Cleveland-Innes &
Garrison, 2010)
Hermods was
founded in Sweden in
1898 -became one of
the worlds
largest/most influential
correspondence orgs
(Holmberg, 2005,
p.16)
Similar to pen pals and

serial newspaper
stories; mainly
advertised in journals or
newspapers and
communicated through
local postal office.
Australia pioneered
supervised
correspondence study
for children who had
never been to school
(Holmberg, 2005,
p.16).
role of teacher and
role of learner
(Contributor I.
Sistermans)
Predominant
technologies
(Contributor C.
Warren)
Key Authors
(Contributor -M.
Montemurno
Newspapers
(Holmberg, 2005,
13-36 and Moore &
Kearsley, 2012, p.
7)
Otto Peters - his

theory of DE says it
is the most
industrialized form of
teaching and
learning
Socialist teaching.
(Peters, 2010)
Local papers and

publications
(Holmberg, 2005,
13-36 and Moore &
Kearsley, 2012, p.
7)
"Didactic
conversation"a theory
by Holmberg to
describe a of written
didactic approach,
where the teacher
simulates a friendly
Aircraft (delivery)
(Holmberg, 2005,
13-36 and Moore &
Kearsley, 2012, p.
7)
Gary Miller (in

Cleveland-Innes) Executive Director
Emeritus, Penn State
World Campus
Pennsylvania State
University; author of
several articles on
the organization and
transformation of DE
mechanized work
process (Peters,
2010)
o Teacher/material
centered teaching.
(Cleveland-Innes &
Garrison, 2010)

Years of Greatest
Influence
(Contributors
TEAM)
Forces dominant in
the larger context
that drove
development of DE
(Contributor C.
Warren)
Theories/Ways of
Understanding DE
(Contributor
M.Montemurno)
(Peters, 2010)
Access to education
for children,
particularly in times
of war (Holmberg,
2005, p.20)
Forefront of the open

education movement.
(Haughey, 2010)
Ability to learn at own

pace (Holmberg,
2005, p.18)
Whereas traditional
institutions of education
were limited to the very
wealthy and mostly
male populations,
correspondence
education allowed for
single courses to be
taken by any economic
or gender class.
(Peters, 2010)
Form of education used
by many Civil War and
WWI veterans through
army hospitals and or
Need/desire for
learning from
women/poor
(Holmberg, 2005,
Page 3 of 25
Institutional and
organizational
development
(systems; ways of
operating)
(Contributor S.
Johnson)
Reputable
correspondence
schools joined into
organizations like the
European Association
of Distance Learning
(EADL) and in the
U.S., The Distance
Education and
Training Council
(Holmberg, 2005,
p.19-20)
Holmberg includes a
detailed quotation, a
list of Wedemeyers
intent for
educators/administrat
ors way of operating
(Holmberg, 2005, p.
36).
Prevailing
teaching/learning
(Contributor I.
Sistermans)
conversation with the
student. He will later
change the name into
"empathy approach"
(2005, p. 23)
role of teacher and
role of learner
(Contributor I.
Sistermans)
Predominant
technologies
(Contributor C.
Warren)
Magazines and
circulars from
stores and
churches
(Holmberg, 2005,
13-36 and Moore &
Kearsley, 2012, p.
7)
Key Authors
(Contributor -M.
Montemurno

Years of Greatest
Influence
(Contributors
TEAM)
Forces dominant in
the larger context
that drove
development of DE
(Contributor C.
Warren)
Theories/Ways of
Understanding DE
(Contributor
M.Montemurno)
p.14)
VA programs.
(Haughey, 2010)
Accommodates and
provides educational
opportunities working
adult (Holmberg,
2005, p. 19)
Economics costs of
education (provider
and student end)
(Moore & Kearsley,
2012, p.8)
Education for education

sake as much
knowledge was limited.
(Haughey, 2010)
Institutional and
organizational
development
(systems; ways of
operating)
(Contributor S.
Johnson)
Prevailing
teaching/learning
(Contributor I.
Sistermans)
role of teacher and
role of learner
(Contributor I.
Sistermans)
Predominant
technologies
(Contributor C.
Warren)
Key Authors
(Contributor -M.
Montemurno
Institutional and
organizational
development
(systems; ways of
operating) (Contributor: Careese
Warren)
Prevailing
teaching/learning
theories/methodologie
s (Contributor:
Sharlene Johnson)
role of teacher and
role of learner
(Contributor:
Sharlene Johnson)
Predominant
technologies
(Contributor: Matt
Montemurno)
Key Authors
(Contributors: Entire
Group)
Still used today as

training programs for
armed service members
and students in very
rural or developing
countries (Haughey,
2010)
Also can be seen as a
supplement to
independent study
programs. (Haughey,
2010)
WAVE 2: Systems Approach

Years of Greatest
Influence
(Contributors Entire Group)
Page 4 of 25
Forces dominant in
the larger context
that drove
development of DE
(Contributors:
Careese Warren,
Matt Montemurno
and I. Sistermans)
Theories/Ways of
Understanding DE
(Contributor: I.
Sistermans)

Years of Greatest
Influence
1950s Introduction
of telecourse
devoted to
education on
public TV (Miller
2010)
Page 5 of 25
Forces dominant in
the larger context
that drove
development of DE
(Contributors:
Careese Warren,
Matt Montemurno
and I. Sistermans)
Radios and
televisions
omnipresent in
sixties and seventies
(Shale 2010, p. 95)
Theories/Ways of
Understanding DE
(Contributor: I.
Sistermans)
Institutional and
organizational
development
(systems; ways of
Warren)
Prevailing
teaching/learning
s (Contributor:
Sharlene Johnson)
role of teacher and
role of learner
(Contributor:
Sharlene Johnson)
Predominant
technologies
(Contributor: Matt
Montemurno)
Key Authors
Group)
Systems approach is an
approach to education
and distance education
where it is viewed as a
system of
interdependent and
interactive components
(Moore & Kearsley,
2012). For example a
DE system could be
have the following
components:
"technology...,
learning...,
program/course...,
design..., policy..., and
organization..." (Moore
& Kearsley, p. 10,
Figure 1.1).
Blended courses
(combination of video
and classroom
instruction) (Miller,
2010)
Open University
movement began in
the 1960s to
democratize education
learner-centered
single mode distance
teaching institutions
(Miller (2010) in
Cleveland-Innes, p.
33)
o Correspondence
courses and telecourses (some via
PBS) (Miller (2010) in
Cleveland-Innes, p.
32)
o Documentary style
television, radio
programs, and
lectures (Bates, 2011,
p. 2-3)
o Visual and audio
aspects of television created simulations
and modeling to
explain the concepts
(Bates, 2011, p. 2);
also referred to as
telecourses using
instructional design
methods (Miller (2010)
Students wanted to
be told what to
learn; but
documentaries were
meant to encourage
themin the 21st
century this is called
skills and
competencies of
analysis, applying
what theyd learned
in the texts to the
real-life cases and
documentaries that
they were seeing on
the screen (Bates,
2011, p. 3)
The rise of
broadcast
technologies [GuriRosenblit, S.
(2009)]
Anthony Bates - is
one of the main
players in the
establishment of the
Open University UK

Years of Greatest
Influence
1969 Open
University UK
established
Page 6 of 25
Forces dominant in
the larger context
that drove
development of DE
(Contributors:
Careese Warren,
Matt Montemurno
and I. Sistermans)
Theories/Ways of
Understanding DE
(Contributor: I.
Sistermans)
Constructivist
principles: help
designers and
teachers create
learner-centered,
collaborative
environments that
support reflective and
experiential
processes; making
meaning by
articulation and
reflection on what we
know; constructivism
at a distance via
computer mediated
communication and
distributed software
environments
(Jonassen et al. 195,
p. 7, 11, 14)
Post- Fordism is a
market framework for
producing products that
are flexible, meeting the
unique needs of the
consumer.
Constructivism is a
learning framework
about facilitating the
learning process that is
flexible, meeting the
needs of the learner
(Kanuka & Brooks,
2010).
Institutional and
organizational
development
(systems; ways of
Warren)
Prevailing
teaching/learning
s (Contributor:
Sharlene Johnson)
role of teacher and
role of learner
(Contributor:
Sharlene Johnson)
Predominant
technologies
(Contributor: Matt
Montemurno)
Key Authors
Group)
Constructivism
o Learner 1) examine
thinking and
learning processes;
collect, record, and
analyze data;
formulate and test
hypotheses; reflect
on previous
understandings;
and construct their
own meaning
2) participate in
and interact with the
surrounding
environment in
order to create a
personal view of the
world (Jonassen et
al. 195, p. 11)
o Teacher
engage the learners
so that the
knowledge they
Printed study
guides
Doug Shale (in

Cleveland-Innes) writes about
developmental view
of DE enterprise
in Cleveland-Innes, p.
30, 31)
Programs created by
large teams and units
responsible for various
aspects (marketing,
administration,
recruiting, course
development,
publishing,
distribution, student
support services,
media infrastructure,
budget) (Bates, 2011
& Miller, 2010)
Constructivist
principles: help
designers and
teachers create
learner-centered,
collaborative
environments that
support reflective and
experiential
processes; making
meaning by
articulation and
reflection on what we
know; constructivism
at a distance via
computer mediated
communication and
distributed software
environments
(Jonassen et al. 195,
p. 7, 11, 14)

Years of Greatest
Influence
Forces dominant in
the larger context
that drove
development of DE
(Contributors:
Careese Warren,
Matt Montemurno
and I. Sistermans)
Theories/Ways of
Understanding DE
(Contributor: I.
Sistermans)
1978 Public
Broadcast
Systems move
from local landline infrastructure
to satellite delivery
(Local to National
exposure) (MIller,
2010)
Open education
movement, described
by Lord Perry during
inauguration OU UK:
Open to people,
open to places, open
to ideas and open to
methods (Haughey
2010, p. 52).
DE development was
about administrative
and organizational
ways and means
educational institution
and ways and means
of bridging separation
teacher and student
(Shale 2010, p. 91).
Collaborations
between the
universities or
community colleges
and researchers,
consultants, local tv,
cable (PBS, BBC)
(Bates, 2011, Miller,
2010)
1980s - Walter
Annenburg
(Founder of TV
Guide) gave $150
Million to
Corporation for
Slow rise of
technology to utilize
a greater level of
communication tools
(Shale, 2010)
Traditional universities
offering DE had
reservations, leading to
the creation of freestanding units often
called external studies
Single mode
institutions or part of
existing University or
College (dual-mode)
(Miller, 2010)
Page 7 of 25
Institutional and
organizational
development
(systems; ways of
Warren)
Prevailing
teaching/learning
s (Contributor:
Sharlene Johnson)
Andragogy behaviorist concept of

learning, i.e.,
characterized by a
high degree of
structure in which
students are led
through a
predetermined
sequence of learning
activities (Bullen,
1995, p. 2)
role of teacher and
role of learner
(Contributor:
Sharlene Johnson)
construct is not
inert, but rather
usable in new and
different situation;
via engaging
learners in
meaningful,
problem-based
thinking, and
requiring negation
of meaning and
reflection (Jonassen
et al. 195, p. 11, 21)
Andragogical
approach - "create
courses that are
process-oriented
than contentoriented" (Bullen,
1995, p. 6)
"Open University
concept
o Learner - selfimprovement idea
of the Open
University, that
Predominant
technologies
(Contributor: Matt
Montemurno)
Key Authors
Group)
Television (Public
TV, Cable,
Satellite)
Greville Rumble writes about the

application of
systems thinking in
distance education
Audio,
Videocassettes
(VHS)
Otto Peters - writes

about new
developments and
issues in DE and the
establishment of
Open Universities in

Years of Greatest
Influence
Public
Broadcasting to
help development
of courses (Miller,
2010)
1993 - Open
Universities of
Australia Opened
Forces dominant in
the larger context
that drove
development of DE
(Contributors:
Careese Warren,
Matt Montemurno
and I. Sistermans)
Theories/Ways of
Understanding DE
(Contributor: I.
Sistermans)
Course and content

redesign and
restructuring for
different teaching
methods like the
Montessori Program
(Moore & Kearsley,
2012)
Providing open
education led to open
admission policies, and
liberalization of time
allowed for completion
of courses and
programs by open
universities (Shale
2010, p. 96).
Transactional Distance
theory by Micheal
Moore in which
distance is a function
of structure and
dialogue; greatest
distance is low structure
Ideology higher
education participation opportunity for
all (Shale, 2010, p.
95) Also large
political push and
support for increase-
Page 8 of 25
Institutional and
organizational
development
(systems; ways of
Warren)
and faculty members

were obliged to teach in
DE programs (Shale
2010, p. 93).
1950s - Telecourses
(through tv and also
involved study group
sessions at study
centers) (Miller, 2010 )
Inter-institutional
collaborations International
University Consortium
(IUC) - shared and
develop content and
materials (Miller,
Prevailing
teaching/learning
s (Contributor:
Sharlene Johnson)
role of teacher and
role of learner
(Contributor:
Sharlene Johnson)
people could
improve themselves
by studying and
working hard
(Bates, 2011, p. 3)
o Teacher - The
Open University
concept was to hire
top-quality
academics, allow
and encourage
them to do
research, as well as
teaching (Bates,
2011, p. 3)"
Predominant
technologies
(Contributor: Matt
Montemurno)
Key Authors
Group)
particular.
Video and Teleconferencing
Telecourses
David Jonassen,
Mark Davidson,
Mauri Collins, John
Campbell, and
Brenda Bannan Haag
- writes about
constructivism and
computer-mediated
communication
Gary Miller (in
Cleveland-Innes)
Executive Director
Emeritus, Penn State
World Campus
Pennsylvania State
University; author of

Years of Greatest
Influence
Page 9 of 25
Forces dominant in
the larger context
that drove
development of DE
(Contributors:
Careese Warren,
Matt Montemurno
and I. Sistermans)
ing access to education to help with
personal growth and
social status (Bates,
2011)
Theories/Ways of
Understanding DE
(Contributor: I.
Sistermans)
Institutional and
organizational
development
(systems; ways of
Warren)
and low dialogue

(Bernath, & Vidal,
2007).
2010)
Pre-Internet edge still

allowed for face to
face course lessons
as the preferred
norm (Moore &
Kearsley, 2012)
It was questioned
whether courses
containing pre-set
content could really be
open to ideas
(Haughey 2010, p. 61).
Public TV and later

satellite coverage
open doors for reach
of telecourses and
teleconferencing
(Miller, 2010)
It was questioned
whether courses
containing pre-set
content could really be
open to ideas
(Haughey 2010, p. 61).
Nation-states provide
education through
Open University and
extended
correspondence
Social-constructivism
theory - using
technology to transmit
information for both
synchronous and
In some cases, DE
were developed and
deployed through free
standing units:
external studies model
governed by a
"supreme academic
council" (Shale, 2010)
Low interest and
participation from
faculty due to time and
work investment
required - also no
incentive or percieved
"WIFM" (what's in it for
me)- in some cases
participation was
forced as it was added
to faculty contracts
(Shale, 2010)
Course team concept
used to develop DE
programs (usually
included a subject
matter expert (SME),
Prevailing
teaching/learning
s (Contributor:
Sharlene Johnson)
role of teacher and
role of learner
(Contributor:
Sharlene Johnson)
Predominant
technologies
(Contributor: Matt
Montemurno)
Key Authors
Group)
several articles on
the organization and
transformation of DE
Radio
Michael Moore
formulates
transactional distance
theory and writes
about systems
approach with
Kearsley
Home experiment
kits
Greg Kearsley writes about systems

approach with Moore
Pre-internet
Mark Bullen - writes

about adragogy

Years of Greatest
Influence
Forces dominant in
the larger context
that drove
development of DE
(Contributors:
Careese Warren,
Matt Montemurno
and I. Sistermans)
systems (Shale,
2010)
Increased Demand
for Eductaion (Moore
& Kearsley, 2012)
Page 10 of 25
Theories/Ways of
Understanding DE
(Contributor: I.
Sistermans)
Institutional and
organizational
development
(systems; ways of
Warren)
asynchronous
interactions between
students and teachers
(Anderson & Dron,
2011, p. 84 and Swan
in Cleveland, p. 110)
instructional designer,
graphic editor, editor,
media specialists)
(Shale, 2010); Open
Univeristy has open
admission policies
Computer-mediated
communication
[Jonassen, D.,
Davidson, M., Collins,
M., Campbell, J., &
Bannan Haag, B.
(1995)]
o Instructional design
enhancements
o Extended classroom
model
o Computer supported
Collaborative Work
o Customized course
materials
o Self-contained
teaching content
Open University
movement began in
the 1960s to democratize education
learner-centered
single mode distance
teaching institutions
Prevailing
teaching/learning
s (Contributor:
Sharlene Johnson)
role of teacher and
role of learner
(Contributor:
Sharlene Johnson)
Predominant
technologies
(Contributor: Matt
Montemurno)
Key Authors
Group)

Years of Greatest
Influence
Page 11 of 25
Forces dominant in
the larger context
that drove
development of DE
(Contributors:
Careese Warren,
Matt Montemurno
and I. Sistermans)
Theories/Ways of
Understanding DE
(Contributor: I.
Sistermans)
Institutional and
organizational
development
(systems; ways of
Warren)
(Miller (2010) in
Cleveland-Innes, p.
33)
o Correspondence
courses& telecourses
(some via PBS) (Miller
(2010) in ClevelandInnes, p. 32)
o Documentary style
television, radio programs, and lec-tures
(Bates, 2011, p. 2-3)
o Visual and audio
aspects of television created simulations
and modeling to
explain the concepts
(Bates, 2011, p. 2);
also referred to as
telecourses using
instructional design
methods (Miller (2010)
in Cleveland-Innes, p.
30, 31)
Prevailing
teaching/learning
s (Contributor:
Sharlene Johnson)
role of teacher and
role of learner
(Contributor:
Sharlene Johnson)
Predominant
technologies
(Contributor: Matt
Montemurno)
Key Authors
Group)
WAVE 3: Internet/Web-based Communication

Years of Greatest
influence
(Contributor Ilse)
2007 possibility of
recording
powerpoint
presentations for
students to watch
at home by two
high school
teachers:
Jonathan
Bergman and
Aaron Sams. This
was the precursor
of flipped
classrooms (2013,
http://www.knewto
n.com/flippedclassr
1989 invention of
the World Wide
Web by TimBerners lee,
software engineer
at CERN.
Retrieved from:
http://webfoundati
on.org/about/visio
n/history-of-theweb/ 1st and 2nd
paragraph web
page World Wide
web Foundation
Page 12 of 25
Forces dominant in
the larger context that
drove development of
DE (Contributor
Careese Warren)
Emergence of digital
multimedia
technologies that
created a more
interactive
environment that
supports participation
(Swan, 2010)
Theories/Learning
Theories/Ways of
Understanding DE
(Contributor Sharlene
Johnson)
Interaction equivalency
theory -Which
interaction was better,
most needed, and what
was the balance in the
end:
- studentteacher;
- student-student;
- student-content
(Anderson, 2003, p. 3).
Institutional and
organizational
development systems;
ways of operating Contributor Ilse)
A large majority of
post secondary
education institutes
use web 2.0 based
technologies, 80%
offer online courses
and 93% offer a form
of blended learning
(Vaughan 2010).
Prevailing
teaching/learning
methodologies
(Contributor Matt
Montemurno)
Community-Centered
Learning
Environments (Swan,
2010 (in ClevelandInnes)
Prevailing view of
role of teacher and
role of learner
(Contributor Matt
Montemurno)
Self-directedness
as an individual
learner (Garrison,
2009)
Predominant
technologies
(Contributor
Careese Warren)
Key Authors
(Contributor Team)
Internet & Web

based technologies
(Swan, 2010 (in
Cleveland-Innes)
Terry Anderson writes about modes of

interaction in DE
Growth of World
Wide Web (WWW)
(Swan, 2010)
Behavioral learning
theory - learning
defined as new
behaviours acquired in
response to stimuli
(Anderson & Dron,
2011, p. 82).
Distance universities
are implementing new
web beased
technologies. Online
class introduction
OMDE 601 9040 week
8. Retrieved from
https://learn.umuc.edu/
d2l/le/content/33589/H
ome/).
Learner-Centered
Learning
Environments (Swan,
Collaborative
construction of new
knowledge by
students (Garrison,
2009)
Use of online video

recording programs
like YouTube and
Vimeo (Swan, 2010
(in ClevelandInnes)
Randy Garrison writes about

embracing online
learning in DE
Access and
availability of
inexpensive
Cognitive theory design learning

materials to maximize
Traditional, campus
based universities are
implementing online
Access to Information
(Swan, 2010 (in
Cleveland-Innes)
Learner as
constructor of
knowledge
Web 2.0 (Swan,

Otto Peters - writes

about the digitized
learning environment

Years of Greatest
influence
(Contributor Ilse)
Page 13 of 25
Forces dominant in
DE (Contributor
Careese Warren)
multimedia tools (ex:
YouTube) - (Swan,
2010)
Theories/Learning
Theories/Ways of
Understanding DE
Johnson)
brain efficiency and
effectiveness by
focusing on learning
stimulations (Anderson
& Dron, 2011, p. 83)
Capital investments
in communications
technology (Garrison,
2000)
Constructivist theory
constructivism or
finding items of
information (Swan,
2010 (in ClevelandInnes), p. 113 and 119)
Globalization
(Holmberg, 2005 and
Peters, 2010)
Community of Inquiry
(CoI) theory - 3 types
of presence in the
online classroom:
cognitive, social, and
teacher (Garrison,
Anderson, and Archer,
2000, p. 89)
Institutional and
organizational
courses in addition to
their regulare face to
face course program
and changing into dual
mode by doing so
(Online class
introduction OMDE
601 9040 week 8.
Retrieved from
ome/).
Very large universities
offer flexible,
accessible and cost
effective learning
opportunities achieved
through division of
tasks re-skilling and
cooperation (Daniel,
1996, as cited in
Kanuka & Brooks,
2010, p. 81)
Blended courses are
course that are a mix
of online components
and face to face group
meetings (Garrison &
Vaughan, 2008, p.148,
as cited in Vaughan,
2010, p. 165).
Prevailing
teaching/learning
methodologies
(Contributor Matt
Montemurno)
Prevailing view of
role of teacher and
role of learner
(Contributor Matt
Montemurno)
(Anderson, 2003)
Predominant
technologies
(Contributor
Careese Warren)
Key Authors
(Contributor Team)
Collaborative Learning
(Swan, 2010 (in
Cleveland-Innes)
Peer instruction
(Vaughan, 2010)
Small digital
learning objects
(DLOs) (Swan,
Karen Swan (in

Cleveland-Innes) writes about postindustrial DE, digital
technologies, and
social constructivist
epistemologies
Student-Centered
Learning (Swan, 2010
(in Cleveland-Innes)
Combination and
integration of
several
presentation
methods (Peters,
2010)
Computer based
assessments
(Swan, 2010 (in
Cleveland-Innes)
Norman Vaughan (in

Cleveland-Innes) describes blended
learning
and regulated learning

Years of Greatest
influence
(Contributor Ilse)
Page 14 of 25
Forces dominant in
DE (Contributor
Careese Warren)
"Increased demand
for knowledge
workers in postindustrial era"
(Blaschke, 2013)
Theories/Learning
Theories/Ways of
Understanding DE
Johnson)
Connectivism
(Anderson & Dron,
2011, p. 87 and
Anderson, 2011, p. 4).
Institutional and
organizational
Emergence of virtual
school, K-12 online
education (Online
class introduction
OMDE 601 9040 week
8. Retrieved from
ome/).
Prevailing
teaching/learning
methodologies
(Contributor Matt
Montemurno)
Blended Learning
(Vaughan, 2010)
Online for profit

education institutes
(Online class
introduction OMDE
601 9040 week 8.
Retrieved from
ome/).
Regulated Learning
(Peters, 2010)
Prevailing view of
role of teacher and
role of learner
(Contributor Matt
Montemurno)
Teacher presence
in online courses
through "design
and organization",
"facilitating
discourse" and
"direct instruction"
(Garrison &
Anderson, 2003, as
cited in Swan 2010)
Design
consideration for a
synchronous
session (Vaughan,
2010)
Community of
Inquiry (COI): social
presence, cognitive
presence, teaching
presence
(Anderson, 2003)
More flexible
teaching and
learning
environment
(Vaughan, 2010)
Just-In-TimeTeaching
(Vaughan, 2010)
Multi-sensory
Predominant
technologies
(Contributor
Careese Warren)
Key Authors
(Contributor Team)
Online course
platforms (user
logs, discussion
transcripts, eportfolio) - (Swan,
2010)
Tannis Morgan discusses online

teaching, course
design, and the
Community of Inquiry
framework
Learning
Management
Software (LMS) (Moore & Kearsley,
2012, p. 81)
Terry Anderson & Jon

Dron - analysis
focused on the
pedagogy of DE as
opposed to technology
Michael Moore & Greg

Kearsley - wrote about
technologies in media

Years of Greatest
influence
(Contributor Ilse)
Page 15 of 25
Forces dominant in
DE (Contributor
Careese Warren)
Theories/Learning
Theories/Ways of
Understanding DE
Johnson)
Institutional and
organizational
Prevailing
teaching/learning
methodologies
(Contributor Matt
Montemurno)
Prevailing view of
role of teacher and
role of learner
(Contributor Matt
Montemurno)
Presentations
(Peters, 2010)
Predominant
technologies
(Contributor
Careese Warren)
Key Authors
(Contributor Team)
WAVE 4: Current Trends: New theories, new roles, new applications of technology
Years of greatest
influence: TEAM
1980s, Mid 1990s

thru present Virtual worlds
(Veletsianos,
2010, p. 13)
Page 16 of 25
Forces dominant in
the larger context
that drove
development of DE:
Contributor Ilse
Sistermans
Globalism leading to
global problems, for
instance, the
outbreak of SARS in
2003. Which led to
intensive
collaboration and
information sharing
of laboratories world
wide in order to
speed up the
process of finding the
cause and cure.
(Siemens in Schwier,
2011)
Theories/Ways of
Understanding DE:
Contributor, Matthew
Montemurno
Connectivism - is
driven by the
understanding that
decisions are based on
rapidly altering
foundations. New
information is
continually being
acquired. The ability to
draw distinctions
between important and
unimportant information
is vital. (Siemens,
Online
Journal/elearnspace.co
m)
Institutional and
organizational
development (systems;
ways of operating):
Montemurno
Personal Learning
Environments - (PLE)
as a broad and
holistic learning
landscapes, as well as
specific collections of
tools that facilitate
learning. (Anderson, T.
(2010;p.xi)
Prevailing
teaching/learning
s: Contributor,
Careese Warren
role of teacher and
role of learner:
Contributor,
Careese Warren
Predominant
technologies:
Contributor,
Sharlene Johnson
Key Authors: Team
"Network-centric
theories"(Anderson,
2010, p.32)
Heutagogy Teacher is a
facilitator or guide
(Anderson, 2010)
Heutagogy Student is a selfdirected learner
who uses resources
and tools available
to "gain personal
understanding and
capacity"
(Anderson, 2010, p.
33)
"Learners are
highly autonomous"
(Blaschke, 2012, p.
56 )
Web 2.0 - static

web pages with
user-generated
web-content such
as:
- social media
(Blaschke, 2012, p.
57, 62-63;
Siemens, 2004)
- Twitter -social
networking and
micro blogging
(Blaschke, 2012, p.
63; Veletsianos,
2010, p.14; Clark,
2010)
- Facebook (Clark,
2010)
- Hyperlinks (Clark,
2010)
- Wikipedia - crowdsourced
knowledgebase
(Clark, 2010)
- Web Blogs
(Siemens, 2004)
Anya Kamenetz writes

about the rise of what
he calls edupunks and
edupreneurs and do-ityourself-education
Years of greatest
influence: TEAM
1993 - the World

Wide Web widely
used with the
Mosaic Web
browser. Mid- to
late 1990s online
learning began
(Ice (2008) in
Cleveland (2010),
p. 138)
Page 17 of 25
Forces dominant in
the larger context
that drove
development of DE:
Contributor Ilse
Sistermans
Instability of global
economy and job
market are calling for
changes in the
workplace.
Companies want
more flexible
employees, capable
of adapting to
changes and
innovations (Hase &
Kenyon, 2001)
Theories/Ways of
Understanding DE:
Montemurno
Principles of
Connectivism:
Learning and
knowledge rests in
diversity of opinions.
Learning is a process
of connecting
specialized nodes or
information sources.
Learning may reside
in non-human
appliances.
Capacity to know
more is more critical
than what is currently
known
Nurturing and
maintaining
connections is needed
to facilitate continual
learning.
Ability to see
connections between
fields, ideas, and
concepts is a core skill.
Currency (accurate,
up-to-date knowledge)
is the intent of all
connectivist learning
activities.
Decision-making is
itself a learning
process. Choosing
Institutional and
organizational
ways of operating):
Montemurno
MOOCs (Anderson, T.
(2010;p.45).
Prevailing
teaching/learning
s: Contributor,
Careese Warren
role of teacher and
role of learner:
Contributor,
Careese Warren
Predominant
technologies:
Contributor,
Sharlene Johnson
Key Authors: Team
Work-based learning
and contract learning;
learner centered with
a focus on how to
learn (Hase & Kenyon,
2000, p.3)
Connectivism - very
little required of
teacher; some
argue in this
learning theory the
role of the teacher
is diminished or
missing (Anderson,
2010 & Blaschke,
2012)
Connectivism Student is a selfdirected and selfdetermined learner;
responsible for
creating new
learning
connections
(Anderson, 2010;
Siemens, 2004)
Analytical tools and

search engine
algorithms affording
analyses of
student's learning
behavior and
enabling to present
tailor made content
to an individual
student or identify
students at risk
(Siemens, in
Schwier, 2011)
Phil Ice - writes about

Web 2.0 technologies
and the future of
distance education
Years of greatest
influence: TEAM
2004-2008 - Key
emerging
technologies likely
to have an
influence on
education
(Veletsianos,
2010, p. 9-10)
Page 18 of 25
Forces dominant in
the larger context
that drove
development of DE:
Contributor Ilse
Sistermans
Emergence of new
web based
communication
technologies that
could be applied
teaching and
learning (Anderson,
2010).
Theories/Ways of
Understanding DE:
Montemurno
what to learn and the

meaning of incoming
information is seen
through the lens of a
shifting reality. While
there is a right answer
now, it may be wrong
tomorrow due to alterations in the
information climate
affecting the decision.
(Siemens, Online
m)
Behaviorism Behaviorism envisions
that we cannot know
everything about the
context of a person but
can only study their
habits. Gredler (2001)
Institutional and
organizational
ways of operating):
Montemurno
Prevailing
teaching/learning
s: Contributor,
Careese Warren
role of teacher and
role of learner:
Contributor,
Careese Warren
Predominant
technologies:
Contributor,
Sharlene Johnson
Key Authors: Team
Communities of
Practice (Anderson, T.
(2010;p.45).
Pedagogy of nearness
- "online interaction,
collaboration, and
learning are neither
valued or devalued as
compared to
interactions with those
near at hand"
(Anderson, 2010, p.
32)
Instructor Enabling
- Teachers are to
"enable capability"
(Hase & Kenyon,
2000)
Mobile learning
(Blaschke, 2012, p.
62)
Hase & Kenyon discuss the shift from

andragogy to
heutagogy
Years of greatest
influence: TEAM
2008 - first MOOC

course led by
George Siemens
(Athabasca
University) and
Stephen Downes
(National research
Council), the topic
was Connectivism
(Siemens in
Schwier, 2011).
Page 19 of 25
Forces dominant in
the larger context
that drove
development of DE:
Contributor Ilse
Sistermans
Changed perception
of distance due to
digital networks
(Mejias as cited in
Anderson, 2010).
Theories/Ways of
Understanding DE:
Montemurno
Heutagogy and
Distance Education "Heutagogy is of
special interest to
distance education,
which shares with
heutagogy certain
key attributes, such as
learner autonomy and
self-directedness, and
has pedagogical
roots in adult teaching
and learning"(Blaschke,
L.M. (2012,,p.57).
Institutional and
organizational
ways of operating):
Montemurno
Institutional
implementation of
Wikis in Higher
Education wiki
assignments, are by
definition, collaborative
assignments; in order
to move to a stage in
which wiki
assignments are not
considered
experiments but are
part of the pedagogical
options that can be
utilized by community
colleges with some
modifications;
(Anderson, T.
(2010;p.222)
Prevailing
teaching/learning
s: Contributor,
Careese Warren
Heutagogy - Means
"self" in Greek.
Referred to as selfdetermined learning "extends control to the
learner and sees the
learner as the major
development and
control agent of his or
her learning."
(Anderson, 2010, p.
32; Blaschke, 2012,
p.59)
Two key concepts are
"double-loop learning
and self-reflection "
(Blaschke, 2012, p.
59)
role of teacher and
role of learner:
Contributor,
Careese Warren
Predominant
technologies:
Contributor,
Sharlene Johnson
Key Authors: Team
YouTube, Khan
Academy,
Luminosity - video
learning (Clark,
2010)
Terry Anderson developed the learning

equivalency theory
Years of greatest
influence: TEAM
Forces dominant in
the larger context
that drove
development of DE:
Contributor Ilse
Sistermans
Information explosion
(Hase & Kenyon,
2007), meaning that
through the Internet
an enormous amount
of (educational)
information is now
available to learners
(Anderson, 2010).
Emergence of social
media which affords
connectivist learning
behaviour (Siemens
in Schwier, 2011).
Page 20 of 25
Theories/Ways of
Understanding DE:
Montemurno
Heutagogy - The
concept of heutagogy
offers certain principles
and practices that could
be considered
as a response to these
developments within
higher education. A
heutagogical learning
environment
facilitates development
of capable learners and
emphasizes both the
development
of learner
competencies as well
as development of the
learners capability and
capacity to
learn (Ashton &
Newman, 2006).
Competency Based
Education (within
Distance Education)
/(Anderson, T.
(2010;p.45).
Institutional and
organizational
ways of operating):
Montemurno
Videoconference Use
Synchronous
communications
technologies, whether
for personal use or for
use in organizations or
education, are at a
watershed. While
audio has been the
default for many years,
the use of video for
two-way
communications is
increasing for several
disparate, coincident,
and substantive
reasons(Anderson, T.
(2010;p.250).
Prevailing
teaching/learning
s: Contributor,
Careese Warren
Imagining Multi-Roles
in Web 2.0 Distance
Education where
very cheap publication
can ensue: the
participatory
capabilities of the most
recent Internet tools
such as wikis,blogs,
etc; allow content to be
contributed and viewed
by anyone that has
role of teacher and
role of learner:
Contributor,
Careese Warren
Predominant
technologies:
Contributor,
Sharlene Johnson
Key Authors: Team
Connectivism "connected learning" ,

"Learning occurs as
individuals discover
and build connections
between nodes."
Nodes = (learning
resources, machines,
people) Focus on how
to create paths to
knowledge when it is
needed, "knowledge
can exist outside the
human being"
(Anderson, 2010, p.
34 ; Siemens, 2004, p.
3)
Terry Anderson developed the

learning
equivalency theory
and discusses
pedagogy of
nearness,
heutagogy and
connectivism
George Siemens formulates the

connectivism and
delivered one of the
fist MOOCs with
Downes called
"Connectivism and
Connective
Knowledge"
Action Learning " the

teacher here takes a
back seat become a
learner like everyone
else, enabling people
to become learners as
as find solutions"
(Hase & Kenyon,
2000, p.3)
Virtual Worlds simulation;

experiential
learning; multiplayer collaboration
(Clark, 2010;
Veletsianos, 2010,
p. 11)
Lisa Blaschke- writes

about heutagogy
Years of greatest
influence: TEAM
Page 21 of 25
Forces dominant in
the larger context
that drove
development of DE:
Contributor Ilse
Sistermans
Theories/Ways of
Understanding DE:
Montemurno
"DIY U (do-it-yourself
education)" and the
"Rise of Edupunk
and edupreneurs";
edupunks are are
people who learn
through nontraditional channels
such as open and
free resources and
edupunk create their
own learning
possibilities
(Kamentez 2010).
Another movement
toward open: open
learning, open
educational
resources and open
courses, like MOOCs
and OER. (Siemens
Quantum theory of trust

- enlisting trust within a
community to help with
connections and
interactivity. (Siemens,
Online
m)
Institutional and
organizational
ways of operating):
Montemurno
web access
(Anderson, T.
(2010;p.44)".
Prevailing
teaching/learning
s: Contributor,
Careese Warren
role of teacher and
role of learner:
Contributor,
Careese Warren
Predominant
technologies:
Contributor,
Sharlene Johnson
Key Authors: Team
Open source/Open
Educational
Resources (OER)
free courseware
made available
online (Clark, 2010)
George Veletsianosresearches and writes

about technologies in
online education and
about open online
courses and MOOCs
Donald Clark writes

about open online
educational resources
Years of greatest
influence: TEAM
Forces dominant in
the larger context
that drove
development of DE:
Contributor Ilse
Sistermans
in Schwier, 2011).
Theories/Ways of
Understanding DE:
Montemurno
Institutional and
organizational
ways of operating):
Montemurno
Prevailing
teaching/learning
s: Contributor,
Careese Warren
role of teacher and
role of learner:
Contributor,
Careese Warren
Predominant
technologies:
Contributor,
Sharlene Johnson
Key Authors: Team
Stephen Downes worked on the

connectivism theory
with Siemens and
delivered one of the
first MOOCs with
Siemens called
"Connectivism and
Connective
Knowledge"
Page 22 of 25
References
Waves
Anderson, T. (2011, November). The third wave of distance education. [Online video]. Edmonton, AB, Canada. Available from
http://vimeo.com/32596395 Transcript: http://www.box.com/s/e8ylcfx3h6fjv4qim3px
Anderson, T. (2010). Theories for learning with emerging technologies. In G. Veletsianos (Ed.), Emerging technologies in distance education (pp. 2340). Canada: Athabasca University Press
Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. International Review of Research in Open and
Distance Learning, 4(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/149/230
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
Ashton, J., & Newman, L. (2006). An unfinished symphony: 21st century teacher education using knowledge creating heutagogies. British Journal of
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Bates, A. W. (1995). Technology, open learning, and distance education. London and New York: Routledge.
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Wave 3
Wave 3
Wave 4
Wave 2
Bates, A.W. (2011, November). The second wave of distance education and history of the Open University United Kingdom. [Video interview].
Retrieved on 16 October 2014 from https://app.box.com/s/cvygk4334sub0i6atrn8.
Blaschke, L.M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review of
Research in Open and Distance Learning, 13(1), 56-71
Blaschke, L.M. (2013, July 7). Emergence of the Third Wave [Msg 1]. Message posted to https://learn.umuc.edu/d2l/le/content/33589/Home
Bullen, M. (1995, June). Andragogy and university distance education. Paper presented to the 17th conference on the International Council for Open
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Clark, D. (2011). More pedagogic change in 10 years than last 1000 years all driven by 10 technology innovations. [Blog post.] Retrieved from
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and London: Routledge,13-25
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Guri-Rosenblit, S. (2009). Diverse models of distance teaching universities. Encyclopedia of Distance Learning, 2, 727-733. Available from:
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distance education: Understanding teaching and learning in a new era (pp. 46-66). New York and London: Routledge
Holmberg, B (2005). Concepts and terminology Student bodies. The evolution, principles, and practice of distance education. Oldenburg, Germany:
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Ice, P. (2008). The future of learning technologies. In Cleveland-Innes, M.F. & Garrison, D.R. An introduction to distance education: Understanding
teaching and learning in a new era. New York and London: Routledge, p. 138.
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Jonassen, D., Davidson, M., Collins, M., Campbell, J., Bannan Haag, B. (1995). Constructivism and computer-mediated communication in distance
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Kamenetz, A. (2010). Edupunks, edupreneurs, and the coming transformation of higher education. Canada: Chelsea Green Publishing Company.
Kanuka, H. & Brooks, C. (2010). 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
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education: Understanding teaching and learning in a new era (pp. 26-45). New York and London: Routledge
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WAVES OF DISTANCE EDUCATION BY GROUP 4 OMDE601 UMUC - FALL 2014

WAVE 1 : Correspondence/Independent Study

Need for tradespecific training (ex:

Borje Holmberg significant writing on

1920's High School

Michael Moore &

WAVES OF DISTANCE EDUCATION BY GROUP 4 OMDE601 UMUC - FALL 2014

WAVE 1 : Correspondence/Independent Study

A way to help need

1920 Start high

Tone was passive and

Similar to pen pals and

Otto Peters - his

Local papers and

Gary Miller (in

WAVES OF DISTANCE EDUCATION BY GROUP 4 OMDE601 UMUC - FALL 2014

WAVE 1 : Correspondence/Independent Study

Forefront of the open

Ability to learn at own

WAVES OF DISTANCE EDUCATION BY GROUP 4 OMDE601 UMUC - FALL 2014

WAVE 1 : Correspondence/Independent Study

Education for education

Still used today as

WAVE 2: Systems Approach

WAVES OF DISTANCE EDUCATION BY GROUP 4 OMDE601 UMUC - FALL 2014

WAVE 2: Systems Approach

WAVES OF DISTANCE EDUCATION BY GROUP 4 OMDE601 UMUC - FALL 2014

WAVE 2: Systems Approach

Doug Shale (in

WAVES OF DISTANCE EDUCATION BY GROUP 4 OMDE601 UMUC - FALL 2014

WAVE 2: Systems Approach

Andragogy behaviorist concept of

Greville Rumble writes about the

Otto Peters - writes

WAVES OF DISTANCE EDUCATION BY GROUP 4 OMDE601 UMUC - FALL 2014

WAVE 2: Systems Approach

Course and content

and faculty members

Video and Teleconferencing

WAVES OF DISTANCE EDUCATION BY GROUP 4 OMDE601 UMUC - FALL 2014

WAVE 2: Systems Approach

and low dialogue

Pre-Internet edge still

Public TV and later

Greg Kearsley writes about systems

Mark Bullen - writes

WAVES OF DISTANCE EDUCATION BY GROUP 4 OMDE601 UMUC - FALL 2014

WAVE 2: Systems Approach

WAVES OF DISTANCE EDUCATION BY GROUP 4 OMDE601 UMUC - FALL 2014

WAVE 2: Systems Approach

WAVES OF DISTANCE EDUCATION BY GROUP 4 OMDE601 UMUC - FALL 2014

WAVE 3: Internet/Web-based Communication

Internet & Web

Terry Anderson writes about modes of

Use of online video

Randy Garrison writes about

Cognitive theory design learning

Web 2.0 (Swan,

Otto Peters - writes

WAVES OF DISTANCE EDUCATION BY GROUP 4 OMDE601 UMUC - FALL 2014

WAVE 3: Internet/Web-based Communication

Karen Swan (in

Norman Vaughan (in