Sherma Edwards 1

OMDE 610 Section, 9020

Sherma Edwards
OMDE 610 Section, 9020
June 7th, 2015
Distance Learning Traditions and Online Teaching and Learning

Sherma Edwards 2
OMDE 610 Section, 9020

Introduction
Distance Learning (DL) has evolved due to globalization and societal shift. This specific
learning platform was designed so that technology can be used to serve its learners. Additionally,
it allows education to become attainable while minimizing geographical constraints. DL has
become increasingly possible because of our current Knowledge and Information Ages,
especially considering todays Net Generation (Harasim, 2012) youth, who value the Internet and
the World Wide Web as a necessity, both personally and professionally (Harasim, 2012). As a
result, DL is no longer just a niche product but a very demanding form of education that caters to
various nontraditional learners in self-paced and independent manners, from anywhere in the
world. The DL environment and its tradition, however, have converted from an analog era to
digital era and is still continuously standing at the cusp of change (Cleveland-Innes &
Garrison, 2010, p.1).
Distance Learning Traditions and the Impact on Online Teaching and Learning
According to Cleveland-Innes and Garrison (2010) the history of distance education
(DE) has seen a preoccupation with geographical constraints along with technologies to
neutralize distance and increase access (p.13). During this era and the earliest stages of the 20th
century, growth of the correspondence education and the creation of the British Open
University (Cleveland-Innes & Garrison, 2010, p.14) coincided with the industrial age.
Pedagogy was delivered as a one-way communication and was introduced through text; students
were responsible for independent study. The emergence of the correspondence education
(Cleveland-Innes & Garrison, 2010, p.14) has provided teachers and DL institutions with
communications technology: specifically the mailing system and the ability to distribute course
materials economically (Cleveland-Innes & Garrison, 2010, p.14). Nonetheless, students were

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OMDE 610 Section, 9020

then responsible for returning completed assignments via the mailing system back to the
instructor. The students suffered a lack of interaction with both the instructor and peers because
of the course design. Consequently, they faced isolation and depersonalization (Cleveland-Innes
& Garrison, 2010, p.16).
Both technology and theory evolved in the early history and industrialization of DL.
Scholars and theorists including Charles Wedemeyer (1971), Otto Peters (1994, 1998), Berje
Holmberg (1989), Michael Moore (1990, 1991) and D.R. Garrison (1989) saw the need to
address economics of scale, accessibility, independence, interaction, collaboration and
communication issues (Cleveland-Innes & Garrison, 2010). Both Wedemeyer (1971) and Peters
(1994, 1998) main focus were on the issues of accessibility and economics of sale (ClevelandInnes & Garrison, 2010). Wedemeyer was a pioneer in the theoretical development and his
goal was to provide educational access to socially disadvantaged individuals while Peters
(1994, 1998) wrote on organizational structures (Cleveland-Innes & Garrison, 2010, p.14).
The industrial model, however, has transmitted information to its learners quite
proficiently, although a major pitfall has been seen through the development of the two-way
communication (Cleveland-Innes & Garrison, 2010). Regardless of the implicitly militated
actions against sustained two-way communication, during the industrial age, changes had to be
made to the teaching and content distribution methods and two-way communication was
developed which included audio, video and text- based conferencing and internet-based audio
(Cleveland-Innes & Garrison, 2010, p.15). Moore (1990, 1991) noted the importance of
interaction and tried to address both structural and dialogue issues experienced within DL
environment. Additionally, Holmberg discussed preventative measures to eliminate students
perceptions of feeling alone (Cleveland-Innes & Garrison, 2010).

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OMDE 610 Section, 9020

As time proceeded, a greater emphasis was placed on communication within DE in the

20th and 21st century. Communication and interaction tools, such as web 2.0 and social networks
were established; this richer collaboration eventually began to add value to the DL environment.
As the DL environment grew, due to the constant technology advancements, DE institutions have
tried to still remain coherent in economic strategies and have also tried to construct the best
practices in managing and stimulating change. In addition, DE institutions also have to deal with
other critical issues such as diversity, culture, global competition, training, enhancement
opportunities and most importantly, the quality of online programs.
In efforts to eliminate pedagogical, organizational and DL issues, DL institutions must
have an effective leader. He or she must be equipped with the necessary skills to alleviate any
unforeseen problems and envision the future. Thus many online institutions have worked on
developing their scale of economics as practiced in the earliest stages of DL. For profit
institutions such as the University of Phoenix and Strayer University, non for-profit organizations
such as University of Maryland University College and Liberty University and other accredited,
non-accredited, public and private online schools have developed and a proliferation of existing
online programs (Bates, 2005). Because of the global competition, each of the prevailing online
institutions have revamped their programs in such a way to maintain legitimacy, to eventually
obtain accreditation and to have a assets valuable to its learners and to build a competitive edge.
Many other existing educational theorists have discussed the various generations,
technology advancements and delivery methods between asynchronous and synchronous
communications experienced in DE (Bates, 2005; Moore & Kearsley, 2012). According to
Harasim (2010, p.2), because of the computer networking revolution and the growth in the
technology driven world, learning theories are relevant in education and must transition as

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OMDE 610 Section, 9020

changes occur in technologies within the field of education. As previously stated, theories have
existed since the earliest stages of DL in the correspondence era and has developed today, in the
digital age. This is in hope of building a DL community that will remain competitive and
beneficial to students and teachers so that the course information is transmitted, communicated
and students are effectively assessed. However, the field of DE does lack a theoretical
framework in guiding educational design, pedagogies and use of online technologies (Harasim,
2010, p.2).
Conclusion
New theoretical perspectives are needed as DL technologies are continuing to grow in
todays society. In order to stay relevant, DL institutions must continue to coincide with the
development and scales of economics and maximizing the use of existing theories and creating
newer ones. Learning theories must focus on behaviorism, cognitivist and constructivism for the
good of human development. DL institutions can build on a partnership with other liked
institutions by creating scholarly and scientific theory that will meet the needs of both online
teaching and learning individuals.

References

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OMDE 610 Section, 9020

Anderson, T. (2008). The theory and practice of online learning. Edmonton, Canada: Au Press,
Athabasca University. Retrieved from Retrieved from www.aupress
Bates, A. W. (2005). Technology, e-learning and distance education. New York, NY:
Routledge
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
Harasim, L. (2012). Learning theory and online technologies. New York, NY: Routledge.
Moore, M. G. & Kearsley, G. (2012). Distance Education: A systems view of online learning.
Cegage: Belmont, CA