Distance education

This article or section is currently under construction

In principle, someone is working on it and there should be a better version in a not so distant future.
If you want to modify this page, please discuss it with the person working on it (see the "history")

Definition

See also: e-learning

A short history

Some key dates

• Late 1800s' Universty of Chicago offers a correspondence program
• 1840 Establishment of the first correspondence school in Europe, the Sir Isaac Pitman Correspondence Colleges (UK)
• 1938 Foundation of the ICCE, the International Council for Correspondence Education
• 1939 Foundation of the CNED, the Centre National d'Éducation à Distance (France)
• 1963 Foundation of the Council for Education by Correspondence, CEC, earlier predecessor of the AECS
• 1967 Foundation of DIFF, the Deutsches Institut für Fernstudien (Germany)
• 1968 Foundation of the European Home Study Council, EHSC, another predecessor of AECS
• 1969 Foundation of the Open University (UK)
• 1974 Establishment of the FernUniversität (Hagen, Germany)
• 1980's Commercial satellite courses in the US
• 1982 The ICCE changes its name to become the ICDE, the International Council for Distance Education
• 1984 Establishment of the Open Universiteit (Netherlands)
• 1985 Foundation of the Association European Correspondence Schools, AECS, successor of the EHSC
• 1987 Foundation of the EADTU, the European Association of Distance Teaching Universities
• 1991 Establishment of EDEN, the European Distance Education Network.

Generations

Taylor identifies 4 generations.

First Generation - The Correspondence Model: Print, Second Generation - The Multimedia Model: Print, Audio/Video Tapes, CBT, CBL etc., Interactive video, Interactive multimedia Third Generation - The Telelearning Model: Various forms of audio and telconferencing, broadcasting. Fourth Generation - The Flexible Learning Model: Interactive multimedia, CMC

Note that some technology is used accross generation or just changed physical delivery methods, e.g. . DSchneider would even add print to all of these. Also we are surprised to see broadcasting only in the third generation. However, we agree that distance education did and does substantially change over the years. E.g. Keegan (1980) quoted by Gunawardena et al. (????: 358) identified six key elements of distance education:

• Separation of teacher and learner
• Influence of an educational organization
• Use of media to link teacher and learner
• Two-way exchange of communication
• Learners as individuals rather than grouped
• Education as an industrialized form

This definition still holds for most courses offered by the big distance teaching universities. However, together with the Internet boom that brought us for exemple e-learning technology, this definition doesn't hold anymore.

• An increasing variety of various CMC tools allows learners to learn together over a distance
• Traditional institutions entering the market (in particular Universities for master degree levels) using flexible e-learning tools or event video-conferencing don't necessarily adopt any sort of "industrialized" design methodology.

Finally, we believe that Taylor's 4 generations should be completed by a new emerging paradigm:

• Fifth Generation - The distributed knowledge generation model: Writing-to-learn, Community of practice using various kinds of collaborative tools like Wikis.

Kinds of distance teaching

Trindade (1993) defined the following variables to define modus operandi of distance learning regimes:

1. Who Learns: population potentially covered by distance education.
2. Who Teaches: assistance and guidance of the student by the tutor/counsellor of the school, training centre or any other.
3. What To Learn: selection of courses/curricula and related contents.
4. When To Learn: period for course attendance, study and assessment.
5. Where To Learn: places wherein to study ( home, training centre, classroom, etc.).
6. How To Learn: learning methods and techniques as well as the media to be used.

We'd add to this

1. Who designs and produces the course

Links

European distance and e-learning network

References

Handbooks and Textbooks

• Gunawardena, Charlotte Nirmalani and Marina Stock McIsaac (accessed 17:21, 11 May 2006 (MEST)). Distance education. In D. Jonassen (Ed.), Handbook of research for educational communications and technology. On-line version at http://www.aect.org/. Maybe there is an older version in the book (Second edition. New York: NY: Macmillan, pp. 403-437.)

• Moore, Michael G. and William G. Anderson (eds.) (2003). Handbook of Distance Education, Mahwah: Erlbaum, ISBN 0805839240

Studies

• Lou, Yiping, Robert M. Bernard and Philip C. Abrami (2006). Media and Pedagogy in Undergrade Distance Education: A Theory-based Meta-Analysis of Empirical Literature. Educational Technology Research and Development 54 (2), 141-176 ISSN 1042-1629

• Hara, Noriko and Rob Kling (2000). Students' Distress with a Web-based Distance Education Course, Preprint. Published in Information, Communication & Society 3(4): 557-579.

History

• Trindade, Armando Rocha (1993), Basics Of Distance Education, The Conceptual Panorama Of Distance Education And Training, European Distance Education Network (Eden). [1]. This older article contain is still a good primer for certain questions and history.

• James C Taylor, Distance Education Technologies : The Fourth Generation, The University of Southern Queensland, [2]. This text, dated ??? also provides historical insight. It must have been written in the mid-nineties.