Connectivism-
The Networking Theory
Martha Jazdziewski
University of Maryland University College
Connectivism – The Networking Theory
According to Anderson & Dron (2011) there are three generations of flexible learning, or three basic pedagogical theories for distance education (DE); behaviorist/cognitive, constructivist, and connectivism. The three generations can be tracked in a historically linear pattern, from pre-industrial distance education, all the way through the current pedagogical methods; however there is still overlap between the theories. Instructors and course designers have all of these options available for course development, and with more options, each student is able to develop his or her own personal learning strategies and networks.
Behaviorist/Cognitive Theory
Historically, distance education was strictly handled via mail delivery with paper and pencil, in an asynchronous environment, thus the behaviorist and cognitive styles were the only possible methods with no real interaction between the teacher and the student. Even after the advent of better technology for communications, the behaviorist style of direct instruction from teacher to student, and response from student to teacher continued to be widely used, but cognitive theory began to be included. Cognitive theory and teaching methods can be described as attempting to determine how people learn best. By integrating some of the methods designed to assist in knowledge acquisition and retention, such as chunking or utilizing working memory, the one-on-one learning experience was enhanced (Sorden, 2005).
Constructivist Theory
In the second wave of DE, new technologies began to be explored for implementation into teaching methods. These technologies included such communication tools as video conferencing, television programming and the fledgling computer, attached to the internet. Even though these communications were available, the DE environment remained focused on individualized BC learning and teaching. Gradually it became clear that these newer technologies could in fact be used to promote interactivity between not only the student and teacher, but between students as well. This led to the integration of constructivist theories of distance education. The constructivist theories built on the research of such researchers as Papert and Vygotsky, who actively studied children and their ability to learn (Kop & Hill, 2005).These methods included scaffolding and other designs where new knowledge is built upon the foundation of previous learning. The constructivist methods were much more open to back-and-forth communication and flexibility, and encouraged student to student communication and group work. Constructivism shifted the pedagogical focus from “teaching” to “learning” (Swan, 2010, p. 113). While constructivist methods did engage the student more actively, they were not without critics. Criticisms included the fact that synchronous interactions made the programs too difficult for non-traditional students, and that the group reliance did not translate outside of the classroom into real life experiences.
Connectivist Theory
Connectivist theory on the other hand can be seen as systems of networks and collectives. This method is focused on building networks of resources, contacts and information (Siemens, 2004). Society has instigated this change with the advent of, and the quick adoption of social and themed networks, such as Facebook, Twitter, and Linked-in, which allow ways for users to stay in constant touch with friends or colleagues and allow for the rapid transfer of information to vast numbers of interested recipients in bulk. The distance education community immediately seized on the potential power of these tools and has quickly incorporated them into modern pedagogical methods.
Connectivism is a blended form of pedagogical theory, which recognizes that a diversity and plethora of options allow for the optimum educational experience. Some elements of behaviorism and cognitive theory exist, along with the groups from collectivism, but they are much wider and broader. Because of the speed and ease of knowledge transfer, and because of the vast numbers of interacting individuals, ideas can be transmitted quickly, discussed from a huge range of diverse outlooks and adapted as desired.
Along with this freer, more open type of idea-sharing has come a philosophy of transparency and openness towards information-sharing. Universities such as the UK Open University (http://oro.open.ac.uk/) and Abathasca University (https://tekri.athabascau.ca/content/openness-education) have led these movements, with the free, easy availability of research and expert opinions available to everyone, at will. This philosophy has expanded the availability of not only pedagogical theory in distance education, but in education generally.
The great beauty of connectivism is in its flexibility. Flexibility can be seen as increased accessibility, student choice and control, giving students responsibility, and the ability to provide strong student support. (Peters, 2001, p. 156) All four aspects of flexibility are included in this pedagogical technique. With the ability to engage in both synchronous and asynchronous sessions and communications, students do have a choice that they might not have had previously. If they cannot participate in real time, it is easy and common for classes, sessions, meetings and seminars to be recorded, allowing the student to view events at their convenience. This allows ease of accessibility and control/choice for the student. As with most distance education, of course, the primary responsibility lies with the student, regardless of the pedagogical theories in use. However, the strongest flexibility is arguably the student support that can be offered via connectivism. Because the support in not unidirectional, from the teacher to the student, but instead is omnidirectional. The student can seek and receive support from other students, peers, other instructors and experts in the field, or even by personal research.
One serious consideration that is well addressed by connectivist pedagogy is the issue of the technology divide between digital natives (students who have been exposed to modern technology their entire lives) and digital “immigrants” - those older students who have had to adopt new technologies as adults. (Prensky, 2001) Because of the flexibility of connectivism, both experienced and novice users can have their needs easily met (Wager, 2005). Because some students are comfortable with the “sharing” and “interactivity” of collectivism, others may find it burdensome or uncomfortable. When these parameters are kept in mind, the structures of connectivism can be adapted to work well for a majority of, if not all, distance education learners. (Tschofen & Mackness, 2012, p. 132)
Conclusion
While there is an overlap between behavioral/cognitive, constructivist and connectivist theories, the current trend is towards a connectivist system. In designing a course, utilizing the behavioral/cognitive models assists in memory and increasing conceptual knowledge. Constructivist methods help to increase diversity, open dialogue and increase group skills. And connectivist theory allows the student to increase communication with peers and experts in the field, and to grow and maintain personal networks for the future.
References
Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review Of Research In Open And Distance Learning, 12(3), 80-97 Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ920744
Tschofen, C., & Mackness, J. (2012). Connectivism and dimensions of individual experience. International Review Of Research In Open & Distance Learning, 13(1), 124-143. Retrieved from http://www.irrodl.org/index.php/irrodl
Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past?. International Review Of Research In Open & Distance Learning, 9(3), 1-13. Retrieved from http://www.irrodl.org/index.php/irrodl
Peters, O. (2001). Learning and teaching in distance education: pedagogical analyses and interpretations in an international perspective. London: Kogan
Prensky, M. (2001). On the horizon. MCB University Press, 9 (5). Retrieved from http://www.marcprensky.com/writing/default.asp
Siemens, G. (2004). Connectivism: A learning theory for the digital age. elearnspace.com. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Sorden, S. (2005). A cognitive approach to instructional design for multimedia learning. Informing Science, 8263-279. Retrieved from http://www.informingscience.us/icarus/journals/informingscij/publications
Swan, K. (2010). Teaching and learning in post-industrial distance education. In M. F. Cleveland-Innes & D. R. Garrison, An introduction to distance education: Understanding teaching and learning in a new era (pp. 108-134). New York: Routledge.
Wager, J. (2005). Support services for the net generation. In D. Oblinger & J. Oblinger (Eds.) Educating the net generation. Washington, DC: Educause. Retrieved from www.educause.edu/educatingthenetgen/
The Networking Theory
Martha Jazdziewski
University of Maryland University College
Connectivism – The Networking Theory
According to Anderson & Dron (2011) there are three generations of flexible learning, or three basic pedagogical theories for distance education (DE); behaviorist/cognitive, constructivist, and connectivism. The three generations can be tracked in a historically linear pattern, from pre-industrial distance education, all the way through the current pedagogical methods; however there is still overlap between the theories. Instructors and course designers have all of these options available for course development, and with more options, each student is able to develop his or her own personal learning strategies and networks.
Behaviorist/Cognitive Theory
Historically, distance education was strictly handled via mail delivery with paper and pencil, in an asynchronous environment, thus the behaviorist and cognitive styles were the only possible methods with no real interaction between the teacher and the student. Even after the advent of better technology for communications, the behaviorist style of direct instruction from teacher to student, and response from student to teacher continued to be widely used, but cognitive theory began to be included. Cognitive theory and teaching methods can be described as attempting to determine how people learn best. By integrating some of the methods designed to assist in knowledge acquisition and retention, such as chunking or utilizing working memory, the one-on-one learning experience was enhanced (Sorden, 2005).
Constructivist Theory
In the second wave of DE, new technologies began to be explored for implementation into teaching methods. These technologies included such communication tools as video conferencing, television programming and the fledgling computer, attached to the internet. Even though these communications were available, the DE environment remained focused on individualized BC learning and teaching. Gradually it became clear that these newer technologies could in fact be used to promote interactivity between not only the student and teacher, but between students as well. This led to the integration of constructivist theories of distance education. The constructivist theories built on the research of such researchers as Papert and Vygotsky, who actively studied children and their ability to learn (Kop & Hill, 2005).These methods included scaffolding and other designs where new knowledge is built upon the foundation of previous learning. The constructivist methods were much more open to back-and-forth communication and flexibility, and encouraged student to student communication and group work. Constructivism shifted the pedagogical focus from “teaching” to “learning” (Swan, 2010, p. 113). While constructivist methods did engage the student more actively, they were not without critics. Criticisms included the fact that synchronous interactions made the programs too difficult for non-traditional students, and that the group reliance did not translate outside of the classroom into real life experiences.
Connectivist Theory
Connectivist theory on the other hand can be seen as systems of networks and collectives. This method is focused on building networks of resources, contacts and information (Siemens, 2004). Society has instigated this change with the advent of, and the quick adoption of social and themed networks, such as Facebook, Twitter, and Linked-in, which allow ways for users to stay in constant touch with friends or colleagues and allow for the rapid transfer of information to vast numbers of interested recipients in bulk. The distance education community immediately seized on the potential power of these tools and has quickly incorporated them into modern pedagogical methods.
Connectivism is a blended form of pedagogical theory, which recognizes that a diversity and plethora of options allow for the optimum educational experience. Some elements of behaviorism and cognitive theory exist, along with the groups from collectivism, but they are much wider and broader. Because of the speed and ease of knowledge transfer, and because of the vast numbers of interacting individuals, ideas can be transmitted quickly, discussed from a huge range of diverse outlooks and adapted as desired.
Along with this freer, more open type of idea-sharing has come a philosophy of transparency and openness towards information-sharing. Universities such as the UK Open University (http://oro.open.ac.uk/) and Abathasca University (https://tekri.athabascau.ca/content/openness-education) have led these movements, with the free, easy availability of research and expert opinions available to everyone, at will. This philosophy has expanded the availability of not only pedagogical theory in distance education, but in education generally.
The great beauty of connectivism is in its flexibility. Flexibility can be seen as increased accessibility, student choice and control, giving students responsibility, and the ability to provide strong student support. (Peters, 2001, p. 156) All four aspects of flexibility are included in this pedagogical technique. With the ability to engage in both synchronous and asynchronous sessions and communications, students do have a choice that they might not have had previously. If they cannot participate in real time, it is easy and common for classes, sessions, meetings and seminars to be recorded, allowing the student to view events at their convenience. This allows ease of accessibility and control/choice for the student. As with most distance education, of course, the primary responsibility lies with the student, regardless of the pedagogical theories in use. However, the strongest flexibility is arguably the student support that can be offered via connectivism. Because the support in not unidirectional, from the teacher to the student, but instead is omnidirectional. The student can seek and receive support from other students, peers, other instructors and experts in the field, or even by personal research.
One serious consideration that is well addressed by connectivist pedagogy is the issue of the technology divide between digital natives (students who have been exposed to modern technology their entire lives) and digital “immigrants” - those older students who have had to adopt new technologies as adults. (Prensky, 2001) Because of the flexibility of connectivism, both experienced and novice users can have their needs easily met (Wager, 2005). Because some students are comfortable with the “sharing” and “interactivity” of collectivism, others may find it burdensome or uncomfortable. When these parameters are kept in mind, the structures of connectivism can be adapted to work well for a majority of, if not all, distance education learners. (Tschofen & Mackness, 2012, p. 132)
Conclusion
While there is an overlap between behavioral/cognitive, constructivist and connectivist theories, the current trend is towards a connectivist system. In designing a course, utilizing the behavioral/cognitive models assists in memory and increasing conceptual knowledge. Constructivist methods help to increase diversity, open dialogue and increase group skills. And connectivist theory allows the student to increase communication with peers and experts in the field, and to grow and maintain personal networks for the future.
References
Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review Of Research In Open And Distance Learning, 12(3), 80-97 Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ920744
Tschofen, C., & Mackness, J. (2012). Connectivism and dimensions of individual experience. International Review Of Research In Open & Distance Learning, 13(1), 124-143. Retrieved from http://www.irrodl.org/index.php/irrodl
Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past?. International Review Of Research In Open & Distance Learning, 9(3), 1-13. Retrieved from http://www.irrodl.org/index.php/irrodl
Peters, O. (2001). Learning and teaching in distance education: pedagogical analyses and interpretations in an international perspective. London: Kogan
Prensky, M. (2001). On the horizon. MCB University Press, 9 (5). Retrieved from http://www.marcprensky.com/writing/default.asp
Siemens, G. (2004). Connectivism: A learning theory for the digital age. elearnspace.com. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Sorden, S. (2005). A cognitive approach to instructional design for multimedia learning. Informing Science, 8263-279. Retrieved from http://www.informingscience.us/icarus/journals/informingscij/publications
Swan, K. (2010). Teaching and learning in post-industrial distance education. In M. F. Cleveland-Innes & D. R. Garrison, An introduction to distance education: Understanding teaching and learning in a new era (pp. 108-134). New York: Routledge.
Wager, J. (2005). Support services for the net generation. In D. Oblinger & J. Oblinger (Eds.) Educating the net generation. Washington, DC: Educause. Retrieved from www.educause.edu/educatingthenetgen/
Institutional Models of Distance Education
Comparing and Contrasting
African Virtual University and Walden University
Martha Jazdziewski
University of Maryland University College
Abstract
The concept of distance education is well established in many western, developed countries, but is still in its infancy in other less-developed nations. This paper looks at two institutions which are dissimilar in terms of geographic location, resources, experience and educational provisions, and yet which are similar in many key areas. The African Virtual University (AVU) is the under-developed region’s institution used in this comparison, while Walden University is used to demonstrate the developed nation Distance Education resource.
Institutional Models of Distance Education
Comparing and Contrasting
African Virtual University and Walden University
Distance education (DE) is the term used for any type of knowledge transfer which takes place when the instructor and the student are in different locations when the teaching occurs. This can be either synchronous (at the same time) or asynchronous (at different times). With today’s technology, DE is typically online education, with the majority of the teaching and learning occurring via computers with internet connections. The two universities which are observed for this paper are both online distance education providers, which offer classes in both asynchronous and synchronous formats, and even have some limited offerings for face-to-face opportunities. The universities are the African Virtual University (AVU) and Walden University. As we will see, while there are many differences, the similarities are strong, and the ultimate outcomes are very strong for both university systems.
History/Reason for existence
Walden University could be seen as a continuation of western education repackaged in a more convenient and accessible form. In other words, it offered a more convenient method of education to students who almost certainly had other forms of education reasonably available to them. In Western culture, because universities and colleges are scattered throughout the region, a student desiring an education has many resources available. Online DE is simply an additional method of delivery. Walden is a respected and well known “for profit” institution, part of a much broader system owned by Laureate Education, (Moore & Kearsley, 2012, p.47) In contrast, in Africa, choices are much more limited and localized. Thus the availability of distance education in African nations offers a primary availability of education for many students. AVU is supported by charitable foundations, government funding and other non-for-profit funding.
AVU has been in existence for over 13 years. They historically offered a curriculum which was brokered by western countries. According to the Rector of the school, Dr. Bakary Diallo, since 2007 the university has shifted to African-created lessons more in keeping with the needs of the general population. One important function of this school is help promote peace in the African continent, where tensions often run high between the nations, which have different political structures, religions, and even languages. AVU caters to Member States, which at this time are the Republic of Kenya, Senegal, Mauritania, Mali, Cote d'ivore (Ivory Coast), Tanzania, Mozambique, the Democratic Republic of Congo, Benin, Ghana, Guinea, Burkina Faso, Niger, and South Sudan.
Mission and Population Served
AVU claims the following mission statement: "To facilitate the use of effective Open, Distance and eLearning in African institutions of tertiary education"
Walden University offers this mission statement: “Walden University provides a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they can effect positive social change.”
According to Dzvimbo & Kariuki (n.d.), the AVU was established in 1997 as a project by the World Bank Organization (p.59). During its existence the AVU has boasted 40,000 students from 27 countries in Africa. In Somalia, the school claims 4,000 graduates including 30% women, which is unusual in undeveloped nations. In fact, AVU is focusing on increasing the future participation of female students using marketing strategies and scholarship opportunities.
In contrast, Walden University, which was established in 1970, has an estimated annual class membership of approximately 48,000. Their focus is on offering programs to working adults who desire a flexible education schedule that they can coordinate with their other life obligations. Women account for 77% of Walden’s student population. Walden also caters to US Military force students in overseas locations, and has a significant international student profile from 140 countries, which they are actively attempting to increase.
Values Espoused/Inherent to the Institution
We can see the difference in goals in the vision statements of each institution. The primary vision for the AVU is “To be the leading Pan-African open, distance and eLearning network", which would correspond with the relatively small size of the institution compared to the wide geographic region. On the other hand, Walden University’s vision is “a distinctively different 21st-century learning community where knowledge is judged worthy to the degree that it can be applied by its graduates to the immediate solutions of critical societal challenges, thereby advancing the greater global good” which corresponds with their significantly larger footprint.
Organization/Systems of Operation
Nowhere is the difference between the two institutions more dramatic than in comparing the differences in curriculum offerings. The AVU currently offers Bachelors of Education degrees in only four categories: Mathematics, Physics, Chemistry and Biology. In addition, they offer certificates in 8 practical subjects, including 5 in information and communications technology. Walden offers 85 different concentrations for their Bachelor’s degree, and also offer a myriad of other education, including certificates, master’s degrees and PhD programs.
Model of Teaching and Learning
Walden University utilizes a student-centered approach to learning. This approach is based on student autonomy, with a good deal of support for the learner. This teaching method generally includes a set structure for courses, allowing flexibility to the student in mostly asynchronous environments. The map, or guiding force for these classes is a strong syllabus which includes learning objectives, class goals, grading criteria and schedules. Assignments, tests and online participation are all delivered and graded via online submissions.
AVU structures its classes as live remote lessons with synchronous interaction between the instructor and students. The lessons are, however, also available for students as recorded (asynchronous) sessions, for flexible viewing. They also include such asynchronous activities as class chats, group studies and flexible access to materials and support.
Technologies Used
Both universities concentrate primarily on online distance education classes, with each using both synchronous and asynchronous methods. Each university offers virtual classrooms, which are the main hub for the classroom activities, and both universities also offer several online features such as libraries and student assistance centers. Walden has considerably more resources available to the student population with such features as tutoring and a new focus on creating/offering cellular technology so that students and instructors can study even more remotely than from a home or laptop computer. One can clearly see that resources are much stronger at Walden, where they boast not only of a staffed online library, but also a Research Center which, among other functions, assists in grant and fellowship requests and research publication and presentation.
AVU has 12 Partner facilities in the African nations of Somalia, Ethiopia, Senegal, Kenya, Mozambique, Madagascar, Uganda, Tanzania, Zambia and Zimbabwe which offer some “mixed-mode” or hybrid classes and some face-to-face classes. Walden, however, does not offer hybrid or face-to-face classes. Their delivery system is strictly online distance education. Within individual programs, there are some opportunities for face-to-face contact, through the use of internships and residencies. The residency program is normally a week-long conference-style symposium at a conference center/hotel. This allows the student and faculty to engage in live interactions and lectures.
AVU offers fully equipped Open, Distance & eLearning (ODeL) Centres which are for the use of the faculty. Because resources are relatively difficult to come by in Africa, these ODeL centers allow a dedicated area for faculty to train, research, collaborate, and transmit classes. These centers are equipped with furnishings, electronics, software and connectivity. They are located on the premises of the Partner facilities shown above. While Walden offers considerable resources for their faculty, the need for dedicated facilities is not present, so their services are offered online.
Conclusion
While the specifics of each university system are different, they have much in common. AVU is focused on providing an economical, high quality education to people who have few options, as opposed to Walden, which has to add considerable value to appeal to an audience who has many options available. But both systems, in general, offer the same basic services: high quality education, online delivery, flexibility and a good value for the cost.
References
Accredited Online University Degree Programs, Walden University. (n.d.). Accredited Online University Degree Programs Walden University. Retrieved from <www. waldenu.edu>
African Virtual University (AVU), Leading eLearning Network in Africa. (n.d.). African Virtual University (AVU), Leading eLearning Network in Africa. Retrieved from <www. avu.org>
Dzvimbo, K. P., & Kariuki, C.W. (n.d.). Quality assurance in the African Virtual University: A case study. Commonwealth of Learning (COL). Retrieved from <www. col.org/SiteCollectionDocuments/PS-QA_chapter4.pdf>
Moore, M. G., & Kearsley, G. (2012). Distance education: a systems view of online learning (3rd ed.). Belmont, CA: Wadsworth Cengage Learning.
Defining Distance Education
Education is available in many forms and venues. There are brick-and-mortar traditional classrooms, and then there are many different methods of acquiring knowledge using modern technology. The latter concept has become known as distance education (DE), since it is not performed in the traditional setting. The concept of distance education is perhaps also the best definition of the idea.
A very basic definition of distance education is found in the beginning of Moore and Kearsley’s work (2005, p. 2) where they differentiate the term “distance learning” from “distance education.” Their definition of distance education is:
planned learning that normally occurs in a different place from teaching, requiring special course design and instruction techniques, communication through various technologies, and special organizational and administrative arrangements.
They make the case for their preference because it includes both aspects of learning and teaching, taking the two-sided relationship between teacher and student into consideration. Of course, in today’s DE the relationships can include student peers, additional instructors and visiting experts, but the point is still valid. Learning implies that the student is simply a sponge, absorbing information, while education more correctly describes the interaction between all parties. As in traditional education, the ultimate environment for learning includes approaches that engage all parties in as many ways as possible.
Cooperative education techniques, which have proven to be quite successful in brick-and-mortar classrooms (Jones & Jones, 2008) certainly can be applied successfully in DE through the use of chat rooms, video technology and virtual grouping. One new technology which is gaining acceptance is the use of student-driven wikis (content management systems) to promote peer evaluation of other students as well as a medium for student-driven information sharing (He, 2011). This has a distinct advantage of allowing multiple users to work on the same content, which is an excellent method of promoting collaborative interaction. (What is a wiki?, n.d.).
When we compare such innovations as the classroom wiki, virtual conferences, and instant media delivery to the very basics of industrial-era DE correspondences classes where the interaction between the instructor and the student was much more one-sided and static, it is easy to see the differences between the concepts of distance learning and distance education. In the correspondence model a lesson was delivered to the student, the student completed the lesson and mailed it back. (Peters, 2001, p.19) The instructor then graded, commented on and returned the results to the student. This static method took weeks or even months, and there was almost no interaction between student and teacher. In today’s post-industrial virtual classrooms, we not only have the ability to interact at will, we also can do it at great speeds. We can also include a variety of media formats: textual, video, audio, conversational and graphic; and we can offer the same information in several different formats, to reinforce or appeal to different learning styles at the same time.
Clearly, education is far more encompassing than simply learning, and thus the term distance education is certainly a much better choice for what is actually happening in virtual classrooms.
References
He, W. (2011). Using Wikis to Enhance Website Peer Evaluation in an Online Website Development Course: An Exploratory Study. Journal Of Information Technology Education: Innovations In Practice, 10IIP. Retrieved from http://www.jite.org/documents/Vol10/JITEv10IIPp235-247WuHe997.pdf
Jones, K. A., & Jones, J. L. (2008). A Descriptive Account of Cooperative-Learning Based Practice in Teacher Education. College Quarterly, 11(1), 1-13.
Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view. Belmont, CA: Wadsworth.
Peters, O. (2001). Learning and teaching in distance education: Analyses and interpretations from an international perspective (2nd ed.). London: Kogan Page.
"What is a Wiki - Wikis Explained - Understanding Wiki." Web Trends: All About Internet Trends & Social Media Trends. N.p., n.d. Retrieved from http://webtrends.about.com/od/wiki/a/what_is_a_wiki.htm
Education is available in many forms and venues. There are brick-and-mortar traditional classrooms, and then there are many different methods of acquiring knowledge using modern technology. The latter concept has become known as distance education (DE), since it is not performed in the traditional setting. The concept of distance education is perhaps also the best definition of the idea.
A very basic definition of distance education is found in the beginning of Moore and Kearsley’s work (2005, p. 2) where they differentiate the term “distance learning” from “distance education.” Their definition of distance education is:
planned learning that normally occurs in a different place from teaching, requiring special course design and instruction techniques, communication through various technologies, and special organizational and administrative arrangements.
They make the case for their preference because it includes both aspects of learning and teaching, taking the two-sided relationship between teacher and student into consideration. Of course, in today’s DE the relationships can include student peers, additional instructors and visiting experts, but the point is still valid. Learning implies that the student is simply a sponge, absorbing information, while education more correctly describes the interaction between all parties. As in traditional education, the ultimate environment for learning includes approaches that engage all parties in as many ways as possible.
Cooperative education techniques, which have proven to be quite successful in brick-and-mortar classrooms (Jones & Jones, 2008) certainly can be applied successfully in DE through the use of chat rooms, video technology and virtual grouping. One new technology which is gaining acceptance is the use of student-driven wikis (content management systems) to promote peer evaluation of other students as well as a medium for student-driven information sharing (He, 2011). This has a distinct advantage of allowing multiple users to work on the same content, which is an excellent method of promoting collaborative interaction. (What is a wiki?, n.d.).
When we compare such innovations as the classroom wiki, virtual conferences, and instant media delivery to the very basics of industrial-era DE correspondences classes where the interaction between the instructor and the student was much more one-sided and static, it is easy to see the differences between the concepts of distance learning and distance education. In the correspondence model a lesson was delivered to the student, the student completed the lesson and mailed it back. (Peters, 2001, p.19) The instructor then graded, commented on and returned the results to the student. This static method took weeks or even months, and there was almost no interaction between student and teacher. In today’s post-industrial virtual classrooms, we not only have the ability to interact at will, we also can do it at great speeds. We can also include a variety of media formats: textual, video, audio, conversational and graphic; and we can offer the same information in several different formats, to reinforce or appeal to different learning styles at the same time.
Clearly, education is far more encompassing than simply learning, and thus the term distance education is certainly a much better choice for what is actually happening in virtual classrooms.
References
He, W. (2011). Using Wikis to Enhance Website Peer Evaluation in an Online Website Development Course: An Exploratory Study. Journal Of Information Technology Education: Innovations In Practice, 10IIP. Retrieved from http://www.jite.org/documents/Vol10/JITEv10IIPp235-247WuHe997.pdf
Jones, K. A., & Jones, J. L. (2008). A Descriptive Account of Cooperative-Learning Based Practice in Teacher Education. College Quarterly, 11(1), 1-13.
Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view. Belmont, CA: Wadsworth.
Peters, O. (2001). Learning and teaching in distance education: Analyses and interpretations from an international perspective (2nd ed.). London: Kogan Page.
"What is a Wiki - Wikis Explained - Understanding Wiki." Web Trends: All About Internet Trends & Social Media Trends. N.p., n.d. Retrieved from http://webtrends.about.com/od/wiki/a/what_is_a_wiki.htm
Including and Applying Andragogy Principles to Adult Distance Education
References
Blaschke, L. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review Of Research In Open & Distance Learning, 13(1), 56-71.
Chan, S. (2010). Applications of andragogy in multi-disciplined teaching and learning. Journal Of Adult Education, 39(2), 25-35.
Donavant, B. W. (2009). The new, modern practice of adult education: Online instruction in a continuing professional education setting. Adult Education Quarterly: A Journal Of Research And Theory, 59(3), 227-245.
Gitterman, A. (2004). Interactive andragogy: Principles, methods, and skills. Journal Of Teaching In Social Work, 24(3-4), 95-112.
Green, G., & Ballard, G. H. (2011). No substitute for experience: Transforming teacher preparation with experiential and adult learning practices. SRATE Journal, 20(1), 12-20.
Mancuso, L. C., Alijani, G. S., Kwun, O., & Smith, L. D. (2010). Successful outcomes of teaching minority undergraduate students entrepreneurial business planning concepts using andragogy and service learning. Journal Of Entrepreneurship Education, 1337-44.
McGrath, V. (2009). Reviewing the evidence on how adult students learn: An examination of Knowles' model of andragogy. Adult Learner: The Irish Journal Of Adult And Community Education, 99-110.
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