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Teaching and Learning at a Distance (Chapter 2 (Theories (Charles…

- - - - But... sometimes learning outcome achievement is greater - perhaps due to increased time
      - "... media are vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes a change in nutrition" (Clark, 2012, p. 445)
    - - Geographical Distance - not in the same physical classroom
      - Time difference (varies)
      - Intellectual or Learning Distance
        
        ST-SP - Same time / Same Place (Face to face instruction)
        
        DT - SP - Different time / Same Place (Learning Labs or some developmental eduction
        
        ST-DP - Same Time / Different Place (Synchronous Online or teleconference)
        
        DT / DP - Different Time / Different Place (Asynchronous Online or Correspondence)
      - Disruptive by nature
        
        Focused on a different leaner
        
        Often ignored by traditional settings
        
        Curious if this continues to be supported in higher education (especially CC) data
      - Found throughout the world
        
        Turkey (early, and one of the largest examples)
        
        Open Universities - Hong Kong and Great Britain
        
        Developing currently in third world nations
        
        China - Centralized Model, not as accepted / successful
        
        European Union
        
        US
        
        Seen as cost effectove
        
        Undergoes same accreditation as more traditional delivery
        
        Development of regional support structures (state systems)
      - Including Telemedicine
        
        Focused on remote consultation, monitoring, education and mentoring
        
        Many similar concerns to higher education - who governs, who resolves complaints, who oversees etc
        
        Have never connected this topic into distance ed....
- - - - Focused on learner independence and relationship to the teacher
      - Learner is separate from instructor
      - Often Written
      - Individualized
      - Experiential
      - Convenient to the student's environment
      - Student must take responsibility for the learning
    - - Examined learner autonomy, learner distance (both in relative terms)
      - Continuum of autonomy in regards to setting objectives, selection of resources and evaluation
      - Composed of two elements - level of 2 way communication or "dialog" (Simonson, Smaldino, Zvacek, 2015, p. 43)
    - - Described 14 tenets equating distance ed to industrial production environments
      - Determined that more careful learner consideration / analysis is required for successful mass production
      - Emphasized the importance of preparation in distance ed
      - Structure is highly organized and systematic
      - Called for concentration and centralization of development processes
      - Fordist vs Post Fordist vs Neo Fordist discussion
        
        Not considered directly related to the work of Peters, but easily related
        
        Takes three variables into account when producing distance learning - product variety, innovation and labor responsibility
        
        Peters would fall into a Fordist model, is now considered to be ineffective as a true mass market does not exist and separation of labor can reduce quality.
    - - Interaction is the core of instruction
      - Less formal, 2 way interaction can increase learning by increasing "learning pleasure" (Simonson, Smaldino, Zvacek, 2015, p. 47)
      - "a leaky theory" (Simonson, Smaldino, Zvacek, 2015, p. 47)
    - - Establish a learning climate
      - Learners should provide input
      - Classification of felt vs ascribed needs
      - Learning objectives are key
      - Activities, objectives and materials must be in alignment
      - Plan that shows students that objectives are being met
      - Evaluation should be both objective and subjective
    - - DE should be equivalent rather than identical
      - Achievement of Learning Objectives should approach equality
      - I always thought this was SACS COC theory :smiley:
      - Theoretical framework evaluates how well and institution reintegrates teaching and learning given the student distance
  - - - 1840's - Pittman's Correspondence College - England - taught shorthand
      - 1873 - Boston - 10,000 students in 24 yrs
      - 1883-1891 Chautaugua College of Liberal Arts - Grants us degrees
      - 1891 - Corporate education - mining and safety - greater than 1 million students in 1920
      - Continued by waned in numbers
    - - 1920's - 120 radio stations (lasted only a decade)
      - 1930's-1980's - Rise of formalized Educational TV
        
        1980 - Learn Alaska
        
        1980's Information Highway systems - IOWA CICN
      - Mid 1980's - Present - Internet as delivery method