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Definition, History and Theories of Distance Education/ Chapter 2 (The…

- - - - The need for theories associated with distance education.
        
        The classifications of theories associated with distance education.
        
        The text discusses the Equivalency Theory of Desmond Keegan. This theory reads as a focus on individual but equivalent learning experiences and outcomes for learners. The individualization is based on the students unique learning environments (Simonson, Smaldino and Zvacek, 2015).
        
        Malcolm Knowles is known as the father of androgogy. In relation to distance learning, Knowles described necessary features of distance learning such as active participation and visual capability of the adult learner (Simonson, Smaldino and Zvacek, 2015).
        
        The Theory of Interaction developed by Holmberg focuses on the affective relationship between teacher and learner and the emotions of the student. Pleasant interaction and societal benefits are emphasized . According to the text, his theory integrates cognitive, affective and pyschomotor capabilities into distance education (Simonson, Smaldino and Zvacek, 2015) .
        
        The text addresses Otto Peters' Theory of the Industrialization of Teaching. According to the text, Peters compared education to the production of goods and believed in a centralized administration and a concentration of resources (Simonson, Smaldino and Zvacek, 2015) .
        
        The sixth edition of Teaching and Learning At A Distance, describes the Theory of Transactional Distance according to MIchael Moore. Moore states that transactional distance is relative and distance education should include dialog and a responsive structure. The degree of student autonomy is also classified by Moore ranging from selecting educational objectives to the methodology of student evaluation that is implemented within the course (Simonson, Smaldino and Zvacek, 2015) .
        
        According to the text, Charles Wedemeyer initiated the Theory of Independent Study regarding distance education. Wedemeyer believed in the efficient application of technology and the need for instructors to focus on educational responsibilities versus housekeeping duties. He believed in the ability to communicate without the limits of time and location and emphasized student centered learning including the pace of instruction and self-realization of educational responsibilities. Last, this theory emphasized the interpersonal relationship of the student and instructor in relation to student success (Simonson, Smaldino and Zvacek, 2015).
        
        In reflection, it is evident that an integration of particular elements of multiple theories related to distance education are necessary to individualize educational courses. The components of distance education and the need for theories are well explained throughout the chapter but the theories themselves leave room for individual interpretation and integration. As educational philosophies are constantly evolving, I believe distance learning theories are also evolving as learning environments change. As a community college instructor, I appreciate the theoretical components of individualized learning and self realization of educational responsibilities. I also believe that our time is most effectively utilized constructing meaningful learning experiences versus busy paperwork as stated in the Theory of Independent Study. I struggled with the Theory of Industrialized Education as I do not believe that distance education should be centralized and mass marketed. I do question the television advertisements for online universities and the quality of education provided by these institutions. The Theory of Interaction intrigued me as health science majors uniquely integrate the cognitive, affective and psychomotor aspects of the learning process. Last, most of my education based classes have referenced Malcolm Knowles and his development of androgogy. I have integrated components of his philosophy into my personal teaching philosophy. Simonson, M., Smaldino, S. and Zvacek, S. (2015). Teaching And Learning At A Distance. 6th ed. Charlotte: Information Age Publishing.
        
        Reflection
        
        According to the text, Keegan stated that a decision based framework for distance education was a necessity including the need to be proactive versus reactive regarding educational problem solving criteria. The text also stated that Keegan was concerned that distance education was categorized as, "a deviation of education and not a distinct field of education"(Simonson, Smaldino and Zvacek, 2015).
        
        The text states that in 1994 Moore was concerned with "macrofactors" concerning distance education including the composition of elemental teaching and learning (Simonson, Smaldino and Zvacek, 2015).
        
        According to Teaching And Learning At A Distance, in 1985 Holmberg stated that distance educators required theoretical methodology for decision making and concrete specifications pertaining to the conditions and circumstances of distance education. He was concerned that distance education would be based on trial and error and not evidence based theory (Simonson, Smaldino and Zvacek, 2015).
      - According to the text, universities that provided distance education differed in either their mission and/or practice. One of the most obvious differences that was noted in the text is the mention of British distance education programs target population of older, part-time students without the requirement of strict entrance qualifications. On the opposite end of the continuum was a German university that provided strict entrance requirements and a laborious curriculum but resulted in an abnormally high attrition rate (Simonson, Smaldino and Zvacek, 2015).
      - The history of electronic communication concerning distance education began with audio recordings and institutional based radio-stations. As the stations became less prevalent, satellite technology and television prevailed until fiber-optic, live communication became available. In current time periods, distance education is computer network and internet based (Simonson, Smaldino and Zvacek, 2015).
      - According to Teaching and Learning At A Distance, distance education is approximately 160 years old beginning with correspondence based shorthand instruction and eventually extending to authorized bachelor's, master's and doctoral academic degrees (Simonson, Smaldino and Zvacek, 2015).