Theory of Distance

Learning
Carol Cao
Theory of Independent Study
Charles Wedemeyer (1981)
Independence of the student
Use of technology to foster independence of the student
10 Characteristics
1. Not dependent on same time same place
2. Greater responsibility for learning on the student
3. More time for faculty to devote to educational tasks
4. More choices in courses, formats and methodologies
5. Use all media and methods that are effective
6. Use mix media and methods
7. Redesign and develop subject to fit the media
8. Adapt to individual differences and needs
9. Evaluate student achievement simply
10. Allow students to work at their own pace.
Theory of Independent Study and Theory of Transactional Distance
Michael Moore (2007)
2 variables: the amount of learner autonomy and
distance between the teacher and learner
Transactional distance: separation of the teacher and
student, all the possible components of the environment
(structure, dialogue, autonomy)
Two main elements: Need for two way communication
(dialog) and how responsive the program is to learner
needs
More responsibility on the learner
Theory of Industrialization of Teaching
Otto Peters (1988)
Compare distance education to the industrial production of goods
Needs a division of labor in distance education
Principles
Development of courses before production process
Effectiveness depends on planning and organization
Courses must be formalized and expectations of students needs
to be standardized
Teaching is objectified
Focus on economics based on availability of resources and a
centralized administration

Theory of Interaction and Communication
Brje Holmberg (1985)
Guided Didactic Conversation
Based on communication theory
The core of teaching is in the interaction between
teacher and the learner
Emotional involvement contributes to learning pleasure,
which leads to motivation and facilitates learning
Easy access and friendly/personal tone to the content
lend itself to pleasure, motivation and learning
Effectiveness of teaching can be assessed in student
learning

Theory of Interaction and Communication
Brje Holmberg (1985)-continued
1995-new more comprehensive theory of distance education
Serves heterogeneous learners who cannot or do not want traditional face-to-
face instruction
Pace and freedom of choice are given to the learner
Society benefits from liberal study opportunities to individuals and training
opportunities for professionals
Promotes lifelong learning
Cognitive knowledge, skills, and affective learning are embedded in distance
learning
Deep learning occurs through individual activity
Supports behaviorist, cognitive, constructivist and other methods of learning
Personal relations, pleasure and empathy are needed for the success of
distance education
Andragogy
Malcolm Knowles (1990)
7 elements to the andragogical process (adult learning)
1. Creation of an environment that promotes and fosters adult learning
2. Development of structures that allows for participation and input in
the learning process
3. Need for differentiation of instruction based on needs
4. Formulations of clear objectives and expectations, and explanation
for improvements
5. Provision of activities that aid in the attainment of objectives
6. Plan for assessing objectives and expectations
7. Use of qualitative and quantitative assessments to drive learning
Andragogy
Malcolm Knowles (1990)-continued
Key features in distance education
Television classroom for seeing and hearing learners
An environment that nourishes respect and dignity
Support for comments and criticism
The needs and interests of the learner should be the focus
Clear course plans with goals, expectations, resources and
timeline
Promotion of active participation

A Theoretical Framework for Distance Education
Desmond Keegan
Success of distance learning lies in the separation of teacher and learner, and
then the reintegration of the two.
The interaction between teacher and learned need to be re-created, along with
the learning materials.
The learning materials need to replace the missing interactions from face-to-
face communications and communication needs to be available in various
mediums.
Concerns with distance education
The dropout rate tends to be high to do the lack of structions in the reintegration
of teacher and learner.
Distance learners have challenges meeting higher qualities of learning when
reintegration of teacher and learn are poor.
Distance learning programs are a reflection of learning on the educational
institution and can be viewed as unsatisfactory when reintegration is poor.

Fordism
Fully centralized, single-mode with a national distance
education provider
Offering courses to mass markets for greater economic
gain
Increased administrative control is need to handle more
learners
Further division of labor to balance the increase of tasks
Neo-Fordism
More flexibility and diversity than Fordist view
A combination of low volume and high process
innovation
Centrally controlled
Reduce costs by using self-instructional course
materials
Post-Fordism
Decentralized and integrations between various study
modes
Academic staff would have autonomous control of
courses and then can adjust curriculum to meet the
needs of learners.