Kay Venteicher-Shulman

OMDE 610 Section 9040

Mini Paper (10%): How eLearning Theory has Informed Recent DE Practice

How eLearning Theory has Informed Recent DE Practice

In the 21st century, the Distance Education (DE) practice has greatly influenced evolving
eLearning theory. Gradual technology trends brought a slow transition from earlier use of the
Web. Technological advances brought a rapid adoption of the Internet and Web 2.0
applications/tools. This adoption moved into both educational tools and teaching practices.
Bates (2011) offers that adoption of improved second-generation web tools for course delivery
and instruction; the Web supports the move from the traditional classroom to DE teaching and
learning theory. Transition of eLearning theory can occupy the spectrum from none to full
eLearning; this describes the eLearning from face-to-face to full eLearning. Changes to
eLearning theory bring about changes to the DE practice including the didactic learning model
and the student-learning framework. This paper delves into three eLearning theories,
behaviorist, cognitivist, and constructivist and how each influenced DE practice.
20th Century Learning Theory
The role of learning theory is to advance knowledge. Technology and learning theory
advancements have been the impetus for advances in eLearning theory that furthers change in
new learning, theory, and practices. Harasim (2012) offers that historical context at the different
stages of human development defined how education was perceived, shaped and practiced (p.
3) in the past. Advances in technology have advanced communication models that translated
into the transformation over time of the three learning theories.

Kay Venteicher-Shulman
OMDE 610 Section 9040
Mini Paper (10%): How eLearning Theory has Informed Recent DE Practice

Behaviorist Learning Theory

The Behaviorist Learning Theory, a didactic learning model, is teacher-centered. It
focuses the student learning on the unit mastery requirement or a stimulus and response. This is
where the learning task is broken into specific, discrete learning steps or task segments to elicit a
correct response from the learner. For the student to move to the next learning unit, the previous
learning unit must be mastered. The learned behavior would be reinforced positively or
negatively to elicit the desired accomplishment and ensure it can be repeated (Cross, 1981).
Developed in the 19th century as the first major learning theory, behaviorism could be supported
by scientific methods to explain empirically verified with quantitative data - observable, and
measurable (Harasim, 2012).
As a new approach, the focus of the Behaviorist Learning Theory was limited and
narrow. Harasim (2012) explains that the mind should be viewed as a black box bearing no
relevance to thought processes (p. 11). This narrow focus lent itself to instructional design
where study was self-paced, utilized proctors or tutors, and the use of older technology (i.e.,
computer-assisted instruction (CAI), programmed instruction, and personalized systems of
instruction (PSI) or teaching machines) (Grant & Spencer, 2003). Use of this technology in
distance education and online learning environment was limited to the student, exclusive of
interaction with other students or the teacher.
Cognitivism Learning Theory
The cognitivism learning theory, a didactic learning model as well, provides for learning
that requires clear objectives, reasoning, and problem solving. The theory changed previously

Kay Venteicher-Shulman
OMDE 610 Section 9040
Mini Paper (10%): How eLearning Theory has Informed Recent DE Practice

held learning theory that the mind was no longer an empty black box. Harasim (2012)
explains that the mind or black box should be opened and viewed as an information processor
or the mind as computer (MAC). Cognitive theory expands the learned behavior to the
thinking, knowing, and problem solving displayed in the mental processes (Harasim, 2012, p.
53). This schema provides further understanding of how the student constructs and stores
knowledge or learns.
Gagnes theory of instructional design outlines the nine instructional events, which
correspond to the cognitive processes. Unlike the narrow focus of behaviorism, each event in the
design framework corresponds to the students intellectual skills. Harasim (2012) provides that
adult and military training benefited from the use of Gagnes instructional design with specific
steps to incorporate into training procedures (p. 53). This theory breaks down the learning into
manageable blocks of information or learning for use by the instructional designers and teacher
in the distance education environment. Learning technology used with cognitivist learning
theory include the intelligent tutoring systems (ITS) and artificial intelligence (AI). While not
adopted by the larger market, the ITS is generally found in research labs. Advances in AI, while
meant to stimulate the mind, advances in technology have yet to achieve computer thinking on
the same level as the human mind.
Constructivist Learning Theory
The constructivist learning theory observes that knowledge is a human construct that is
set at a specific time but is open to change - able to evolve. The teacher creates a learning
environment that supports raising questions, learners solve presented problems, and argument

Kay Venteicher-Shulman
OMDE 610 Section 9040
Mini Paper (10%): How eLearning Theory has Informed Recent DE Practice

and discussion flow easily. For constructivists, teaching is about observation, comparison,
questioning, reflection, discussion, and above all, the assimilation and accommodation of new
experiences with previous forms of understanding. Observation, comparison, reflection,
questioning/challenging, and understanding are promoted through teaching methods. The intent
is to promote or stimulate the creation or construction of new learning In the DE environment
(Ally, 2008; Bates, 2011).
Ally (2008) explains how the social presence in the constructivist theory coupled with the
cognitive presence and teaching presence create a community of inquiry. The DE environment
provides a means for participants to collapse time and space (p. 16) allowing learners to
readily engage in purposeful construction of knowledge. The constructivist learning theory
promotes high levels of authenticity, interaction, and collaboration (Ally, 2008).
eLearning Theory and Recent DE Practice
Anderson (2008) provides that the realization of Web 2.0 afford greater educational
opportunities. While the eLearning theory is learner-centered, it is still premature to define (p.
68) due to the development of the theory. The knowledge-, community-, assessment-, and
learner-centered (Anderson, 2008, p. 68) knowledge will be enhanced in the matured learning
environment.To define the model, the DE experiences and contexts must achieve a level of
maturity and development where the practitioner can theorize the variables in the theory. From
this, the theorist can guide those involved to implement improvements in the DE practice.
Conclusion
In looking at the evolution of DE, Saba (2003) points out that distance education theory
must be viewed from an all-inclusive perspective instead of the individual variables. Saba

Kay Venteicher-Shulman
OMDE 610 Section 9040
Mini Paper (10%): How eLearning Theory has Informed Recent DE Practice

(2003) offers that contextual crafting of the teaching and learning experience (p. 18) unfolds
a new instructional-learning process. By continuing to review and evaluate the evolution
eLearning theory, the theorist will narrow the path of where DE practice may head.

Kay Venteicher-Shulman
OMDE 610 Section 9040
Mini Paper (10%): How eLearning Theory has Informed Recent DE Practice

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