Omde 601 Group 4 Grid w1 w2 85

Robin Brooks, Keisha Byers, Diane Donaldson,Tenisha Holloway, David Kroger, Jessica Ransome, Ronald Westervelt
(R)Evolution of Distance Education

OMDE 601 Section 9040
Spring 2016, Group 4
Wave 1
Correspondence / Independent Study
Distance education was singular and isolated.
First instances date back to Apostle Pauls epistles which he used to teach Christians in Asia Minor
Around 1720, commercial/correspondence training arrives on the scene
Germany introduces first self-teaching courses in 1856
1) Larger Context
(economics/ politics/
societal values and
pressures/ government
policies/ technological
advances)
First correspondence schools popped up in middle 19th century in England, France, Germany and other
European countries
DE afforded training to underprivileged people in remote areas, people who cannot attend a traditional
university and workers trying to improve their quality of life
1873- First correspondence schools open in U.S. Public funding provides a means for the development
of high training quality materials
Economics
"...economic stagnation in industrialized countries and economic backwardness in developing countries"
(Peters, 2010, p. 67)
Societal values and pressure
Improved reliability and publicity through relationships with organizations (such as the BBC) made it a
more appealing choice for other universities to pursue (Bates, 2011)
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Autonomous single mode and degree granting universities begin to appear

First televised distance education course shown in 1953
Separation of Student and Teacher
2) Theories/ Ways of
Understanding
Independent of Time and Place

Written Media
One way communication
Guided didactic conversation (Empathy)
Correspondence Study
-Distance education via print material delivered by mail
-May be referred to as home study or independent study
3) Institutional and
Organizational
Developments / System
Dual Mode Institutions

-Courses combine via synchronous and asynchronous correspondences between instructors and learners.
-Instruction via broadcast radio and television programs
-Instructional television based programs and tele-courses
-Mix curriculum of print material, audio and video recordings, computer or telephone.
(Blascke, 2016; Moore & Kearsley, 2012; Guri-Rosenblit, 2009)
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4) Teaching / Learning
Methodologies (role of
teacher/role of learner)
5) Predominant
Technologies
6) Key Authors
Independent study model:

- Teacher prepares and presents material in a neutral way
- Interaction between teacher and student is minimal and sometimes discouraged
- Student is mostly passive
- Teacher-centered, with support for student limited to academic issues
Didactic conversation model:
- Teacher presents material in a more informal tone
- Interaction between teacher and student takes the form of a friendly conversation
- Student takes part in the dialogue, developing critical thinking skills through guided instruction
- Student-centered, designed to increase pleasure and motivation in students
Economic printing materials, the postal system, and the radio were the primary technology options
during the first wave of Distance Education. All course required materials were mailed to students by
their instructors. The students were expected to complete all assignments independently and return to
the instructor via the postal system for grading and feedback. In the 1920s, there were over 150 radio
stations constructed at educational institutions across the globe (Jonassen, 2004).
Wave 1:
Otto Peters (1971)
Most recognized for bringing to the light the distinction between teaching and learning in a classroom vs.
at distance in an industrial nature.
Michael G. Moore (1973)
Founder of the theory transactional distance along with providing multiple contributions to distance
learning.
John Short, Ederyn Williams and Bruce Christie (1976)
Founders of social presence theory which is one dimensional continuum form of communication.
Charles Wedemeyer (1977)
Known for his contribution to the theory of transactional distance and incorporating the idea of learner
autonomy
Daniel & Marquis (1979)
Identified the blend between independent and interactive learning activities as the challenge of working
out structure and designing distance education courses were in progress.
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John Baath (1982)

He was known as a major contributor to the theorization of two way communication which is also
known as correspondence education.
Borje Holmberg (1986)
He was known for his contribution of the theory in didactic education believes empathy style teaching
can best help students learn.
Desmond Keegan (1986)
Distinguished the foundations of distant education as a separate area of practice and study from the
traditional education system.
David Sewart (1987)
Provided his theory in an industrialized nature on student support services. He is also author of Support
Systems in Education
Wave 2
Systems Approach
1960- Open universities changed the educational landscape by providing training a larger group of
adult students
1969-Higher educational correspondence institutions because independent study
1970s enter single mode multiple mass media teaching universities which are used by many governments
to solve the high demand for training
1) Larger Context
(economics/ politics/
societal values and
pressures/ government
policies/ technological
Technological advancement
Still largely correspondence, but the following technologies were explored as supplemental
material. Different technologies emphasized on a national basis founded on cultural differences
(Peters, 2010, p. 74)
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advances)
The Federal Educational Television Facilities Act funded the construction of educational television
stations (Peters, 2010)
Economics
DE as an efficient and inexpensive cost-per-student way to rapidly increase public education (Perry,
1986, p. 17 as cited in Peters, 2010, p. 68)
Universities offer courses to outside organizations
Division of labor Systems approach
Mass Education
Single Mode Institutions
2) Theories/ Ways of
Understanding
Andragogy:
Learner centered approach
Transactional Distance: Dialogue, Structure, Autonomy
Constructivism:
New knowledge is based on old knowledge and experiences
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DE Institutions that met the learners needs via:

Single-mode institutions
-Openness on a variety of levels
-Accessibility
3) Institutional and
Organizational
Developments / System
The Open University

-Institutional hiring of top quality academic
-Curriculum instructions based on sound pedagogic principles
-Integrated instructional designs encourage instructions
-Open admission policies and tutoring opportunities
Consortia
-National instructional setting
-Curriculum consists of research and teaching
-Instruction focus on rich composition and high quality higher educational standards
-Increased opportunities for institutions to collaborate
-Emergence of professional organizations, and partnerships
(Bates, 2011 and Blascke, 2016 and Guri-Rosenblit, 2009)
4) Teaching/ Learning
Methodologies (role of
teacher/role of learner)
Open university model:

- Team approach with emphasis on instructional design
- Increased communication using new technologies
- Self-directed learning by mature students
- Student-centered, increased flexibility and accessibility for all learners
Constructivist model:
- Teachers more like facilitators
- Teachers help students to test ideas and move forward
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5) Predominant
Technologies
6) Key Authors
Students engaged in active learning, building knowledge by doing

Student-centered, each students experience is unique
During the second wave of Distance Education (DE), technology began to advance. As technology was
advancing, new technologies were integrated into the DE platform. The postal system and radio were
still being utilized on a limited basis; however, communications expanded using television, audio
conferencing, video cassette, and telephone. In the latter half of the 20th century, television and audio
conferencing were implemented. College credit courses were offered via broadcast television (Jonassen,
2004). Audio conference surfaced as a method to provide two-way communication between instructor
and students. At some universities, video cassettes were utilized to playback taped coursework.
Michael Moore (1996)
He had a theory that took eleven years to put a name to which was transactional distance education and
was also known for his contributions to studies in distance education.
Greville Rumble (2004)
He broke down in explanation and formula format the cost effectiveness and efficiencies of distance
education.
Alan Tait (2008)
In addition to being a professor at the Open University in UK, he has made many contributions to
publications and the record of practice for professional development in e-learning and distance
education.
Sarah Guri-Rosenblit (2009)
Examined communication in the single, dual and mixed modes in association to organizational models of
distant teaching.
D. R. Garrison and M. Cleveland-Innes (2010)
Most noted for their research and understanding of how cognitive presence is facilitated in an online
learning environment.
Margaret Haughey (2010)
Referred to as a top Canadian researcher for e-learning along with being a contributor author to the book
International Handbook of Distance Education.
Otto Peters (2010)
Suggested industrial production techniques be implemented after completing research and doing analysis
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on the structure of distance education.

A.W. Bates (2011)
Author of books of informative growth such as Technology, E-learning and Distance Education which
includes emerging trends in distance education and the advancement in web-based learning.
References
Bates, A. W. (2005). Technology, e-learning and Distance Education. (pp. 3-6). New York, NY: Routledge.
Bates, A. W. (2011, November). The second wave of distance education and history of the Open University United Kingdom.
[Video interview]. Available from http://vimeo.com/32292234
Blascke, L., Olcott, D. (2016). New Institutional Forms in OMDE601 Document posted in University of
Maryland University College OMDE 601 9040 online classroom, archived at: http://campus.umuc.edu
Blascke, L., Olcott, D. (2016). Theories and Theorists: Transactional Distance in OMDE601. Document posted in University of
Blascke, L., Olcott, D. (2016). Theories and Theorists of Andragogy in OMDE601. Document posted in University of Maryland
University College OMDE 601 9040 online classroom, archived at: http://campus.umuc.edu
Blascke, L., Olcott, D. (2016). Theories and Theorists of Constructivism in OMDE601. Document posted in University of Maryland
University College OMDE 601 9040 online classroom, archived at: http://campus.umuc.edu
Blascke, L., Olcott, D. (2016). Wave 1 of DE: First Wave of DE in OMDE601 Document posted in University of
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Cleveland-Innes, M., & Garrison, D. R. (2010). An introduction to distance education: Understanding teaching and learning in a
new era. New York: Routledge.
Garrison, R. (2000). Theoretical Challenges for Distance Education in the 21st Century: A shift from structural to transactional issues.
Available from http://www.irrodl.org/index.php/irrodl/article/view/2/333
Granger, D. (1994). Student support systems in distance education: A response to David Sewart. Open Learning: The Journal of
Open, Distance and E-Learning, 9(1),57-58. Retrieved March 1, 2016.
Guri-Rosenblit, S. (2009). Diverse models of distance teaching universities. Encyclopedia of Distance Learning, 2, 727-733. Available
from: http://www.box.com/s/51sbixtccnccfxboh1uk
Haughey, M. (2010) Teaching and Learning in Distance Education Before the digital age. In M. F. Cleveland-Innes & D. R. Garrison,
An introduction to distance education: Understanding Teaching and Learning in a New Era (pp. 46-56). New York, NY and
London, England: Routledge.
Holmberg, B. (2005). The evolution, principles, and practice of distance education (pp. 13-36). Oldenburg, Germany: BIS-Verlag der
Carl von Ossietzky Universitt Oldenburg. Available from http://www.box.com/shared/y97qyc7m0t
Jonassen, D. H. (2004). Handbook of research on educational communications and technology. Mahwah, New Jersey:
Lawrence Erlbaum Associates.
Miller, G. E. (2010). Organization and technology of distance education. In M. F. Cleveland-Innes & D. R. Garrison (Eds.), An
introduction to distance education: Understanding teaching and learning in a new era (pp. 26-45). New York & London:
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Routledge.
Panda, S. (2003). Planning and Management in Distance Education. (pp. 1-8). Sterling, VA: Routledge.
Peters, O. (2004). Distance education in transition: New trends and challenges (4th edition) (pp. 13-24). Oldenburg, Germany:
Moore, M.G., & Kearsley, G. (2012). Distance Education: A systems view of online learning. USA: Wadsworth-Cengage
Learning.
Peters, O. (2010). The greatest achievement of industrialized education: Open universities. In O. Peters, Distance education in
transition: Developments and issues (5th edition), (pp. 5781). Oldenburg, Germany: BISVerlag der Carl von Ossietzky
Universitt Oldenburg. Available from http://www.box.com/shared/ktx7ipccetotqrr11mct
Rumble, G. (n.d.). The Costs and Costing of Distance/Open Education. Retrieved March 2, 2016,
from http://web.worldbank.org/archive/website00236B/WEB/COST_01.HTM
Group 4 Members Robin, Keisha, Diane, Tenisha, David, Jessica, Ronald

Well done. A very good start to your Group Grid. You have done a very good job covering the main elements of DE development in
each phase W1 and W2. We have a bit of coordination work to do here so please stay with me on this. Overall, given you are a
large group, your discussions seemed to suggest you were working well together as a group, especially the first time out.
Page
10
The group has done a very good job recognizing that this assignment, in effect, is a research document. Your are using other
peoples materials and I was pleased to see you citing these resources in your GRID narrative. However, by the end of the Grid as
we entered the reference list, the citing and referencing became inconsistent and confusing. Here were the key problems:
1.
You have cited some sources in the Grid narrative that do not appear in your reference lists.
2. You have added general resources at the end of each Wave and these also are not given a full reference in you reference
list.
3. In sum, the citations in the Grid coupled with the general authors you have listed and the reference list do not align.
Options:
1) Ensure if you are citing an author in your Grid who is well known for the point you are making, this citation appears after your
point not below as generic sources (Blaschke, Moore & Kearsley, etc. you did this a couple times.)
2) Your reference list technically and per APA should be those sources that were used as citations in your Grid. The citations
and your reference list should align. The generic resources you have listed but did not include in the reference list
could be handled by adding sections after your reference list entitled: SUPPLEMENTAL RESOURCES: Wave 1 and
Supplemental Resources: Wave 2. The reader would then understand that these resources are additional resources that
related to each Wave. This is similar to some publishers who as part of chapters ask authors to create a Supplementary
Reading List for the main topics.
3) You also referenced a couple authors in text (Perry for example) but not listed in the reference list. If you reference a source
that is in another major publication like an edited book, you still start your reference list with the authors name. If Perry is
Page 11
found in a book by Peters, then you have to go to APA and cite Perry per requirements for citing in an edited book.
4) Your reference list, probably because you have different people contributing, is inconsistent with many errors around APA
capitalization of sources. Please review APA and whomever you assign to be your APA guru, make sure each of you
reviews how these are done in text and in reference lists. These errors result in the loss of unnecessary points get it right
please.
In sum, most of our comments about are simply clean-up comments to refine your use of citations, sources, and your reference
list and compliance with APA for your reference list. Let us know if you have any questions.
Cheers,
Don and Lisa
GRADE: 85
Page
12

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Robin Brooks, Keisha Byers, Diane Donaldson,Tenisha Holloway, David Kroger, Jessica Ransome, Ronald Westervelt

(R)Evolution of Distance Education

Autonomous single mode and degree granting universities begin to appear

Independent of Time and Place

Dual Mode Institutions

Independent study model:

John Baath (1982)

DE Institutions that met the learners needs via:

The Open University

Open university model:

Students engaged in active learning, building knowledge by doing

on the structure of distance education.

Group 4 Members Robin, Keisha, Diane, Tenisha, David, Jessica, Ronald

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