Distance education theories

Distance Education Theories Running head: DISTANCE EDUCATION THEORIES

Distance Education Theories Benjamin Stewart TEC 565 Rodney Gemoll May 20, 2007

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Distance Education Theories Abstract This paper describes and analyses different distance learning theories. Each theory is presented in order in assessing which theory is more relevant today. The theory of independent study, theory of industrialization of teaching, theory of interaction and communication, and equivalency theory are discussed while the latter theory is determined to be the most relevant in today's world.

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Distance Education Theories Understanding distance education theories will help instructors understand the impact they have over their current practice. Various theories follow that show distinct perspectives regarding learning at a distance.

Theory of Independent Study The theories of independent study by Wedemeyer and Moore focus on learner independence and autonomy. Specifically, Wedemeyer separates teaching and learning as a way of breaking education's 'space-time barriers'. He suggested six characteristics of independent study systems: 1. The student and teacher are separated.

2. The normal processes of teaching and learning are carried out in writing or through some other medium.

3. Teaching is individualized.

4. Learning takes place through the student's activity.

5. Learning is made convenient for the student in his or her own environment.

6. The learner takes responsibility for the pace of his or her own progress, with freedom to start and stop at any time.

Wedemeyer went on to note that four elements of every teaching-learning situation existed: 1) a teacher, 2) a learner or learners, 3), a communications system or mode, and 4) something to be taught or learned (2006, p. 42).

Moore agreed with Wedemeyer on the importance of individualized instruction through distance learning but also stressed the importance of learner autonomy and the higher degree of learner responsibility required to learn at a distance (Lehman, 2006).

The theory of independent study is really at the root of what distance learning is. The learner must be more intrinsically motivated to learn in an

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environment that lacks physical contact with the instructor and without a specific time to learn a subject.

Theory of Industrialization of Teaching Otto Peters viewed distance education as an industrialized form of teaching and learning (Simonson et al., 2006, p. 43). He believed the following:    

education as a product planning for mass production: instructional design including prep work, planning, organization segmentation of roles: assembly lines, division of labor, change of function delivery: standardization, formalization, scientific control methods.

The theory of industrialization of teaching has its limitations since the process of teaching and teacher reflection is excluded. Moreover, the importance of developing a relationship between the teacher and learner is not addressed either. This theory is strong in addressing the importance of planning and organization.

Theory of Interaction and Communication Holmberg's theory of distance learning centers on communication and affective factors to learning. His background assumptions (as of 1985) follow:    

Core of teaching is interaction Emotional involvement Motivation student demonstrates what they learn

In 1995, he expanded on these assumptions to include the following:       

Learners are diverse Society benefits from DL All learning is covered Study individualized with structured material DL works for all instructional theories Communication and connections among all parties Subject to same pitfalls of “The Professor”

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This theory brings distance learning to a more interactive process. Behavioral, cognitive, and constructive modes of learning, among others, all lend themselves to distance learning (Simonson, 2006, p. 47). This train of thought leads to a variety of theories that follow.

Other Theories Andragogy, equivalency theory, social constructivism, and Keegan's theoretical framework for distance learning all broaden the approach to learning that is similar to that of the “traditional�, face-to-face classroom. Much research has been conducted on these latter theories, which have resulted in the no significant difference phenomenon. The equivalency theory, in particular, seems to be one of the more relevant theories to date.

Shale (1988) argues that distance education is not a distance field of education and that the process of education when students and teacher are face-to-face is the same as when students and teachers are at a distance (Simonson, 2006, p. 51).

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References Lehman, J. (2006). Purdue University: Jim Lehmans Personal Home Page. Retrieved on May 20, 2007 from www.edci.purdue.edu/lehman/edci591z/DETheory.ppt Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2006). Teaching and Learning at a Distance: Foundations of Distance Education (3rd Edition). Upper Saddle River, New Jersey: Pearson.