Assignment 1 - Paper on DE and Online Teaching and Learning

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a. How the tradition of Distance Learning has informed online teaching and learning. b. How eLearning theory has informed recent DE Practice. c. A topic of your choosing that deals with the historical relationship of learning theory and technology.

Distance learning is a broad term used to describe the teaching and learning method that occurs between instructors and learners at a distance. Usually, the students and teachers are in different locations during the education process, but use technology to communicate and bridge the distance. This tradition of distance learning (DL) has evolved over several decades. Through the years, the mission of DL has been to make teaching and learning accessible to all students globally, at any place and time. However, the mission of distance learning is no longer just to provide increased access to educational opportunities. Today, online teaching and learning promises to provide a new learning environment where teaching and learning is still studentcentered, with a difference. This time around, the learner is engaged, empowered, and enabled through the use of new pedagogies and innovative Web 2.0 tools that emphasize online collaboration and participation. These changes did not happen by accident. Many theories and technological innovations influenced the evolution of distance learning (DL) to move into a collaborative and participatory direction with, mobile learning fuelling increased access. The road of life twists and turns and no two directions are ever the same. Yet our lessons come from the journey, not the destination Donald Williams Jr.

This quote exemplifies the close relationship between DL and online teaching and learning. Controversies over the impact and role of distance education abound. On one hand, we hear that distance education will never survive.(Duffy, 2003, p.26)The implication here is that lots of problems have been cited against this mode of education. On the other hand, distance education has grown at an explosive rate. (Duffy, 2003, p.26).So what is responsible for this dramatic change and why? This paper will argue that the problems faced by DL in its evolution over the years represent a blessing and not a curse to the practice of distance learning. The goal of this paper therefore, is to discuss how the tradition of distance learning has informed online teaching and learning and how this experience has set in place new theories designed to make improvements in the online environment for the 21st century. The author begins the discussion by describing some of the outstanding issues and problems that have been cited in the literature as a weakness of DL, before examining the role of innovative technologies and the Internet. The paper ends with an assessment of the research efforts made by experts in the field, working hard to create new theories designed to mitigate or solve the problems listed. Problems with Distance Learning It is well documented in the literature that distance learners have a very high propensity to drop out of courses at postsecondary institutions once enrolled than on campus students.(Peters,1992). This phenomenon has been attributed to three factors: The loneliness and isolation of distance learners (Galusha,1997) The lack of student experience and readiness for this mode of learning (Wood, 1995) and

The lack of interaction between teacher and learner due to geographic distance (Galusha,1997)

According to Galusha (1997) all these factors especially geographical isolation, adversely affected the degree of student social interaction when compared to face to face traditional classrooms. Keegan (1996) presented a similar argument and stressed that for any learning environment, interaction between student and teacher was the necessary ingredient that must exist before any effective teaching and learning can occur. Therefore, he argued that if this aspect or component was absent in the distance education process, it had to be restored. The Impact of Technological Innovations and Theories Before online distance learning became the dominant mode for distance learning in higher education, distance learners worked independently from each other. Moores (1973) early theory of independent learning and teaching underscored this assumption. However, a few decades later, this all changed with the advent of technological innovations from the internet. Some experts started thinking of how they would capitalize on the affordances of the internet to increase social presence and mitigate the isolation issue that has plagued DL for years. By now technology from the Internet was advanced enough to permit text-based interaction between student to student and student to instructor, in discussion forums. Students could now start working together asynchronously. The time had come for a change. The independent, isolated student was making a comeback. It was time to revisit Keegans (1996) argument: he advocated teacher and social presence as essential components for effective distance teaching and learning. This argument made sense and set the stage for research on the role of social and teacher presence in technology-mediated distance education environments.

In 2000, Anderson, Archer & Garrison, produced the Community of Inquiry Framework to capture and elaborate Keegans sentiment. According to Anderson, Archer & Garrison (2000) a successful DL effort must include all three dimensions mentioned in their framework for connectivity. Anything short of this will cause distance learners to flounder and ultimately withdraw from enrollment or fail. Their theory is now being practiced in e-learning communities and has held up for more than ten years now. Conclusion The tradition of distance learning (DL) has helped to make online teaching and learning more accessible through the use of innovative technologies with mobile devices and m-learning fuelling the drive for even more options and a new direction for DL. The mission of distance learning is no longer just to provide increased access to educational opportunities. Today, online teaching and learning promises to provide a new learning environment where teaching and learning is still student-centered, with a difference. This time around, the learner is engaged, empowered, and enabled through the use of Web 2.0 tools that emphasize online collaboration and participation. Thanks in part to the tradition of DL and the lessons learned from its evolutionary problems. Today, the practice of online teaching and learning is implementing the community of inquiry framework because the problems of DL turned out to be a blessing for online teaching and learning.

References

Duffy, T. M. (2003) Learner-Centered Theory and Practice in distance education Cases from higher education. TLFebook

Galusha, J.M. (1997). Barriers to learning in distance education. Retrieved November6, 2006, from http://www.infrastruction.com/barriers.htm Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105. Keegan, D. (1996). Foundations of Distance Education (3rd ed.). London: Routledge.

Lee, M., & McLoughlin, C. (010). Beyond distance and time constraints: Applying social

networking tools and Web 2.0 approaches in distance education, In G. Veletsianos (Ed.), Emerging technologies in distance education (pp. 61-87). Athabasca, CA: Athabasca University Press.

Moore, M. (1973). Toward a theory of independent learning and teaching.

Journal of Higher Education, 44, 661-679.

Peters, O. (1992). Some observations on dropping out in distance education.Distance Education, 13(2), 234269.

Wood, H. (1995). Designing study materials for distance students. Occasional Papersin Distance Learning, 17. ERIC Digest. Retrieved from ERIC database.(ED3)