Agenda. ST SP ST SP DT SP DT SP ST DP ST DP DT DP DT DP Coldeway's Quadrants.
-
Upload
opal-kelly -
Category
Documents
-
view
220 -
download
3
Transcript of Agenda. ST SP ST SP DT SP DT SP ST DP ST DP DT DP DT DP Coldeway's Quadrants.
AgendaAgenda
STSPSTSP
DTSPDTSP
STDPSTDP
DTDPDTDP
Coldeway's QuadrantsColdeway's Quadrants
Industrialization & Distance Education
Industrialization & Distance Education
• Rationalization - teacher's knowledge and Skills are delivered to unlimited numbers of students at a distance and with uniform quality
• Division of Labor - a fundamental prerequisite for D.E. to be effective (Course developers are not course evaluators).
• Mechanization - conventional education operates at a pre-industrial level. D.E. applies technologies
• Assembly Line - D.E. staff remain at their posts but materials are passed on.
• Mass Production - Many learners at many locations learning concurrently.
• Rationalization - teacher's knowledge and Skills are delivered to unlimited numbers of students at a distance and with uniform quality
• Division of Labor - a fundamental prerequisite for D.E. to be effective (Course developers are not course evaluators).
• Mechanization - conventional education operates at a pre-industrial level. D.E. applies technologies
• Assembly Line - D.E. staff remain at their posts but materials are passed on.
• Mass Production - Many learners at many locations learning concurrently.
Industrialization & Distance Education
Industrialization & Distance Education
• Mass Production - Many learners at many locations learning concurrently.
• Planning and Preparation - D.E. is characterized by extensive planning by senior staff.
• Standardization - D.E. teaching is constant for all learners.
• Functional Changes and Objectification - The functional role of the teacher is split into:
1. provider of knowledge (unit author) 2. evaluator (tutor) 3. counselor (advisor)
• Monopolization - Concentration and centralization within state or nation are common.
• Mass Production - Many learners at many locations learning concurrently.
• Planning and Preparation - D.E. is characterized by extensive planning by senior staff.
• Standardization - D.E. teaching is constant for all learners.
• Functional Changes and Objectification - The functional role of the teacher is split into:
1. provider of knowledge (unit author) 2. evaluator (tutor) 3. counselor (advisor)
• Monopolization - Concentration and centralization within state or nation are common.
Redefinition of Distance Education
Redefinition of Distance Education
Institution based formal education where the learning group is separated geographically, and where interactive telecommunications systems are used to connect learners, resources and instructors.
Institution based formal education where the learning group is separated geographically, and where interactive telecommunications systems are used to connect learners, resources and instructors.
Theory - DefinedTheory - Defined
A system for explaining a set of phenomena by specifying rules that relate the phenomena to each other.
A system for explaining a set of phenomena by specifying rules that relate the phenomena to each other.
"Finally, the most fundamental and most important characteristic of a profession is that the skills involved are founded upon a body of intellectual theory and research. Furthermore, this systematic theory is constantly being expanded by research."
"Finally, the most fundamental and most important characteristic of a profession is that the skills involved are founded upon a body of intellectual theory and research. Furthermore, this systematic theory is constantly being expanded by research."
Theories of Distance EducationTheories of Distance Education
• Independence and autonomy
• Industrialization
• Interaction
• Independence and autonomy
• Industrialization
• Interaction
Equivalency Theory of Distance Education
Equivalency Theory of Distance Education
"The more equivalent the learning situation of the distant learner is to the learning situation of the traditional learner, the more equivalent are the learning outcomes."
"The more equivalent the learning situation of the distant learner is to the learning situation of the traditional learner, the more equivalent are the learning outcomes."
Purpose of Research about Distance Education
Purpose of Research about Distance Education
One purpose of research in distance education is to determine effective practices.
One purpose of research in distance education is to determine effective practices.
Research – an ExampleResearch – an ExampleA comparison of local learners to distant learners in three coursesA comparison of local learners to distant learners in three courses
Course Mean Local Distant
#1 285.4 285.9 284.2
#2 3.36 3.2 3.52
#3 660.1 652.7 673.5
Course Mean Local Distant
#1 285.4 285.9 284.2
#2 3.36 3.2 3.52
#3 660.1 652.7 673.5
Mean Local Distant
Support 2.35 2.67 1.61
Adequacy of Instruction 2.46 2.53 2.29
Strengths ofInstructions 2.52 2.92 2.28
Technology 2.35 2.40 2.22
Mean Local Distant
Support 2.35 2.67 1.61
Adequacy of Instruction 2.46 2.53 2.29
Strengths ofInstructions 2.52 2.92 2.28
Technology 2.35 2.40 2.22
The best current evidence is that...
The best current evidence is that...
media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in nutrition.
media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in nutrition.
Distance Education Research Characteristics
Distance Education Research Characteristics
• anecdotal
• comparison studies
• lack of generalizability
• adult learners
• practitioner oriented
• anecdotal
• comparison studies
• lack of generalizability
• adult learners
• practitioner oriented
Research ConclusionsResearch Conclusions• Students value distance education but
prefer traditional education.
• Distant learners learn as well as traditional learners
• Teaching effectiveness improves if it:–is carefully planned–uses structured note taking–uses visuals–is taught by trained teachers
• Students value distance education but prefer traditional education.
• Distant learners learn as well as traditional learners
• Teaching effectiveness improves if it:–is carefully planned–uses structured note taking–uses visuals–is taught by trained teachers
What Works – Distance Education
What Works – Distance Education
• Carefully planned instruction • Structured note taking - interactive study
guides• Visualizations of concepts• Less than 4 remote sites• Almost anything that works in a regular
classroom - if it is planned
• Carefully planned instruction • Structured note taking - interactive study
guides• Visualizations of concepts• Less than 4 remote sites• Almost anything that works in a regular
classroom - if it is planned
What Doesn't Work –Distance Education
What Doesn't Work –Distance Education
• Poorly planned instruction• Unstructured note-taking• Talking head lectures• More than 4 remote sites• Almost everything, if it isn't planned
carefully
• Poorly planned instruction• Unstructured note-taking• Talking head lectures• More than 4 remote sites• Almost everything, if it isn't planned
carefully