Evolutionary Grid - The Waves of Evolution in Distance Education

OMDE 601-9041 - Group 4

The purpose of this group project was to document Distance Education’s (DE) development

and evolution through four distinct time periods or waves. Our intent was not only

documentation but also to graphically represent the natural, progressive relationship between

scholars, DE theory, industries, governments, society, and technology that existed and what if

any this relationship has had on DE.

First Wave of Distance Education Development: Research Process and Summary

The first wave of Distance Education development (Wave 1) began in the mid-1800’s with the emergence of the

Industrial Age. Both industry and education institutions played a part in the emergence of DE. Institutions had to evolve in

order to meet the growing demands of industry. Group members focused on gathering information from course materials and

independent research. The results of this process can be seen below.

Re-Evolutionary Grid – Group 4

First Wave of Development: Correspondence/Independent Study (1840’s/mid-19th

Century to 1970’s)

1. Larger

Context

2. Theories/Ways

of Understanding

3. Institutional and

Organizational

Developments

4.

Teaching/Learning/Met

hodologies

5. Predominant

Technologies

6. Key Authors

Industrialization –

development of

railways provided

new opportunities

for people to learn

Societal pressures

for people to gain

better

employment/better

living conditions

Governments

recognized the

need for a more

educated society

Materials and

correspondence

took place via mail

Provided for a

humanitarian need

Geographical

barriers to

education slowly

weakened as DE

evolved

Industrialized form

of learning (Peters)

Correspondence

education

Autonomous

learning

Commercialized

Empathy Approach

(Holmberg)

Correspondence

schools/colleges

(specifically, in Europe)

Open education

1840 - Sir Isaac

Pitman’s

Correspondence

Colleges (England) -

first to set up due to free

rural mail delivery

1862 - Morril Act in

U.S. states educational

opportunity open to all

people of all

backgrounds

1890 - Thomas

Jefferson Foster The

Colliery School of

Mines (Scranton, PA)

[name changed to

Penn Foster in 2006]

Autonomous learning

Independent study/self-

instruction (student

isolated/insulated from group

study process)

Student/teacher were at a

distance, often many hours

away

Printed books, letters, and

instruction materials were

used to complete work

Completely asynchronous

learning due to geographic

separation of teacher and

student

Printed books/instruction

materials/manuals

Railway transportation/new

method of delivering course

materials

Teacher-learner letter exchange

and writing

Radio (educational

broadcasting) - 1920’s, over 202

radio broadcasting licenses in

U.S. granted to educational

institutions

Television (educational

broadcasting) - 1940’s

Mixed media materials (text,

audio & visuals) added to

British Open Uni. (England) in

1969 supplemented by

Radio/Television

Rudolf Manfred Delling (German Development

Institute in Tubingen,

Germany)

Thomas Jefferson

Foster (Colliery School

of Mines in Scranton,

PA; name changed to

Penn Foster)

William Rainey Harper (Uni. of Chicago)

Margaret Haughey (Athabasca Uni.)

H.S. Hermod (Hermod

Correspondence School,

Sweden)

Böjre Holmberg

Military and

Veterans -

following WWI

and WW II,

provided access to

education/missed

opportunity while

serving in the

military

Post-WWII

governments

recognize access to

higher education is

essential to

economic growth

1892 - William Rainey

Harper (Uni. of

Chicago) Depart. of

Home Study first

college-level

Correspondence

Courses/world’s first

university DE program

Early 20th century,

correspondence studies

at all levels: university,

private school

instruction for

elementary, secondary,

higher ed, vocational

oriented

1900 - International

Correspondence

Schools (ICS)[ name

changed]

1920 - Women’s

Institute of Domestic

Arts & Sciences

1920 - US Marine

Corps Institute

1926 - US Coast

Guard Institute

(Carl von Ossietzky

Universität Oldenburg)

Michael Grahame

Moore (Penn State)

Otto Peters (FernUniversität)

Sir Isaac Pitman (Sir Isaac Pitman’s

Correspondence School,

England)

Charles Wedemeyer (Uni. of Wisconsin-

Madison)

1926 - National Home

Study Council (DETC) - first American

correspondence school

War Department

(during WWI and WW

II) Correspondence

Studies for Service

Members

1976 - Department of

Defense Civilians and

Military

Correspondence

Courses - US Army

Training Support

Center, Ft. Eustis, VA

Color Key:

Kristen Tull

Mike Wessel

Kay Venteicher

Kwame Rigsby

References:

Caruth, G. D., & Caruth, D. L. (2013). Distance education in the United States: From correspondence courses to the internet. Turkish Online Journal

of

DistanceEducation (TOJDE), 14(2), 141-149. Retrieved from https://tojde.anadolu.edu.tr/tojde51/pdf/article_8.pdf

Duncan, S. (2005). The U.S. Army’s impact on the history of distance education. Quarterly Review of Distance Education. 6(4), 397-404. Retrieved

from

http://connection.ebscohost.com/c/articles/19580585/u-s-armys-impact-history-distance-education

Granger, F. (1997). The national educators’ hall of fame inductees. Retrieved from http://educators-hall-of-fame.org/foster.htm

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. 46-66). New York and London: Routledge.

Holmberg, B. (2005). Concepts and terminology - Student bodies. The Evolution of Principles, and Practice of Distance Education. Oldenburg,

Germany:

BIS-Verlag der Carl von Ossietzky Universität Oldenburg (pp. 9-11). Available from http://www.box.com/shared/y97qyc7m0t

Keairns, K. (n.d.) History of distance education [PDF document]. Retrieved from University of Denver Distance Education website:

http://mysite.du.edu/~kkeairns/de/Text/Lessons/Lesson1.pdf

Mehta, N.M. (2011). Chapter 3: Theories of distance education [PDF document]. Retrieved from

http://shodhganga.inflibnet.ac.in/bitstream/10603/2484/10/10_chapter%203.pdf

Moore, M. G., & Kearsley, G. (2012). Distance Education: A Systems View of Online Learning (pp. 23-43). USA: Wadsworth-Cengage Learning.

Peters, O. (2004). Growing importance of distance education in the world. In O. Peters, Distance Education in Transition: New Trends and Challenges

(4th

edition) (13-24). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Retrieved from

http://www.box.com/shared/5x3tpynqqf

Penn Foster Inc. (2013). About us – mission and history of Penn Foster, online education leader. Retrieved from

http://www.pennfoster.edu/about-us/mission-and-history.aspx

Pirmoradi, A. (2013). Assessing similarities and difference between distance education and e-learning. Researcher, 5(6). 42-47. Tehran, Iran; Islamic

Azad University. Retrieved from http://www.sciencepub.net/researcher/research0506/007_11502research0506_42_47.pdf

Sumner, J. (2000). Serving the system: A critical history of distance education. Open Learning, 15(3), 267-285. doi: 10.1080/026805100750036881

Williamson, J. (2009). The history of distance education. Distance Education. Retrieved from

http://www.distance-education.org/Articles/The-History-of-Distance-Education-113.html

Second Wave of Distance Education Development: Research Process and Summary

The second wave of Distance Education development (Wave 2) began in the 1960’s and lasted until the 1990’s prior to

the advent of the Internet. Group 4 members were charged with researching six key elements that make up Wave 2. Members

gathered this information from independent research (i.e., searching the UMUC library) and from course materials. The grid

shows the results of this research process.

Second Wave of Development: System’s Approach to Education (1960’s – 1990’s)

1. Larger

Context

2. Theories/Ways

of Understanding

3. Institutional and

Organizational

Developments

4. Teaching/Learning

Methodologies

5. Predominant

Technologies

6. Key Authors

Commercialized

educational

institutions

Government

support (Open

University was

created by

Parliament in

1969)

Mass media

(television/radio)

provided a new

way of learning

to the masses

Open access -

greater

opportunity to

provide a service

to previously

educationally

disadvantaged,

Theory of

Andragogy

(Bullen, Knowles)

Constructivism

Theory (Jonassen,

et al)

Equivalency

Theory (concept

elements - concept

of equivalency,

learning

experiences,

appropriate

application,

students,

outcomes)

(Wedemeyer,

Moore, Simonson)

Theory of

Independent

Study

Open University Model

(UK)

Subject-centered

university (Bullen)

Mass education with an

economy of scale - cost-

effective practices

(large

numbers/populations of

students enrolled)

Continuous enrollment vs.

Quarter/Semester

DE student support

services

(tutoring/advising/

counseling)

Division of labor/planning

Andragogy (greater self-

direction, learner-

centered)

Constructivist Approach

(Active/Authentic

Learning, Learning -by-

doing, Scaffolded

learning, Collaboration)

Independent Study

Systems Approach in

course development and

delivery (structured and

uniform framework that

is flexible and adaptable)

Meetings with tutors at

central locations

(tutoring centers)

Summer labs conducted

in-person for science

courses

Audio/Video Cassettes

Film

Print

Radio

Teleconferencing

Telecourses (real-

time, two-way

interactive telecoms

system; synchronous

and asynchronous -

BBC (UK), PBS (US),

and Iowa Comms

Network)

Telephone

Mark Bates (Uni. of

British Columbia)

Mark Bullen (Uni. of

British Columbia)

M.F. Cleveland-Innes

(Athabasca Uni.)

Nick Farnes (Int'l

Centre for Distance

Learning, Open Uni.

of UK)

D. R. Garrison (Uni. of

Calgary)

Sarah Guri-Rosenblit

(Open Uni. of Israel)

Dan Hanson (Assoc.

Openness

(Degrees of) -

open admission

policies, choice

of time/location

to study,

continuous

enrollment,

access to

tutor/adviser,

innovative

teaching

approaches (to

people/to

places/to

methods/to

ideas)

(Wedemeyer)

Theory of

Industrialization

of

Teaching/Distance

Education (1970s

terminology)

(Holmberg,

Peters)

Openness

(offering

continuing

education without

always requiring

other

qualifications)

(Peters)

Theory of

Transactional

Distance

(interrelation of

dialogue,

structure, and

autonomy

influence on DE)

(Moore)

Synthesis of

Theories -

and standardization of

production process/course

team concept

Higher student retention

rates

Increased collaboration

due to technology

advancements

Professional

Organizations/Partnership

s/Inter-institutional

Collaboration (Internt’l

Council for Open and

DE/first ICCE in 1938,

then ICDE in 1982 and )

Distance Teaching Uni.

Organizational Models

- Consortia-Type

Distance Teaching

Venture

- Distance Teaching Uni.

- Dual-Mode Distance

Teaching Uni.

- Extensions

- Mixed-Mode Distance

Teaching Uni.

- Single-Mode Distance

Teaching Uni.

Television

for Educational

Comms. and

Technology)

Börje Holmberg (Carl von Ossietzky

Universität Oldenburg)

Desmond Keegan

Malcolm Knowles

Michael Grahame

Moore

(Penn State)

Hilary Perraton (Carl

von Ossietzky

Universität

Oldenburg) Otto Peters (FernUniversität)

Greville Rumble (Carl

von Ossietzky

Universität

Oldenburg)

Charles A. Schlosser

(Nova Southeastern

Uni.)

Communications,

Diffusion,

Education

Philosophy

(Perraton)

(Dedicated Distance

Teaching Institutions)

- Virtual Technology-

Based Uni.

New Education Professions

- DE Instructor

- Instructional Designer

Doug Shale (Uni. of

Calgary)

Michael R. Simonson

(Nova Southeastern

Uni.)

Charles Wedemeyer (Uni. of Wisconsin-

Madison)

Color Key:

Kristen Tull

Kay Venteicher

References

Bates, A. W. (2011, November). The second wave of distance education and history of the Open University United Kingdom. [Online video]. Available from

http://vimeo.com/32292234 (Transcript: http://www.box.com/s/cvygk4334sub0i6atrn8)

Bullen, M. (1995, June). Andragogy and university distance education. Paper presented to the 17th conference on the International Council for

Open and Distance Education, Birmingham, UK. Retrieved from http://www.box.com/s/ap4nq2zf1jujkyo65pz0

Guri-Rosenblit, S. (2009). Diverse models of distance teaching universities. Encyclopedia of Distance Learning, 2, 727-733. Retrieved from

http://www.box.com/s/51sbixtccnccfxbox1uk

Jonassen, D., Davidson, M., Collins, M., Campbell, J., & Bannan Haag, B. (1995). Constructivism and computer-mediated communication in distance

education. The American Journal of Distance Education, 9(2), 7-26. Retrieved from http://www.box.com/s/i9y1f17cii6zmb0pi4qd

Peters, O. (2004). Learning and teaching in distance education: Analysis and interpretations from an international perspective (183-240).

London & New York: RoutledgeFalmer.

Shale, D. (2010). Beyond boundaries: The evolution 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, 91-107. New York & London: Routledge.

Simonson, M., Schlosser, C., & Hanson, D. (1999). Theory and distance education. A new discussion. The American Journal of Distance

Education, 13(1), 60-75. Retrieved from http://www.box.com/s/fsq1r8xmyd6ehqf8oq28

Schlosser, L. A., & Simonson, M. (2006). Distance education: Definition and glossary of terms (2nd Ed.). Retrieved from

http://www.schoolofed.nova.edu/bpol/pdf/distancelearning_def.pdf

Third Wave of Distance Education Development: Research Process and Summary

The third wave of Distance Education began in 1995 and is still in use today. The third wave marks a time period where

more individuals began to have computer and Internet access. This important development was a driving force for DE

institutions and traditional universities to offer online/web-based courses. Group members focused on gathering information

in six key elements in the third wave. Information was gathered from course materials and independent research. The results

of this process can be seen below.

Re-Evolutionary Grid – Group 4

Third Wave: Internet/Web-Based Communication (1995…)

1. Larger

Context

2. Theories/Ways of

Understanding

3. Institutional and

Organizational

Developments

4.

Teaching/Learning

Methodologies

5. Predominant

Technologies

6. Key Authors

Blended-Learning

Collaborative

Learning (Shift

from Independent

Study)

Computer access

required

Use of Internet,

spread of Internet

access in

households

Digital/Digitized

Media/Multimedia

Network

Open Courseware

Movement (Mass

Institute of Tech.)

Cognitive-Behaviourist

DE Pedagogy (pre-Web,

one-to-one, and one-to-

many)

Connectivist DE Pedagogy

/Connectivism (Web 2.0,

networked) (George

Siemens/Stephen Downes)

Social Constructivist

(Social Cognition) DE

Pedagogy (Learning

Theory/

Acknowledgement of the

Social Nature of

Knowledge/Web 1.0,

Many-to-Many)

(Vygotsky & Dewey)

Collaborative

Approaches/Collaborative Constructivist Model

Collaborative Online

American Gutenberg

Project (10,000+ electronic

books/classics not

protected by copyright)

Computer is a Medium

Computer-Mediated

Comms of Empire State

College, NY Model (One-

Alone Method (the WWW

Paradigm), One-to-One

Method (the E-Mail

Paradigm, One-to-Many

Method (Bulletin-Board

Method, Many-to-Many

(Computer Conferencing

Paradigm))

Computer Mediated

Conferencing (CMC) (OU)

Developed

Communications

Abstract-Cognitive

Dimension

Artifact Creation

Assessment-Centered

Learning Environment

Blended-Online

Learning Environment

Community-Centered

Learning Environment

Comparative and

Collaborative Learning

(Application of

Traditional Education

Method to Distance

Education Environment

with Problem-Based

Pedagogy)

Asynchronous and

Synchronous Student/Tutor

Interaction

Computer-Assisted Instruction

Program (Computer-Based)

Computer Conferencing

(Audio, Video, and Computer-

or Web)

Computer Language to

Facilitate Understanding

(Feedback or “Replies”,

Library, Catalogue, Subject,

Browse, Download, Load)

Computer, Media, Network,

and Hypertext/Hypermedia

Technologies

Computer-Mediated Comms

(CMC) (Bulletin Boards,

Computer Conferencing,

Terry D. Anderson (Athabasca Uni.)

Walter Archer (Uni.

of Alberta)

Anthony Bates

Jerome Bruner (New

York Uni.)

Mark Bullen (Uni.

of British

Columbia)

John Dewey

Jon Dron (Athabasca Uni.)

Stephen Downes

Spread of web-

based content,

development of

internet

communication

Student-Centered

(Shift from

Teacher-Centered)

Online-Learning/ Structured

learning Space

Technology Driven

Virtual Seminar

World Wide Web

or the Web (www.)

(Web 1.0, Web 2.0)

Learning

Community Model

Community of Inquiry

(CoI) Framework Model -

Educational Experience

Elements (Comprised of

Cognitive Presence, Social

Presence, Teaching

Presence) (Garrison,

Anderson, & Archer)

Conversational Model

Learning Through

Exploration

Learning Through

Communication

Practical Inquiry Model

(Four Phases of Critical

Thinking and Cognitive

Presence: Initiation Phase,

Exploration Phase,

Integration Phase,

Resolution Phase)

(Garrison, Anderson, &

Archer)

Regulated Learning

Developed Technical

Support for Online DE

Students

Experimental Course in

Information Technology

(OU)

Experimental Course for

MBA Students (OU)

Use of E-Moderators

Virtual Academic Journals

Web-Based Technology/

Website Courses

Critical Comments

Designing Ways to

Motivate Students in the

Online Learning

Environment

Digital/Learning

Artifacts

Expository Teaching

Individual/Digitalized

Learning Environment

(Interpersonal

Communications of Bi-

Directionality,

Reciprocal Initiative,

Common Situational

Context, Equal Status of

Partners/ Nickerson)

(Learning in Hypertext,

Network-Based

Learning, Learning

through Virtual

Communication)

Interactive Skills

(Cognitive and Social

Skills)

Knowledge-Centered

Learning Environment

Electronic Mail, and

Information Retrieval)

Digital Learning Environment

(Network Linking Virtual

Databases, Institutions,

Libraries, and Individuals)

Significant reduction in

submission time (transition

from postal mail to electronic

delivery mode)

Digitized Technology

(Transmitted, Disseminated,

Store, Integrated/Processed)

Disjunctive Activity Fields

found in Digitized Learning

Environment (Hypertext or

Cognitive Units, Network-

Based Learning, Virtual

Communication Learning) Instructional Designs

Instructional System Designs

Mass Media: Print, TV, Radio

Multi-Sensory Presentation

(Presenting, Recognizing,

Understanding, Processing,

Testing and Experimenting, or

Repeating)

(Nat’l Research

Council (NRC) of

Canada, previously

Uni. of Alberta)

D. R. Garrison (Uni. of Calgary)

Bernhard Koring

(Chemnitz Uni. of

Technology)

Rainer Kuhlen (Uni.

of Konstanz)

Raymond S.

Nickerson (Tufts

Uni.)

Morten Flate Paulsen

(Penn State Uni.) Otto Peters

(FernUni.)

Gilly Salmon (Uni. of

Leicester, UK)

George Siemens

(Athabasca Uni.)

Lev Vygotsky

Self-Regulated Learning

Learning Process

(Differences in

Confronting Reality and

Acquiring It) (Jerome

Bruner) Enactive -

Directly Active Dealings;

Iconic - Dealing in

Media of Images,

Schemata, and Sketches;

Symbolic - Dealing in

Media of Thoughts,

Terms, and Arguments

Model for Online

Learning: “Presentation

of Information, Storing,

Retrieval,

Communication,

Collaboration, Browsing,

Multimedia,

Hypertext/Hypermedia,

Simulation, Virtual

Reality” - Transforming

These Concepts Into

Methods That Work in

DE Wave 3 Peters (2010)

Object-based,

contextual, or Activity-

based models of

learning’

Online Discussion

Boards

One-to-One, One-to-Many, or

Many-to-Many

Communications

Programmed Teaching

Courses (Made of the

Interactions: Questions and

Feedback, Prescribed Links,

Simulated Tutorial Dialog,

Margin Notes, Comments

Window, Bookmarking,

Search Menu, Simulation

Models, Conduct Experiments,

Text (e.g., reading, storing,

editing))

Social Networks (CloudWorks,

Blog, Microblog, Twitter)

Spoken and Written Word

with Pedagogical Intention

Combined with Images, Audio

and Video Information,

Animation, Virtual Reality

(Three-Dimensional Spaces)

(Accumulation, Compression,

and Intensification of

Presentations

Teaching Software (Diagnostic

Assessment of Knowledge

Level, Learning Path

Counseled and

Provided/Offered/Used)

Video Conferencing (Learning

Together Apart/Kaye and

Partnership Learning

and Group Learning

Regulated Learning and

Non-regulated Learning

Searching or Browsing

(Types of) (Kuhlen)

(Targeted

Browsing/Picking up

Info, Targeted

Browsing/Info Not

Picked Up, Random

Browsing, Associative

Browsing)

Self-Directed and Self-

Responsible

Autonomous Learning

(Self-Planned, Self-

Organized, Self-

Assessed) (Independent

Achievement increased

from previous expository

teaching and receptive

learning)

Social Interactions

Student to Student

Interaction

Use of Multimedia

Teaching Face-to-Face at a

Distance/Keegan)

Virtual Seminar

WWW, Web 1.0, and Web 2.0

Color Key:

Kristen Tull

Kay Venteicher

References

Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. International Review of Research in Open and

Distance Learning (IRRODL), 4(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/149/230

Anderson, T. & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Online and Distance Learning

(IRRODL), 12(3), 80-97. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890

Garrison, D. R. (2009). Implications of online learning for the conceptual development and practice of distance education. Journal of Distance

Education,

23(2), 93-104. Retrieved from http://www.jofde.ca/index/php/jpe/article/view/471/889

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. Retrieved from

http://communitiesofinquiry.com/sites/communityofinquiry.com/files/Critical_Inquiry_model.pdf

Peters, O. (2010). Digitized learning environments: New chances and opportunities. In O. Peters, Distance education in transition: Developments

and issues (5th ed.) 141-153. Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from

http://www.box.com/shared/ktx7ipccetotqrr11mct

Paulsen, M. F., (1995). The online report on pedagogical techniques for computer-mediated communication. Retrieved from

http://emoderators.com/wp-content/uploads/cmcped.html#m

Salmon, G. (2011). E-moderating: The key to teaching and learning online, 3, 26-60. New York & London: Routledge.

Swan, K. (2010). Teaching and learning in post-industrial distance education. In M. F. Cleveland-Innes & D. R. Garrison (Eds.), An

Introduction to Distance Education: Understanding Teaching and Learning in a New Era, 108-134. New York & London: Routledge.

Vaughan, N. D. (2010). Blended learning. In M. F. Cleveland-Innes & D. R. Garrison (Eds.), An Introduction to Distance Education:

Understanding Teaching and Learning in a New Era, 165-178. New York & London: Routledge.

Future Wave of Distance Education Development: Research Process and Summary

The future wave of Distance Education started in the early 2000’s and continues today. This fourth wave of DE marks a

time period where new technologies are constantly emerging, causing shifts in DE pedagogies. The influence of technology and

global changes in economy and perceptions of education force institutions to come up with new ways to deliver material to

learners. Consideration was given to possible new technologies and innovations that may be used in the future. Group

members focused on gathering information in six key elements. Information was gathered from course materials and

independent research. The results of this process can be seen below.

Future Wave: Exploring New Possibilities (2000’s…)

1. Larger Context 2. Theories/Ways of

Understanding

3. Institutional and

Organizational

Developments

4.

Teaching/Learning

Methodologies

5. Predominant

Technologies

6. Key Authors

Creation of New Theories

of Learning to

Accommodate Emerging

Technologies

Decrease in Public

Funding for Education

Electronic Delivery (Print

Based Materials onto a

Server)

Emerging Technologies

Formal Ed No Longer

Provides Majority of

Learning, Informal

Learning Provides

Significant Portion of

Learning Experience,

Continual Lifetime

Process

Know-How and Know-

What Supplemented by

Know-Where (to Find

Behaviorism (Observable

Behavior More

Important/Focus on

Specific Stimuli and

Responses)

Cognitivism (Process of

Inputs in Short Term

Memory which is Coded

for Long-Term Recall/

Computer Information

Processing Model)

Complexity Theory

(Transformation or

Phase Transitions that

Denote Growth, Change,

or Learning/Individual

and Organizational)

(Horn, McElroy)

Connectivism (Learning

and Knowledge

Growth/Development

Based on Connections In

Digital Age) (Learning is

Innovative Technology

Developments for Rural

Areas

Content Creation

Course Management

Systems (CMSs)

Learning Management

System (LMS), also

Virtual Learning

Environment (VLE),

(Networked Learning

Activities and

Opportunities/Informatio

n Packets, Stand-Alone

Tests, Academic

Assignments)

MOOCs (Massive Open

Online Courses)

Movement to More

Frequent Use of DE in K-

12, Creation of Year-

Adventure Learning

(AL)

Authentic Learning

Capability Learning

(Stephenson and

Weil)

Collaborative or

Peer Learning

Electronic Learning

(E-Learning)

Experiential

Learning

Flexible Learning

(F2F or DE)

Immersion Learning

Inquiry-Based

Learning

Adaptive Systems

Artistic

Pedagogical

Technologies

Education 3.0

Electronic Books

(E-Books) (Open-

Access)

Emerging

Technologies

Future Advances

May Include: Use

of Gaming Systems

(XBOX,

Playstation) to

Create a Virtual

Classroom Space,

Use of Avatar, Use

of Google Glass

Smartphones

Terry D. Anderson (Athabasca Uni.) B.J. Eib (Royal Road

Uni.) Len G. Cairns

(Monash Uni.,

College Gippsland) Susan G. Cohen

(Uni. of Southern

California) Dennis Cormier

(Uni. of Quebec) Lester Davis Lisa Dawley(Boise

State Uni.) Stephen Downes Marcy P. Driscoll

(Florida State Uni.) Fred Emery

(Australian Nat’l

Uni.) Norman Graves

Knowledge Needed)

Knowledge Management

on Both Individual and

Corporate/Organizationa

l Level

Learners Move Into

Different/Unrelated

Fields Throughout

Lifetime

Life- or Time- Span of

Knowledge Shift From

Previously Measured in

Decades (Forty Years

Ago) to

Months and Years

(Current)/Rapidly

Diminishing Knowledge

Life (Half-Life) is Time

Span from Knowledge

Gained to When It

Becomes Obsolete

Open-Source Culture

Partnerships With

Companies to Use Their

Technology in DE

(Mobile Companies,

Facebook, Twitter, etc.)

“Pipe-Line” to

No Longer Internal,

Individualistic

Activity/Exists within

Databases, Devices,

Tools, Communities in

Which Learner Acts,

External to Human

Being) (Siemens)

Constructivism

(Epistemic

Engagement/Create

Knowledge to

Understand Experiences)

(Dewey, Mead, Piaget)

Heutagogy (Self-

Determined Learning/

Knowing How to Learn

as a Skill for Future

Learning) Change from

Prescriptive Content to

Problem Exploration

(Hase & Kenyon)

Knowledge Management

(Personal and

Organizational)

Interpretivism

(Knowledge is

Constructed/Reality is

Internal)

Round K-12 programs by

Using DE

Open Educational

Resources (OERs)

Personal Learning

Environment (Personal

and Institutional

Adoptions/Challenges of

Integration into LMS)

Use of DE in

Homeschooling

Learning Analytics

Mobile Learning

(M-Learning)

Multi-User Virtual

Environments

(MUVEs) (Cross-

Cultural Technology

Used to Learn

English as a Foreign

Language)

Online Cultures of

Community

(Founded on Artistic

Elements)

Open Teaching

Model

Personal Learning

Network (Use of to

Facilitate Learner

Integration into

Persistent Online

Learning

Community)

Project-Based

Learning

Information and

Communication

Technologies

(ICTs)

Internet Protocol

Video

Communications

LMS

Environments (e.g.,

BlackBoard

previously WebCT,

Moodle, Web-Based

Delivery)

Personal/Social

Media - Connected

to (Blogs, Digital

Portfolio,

Facebook, Peer-to-

Peer (P2P) Media

Sharing Apps,

Ning, Podcast,

Really Simple

Syndication (RSS),

Twitter

(Microblogging),

Webinars, Wikis

(Wikispaces),

YouTube/Video

Sharing, etc./Open,

Real-Time, Two-

Way Info Flow)

(Uni. of London)

Stewart Hase (Southern Cross

Uni.) Chris Kenyon (Southern Cross

Uni.) Gerald E. Ledford

Jr. ( Uni. of Southern

California) Mark J.W. Lee

(Charles Sturt Uni.) Catherine

McLoughlin

(Australian Catholic

Uni.) Luis Mateus Rocha George Siemens (Athabasca Uni.) John Stephenson

(Leeds Metropolitan

Uni./Uni. of Leeds) George Veletsianos

(Uni. of Manchester) Susan W. Weil Elizabeth Wellburn

(Royal Roads Uni.)

Information of Greater

Importance Thank

Content with the Pipe

Theories and Technology

Influence Each Other in

Course Development

/Institutional Design

Developments

Learning Equivalency

Theory (Anderson)

Objectivism (Knowledge

is Gained Through

Experiences/Reality is

External and Objective)

Open System Theory/

OST(E) (Emery)

Performance Tutoring

View (Larreamendy-

Joerns & Leinhardt,

Vygotsky & Lauria)

Presentational View

(Larreamendy-Joerns &

Leinhardt)

Pedagogy of Nearness

(Mejias)

Pragmatism (Knowledge

is Negotiated Through

Experience and

Thinking/Reality is

Interpreted)

Science of Structured

Dialogic Design

Resource-Based

Learning

Technology-

Enhanced

Learning/Instructio

n

True Dialogue

(Informal and

Comfortable Online

Place Enabling

Sense of “Nearness”

and “Presence”)

Virtual Learning

Environment (VLE)

Work-Based

Learning (Graves,

Hase)

Open Educational

Resources on Net

(Object

Repositories to

Wide-Scale

Distribution and

Production)

Search-Engine

Algorithms

Self-Organizing

Systems

Structured Dialogic

Design (SDD)

Student 2.0

Tablets, Interactive

Whiteboards

Unified

Communications

(UC)

Universal Design

for Learning

(UDL)

Video over IP or

Videoconferencing

(Development of

Distance-Based

Disciplined and

Democratic Dialogue)

Self-Organizing Process

(Both Personal and

Organizational Learning

Systems)

/Informationally Open,

Able to Change

Structure

Social Network

Knowledge Construction

(Dawley)

Social Development

Theory (Vygotsky)

Virtual (Synthetic)

Worlds

Web Analytics to

Gain

Knowledge/Insight

into Student

Behaviors, Outcomes,

Engagement (Key Educational

Requirements/KERs,

Key Performance

Indicators/KPIs , Key Business

Requirements/KBRs)

Producing Actionable

and Measurable

Metrics

Wireless Internet

WWW, Web 1.0, and

Web 2.0

Color Key:

Kristen Tull

Kay Venteicher

References

Anderson, T. (2010). Emerging technologies in distance education. Canada: Athabasca University Press. Retrieved from

http://www.aupress.ca/books/120177/ebook/99Z_Veletsianos_2010-Emerging_Technologies_in_Distance_Education.pdf

Bingham, J., Davis, T., & Moore, C. (2005). Emerging technologies in distance education. Unpublished manuscript, Horizon, University of North

Carolina ,

Raleigh, NC, . Retrieved from http://horizon.unc.edu/projects/issues/papers/Distance_Learning.asp

Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. In UltiBase Articles. Retrieved from

http://pandora.nla.gov.au/nph-wb/20010220130000/http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm

Schwier, R. (2011). Connectivism. 30 minute video interview with George Siemens. Retrieved from

http://rickscafe.wordpress.com/2011/08/05/interview-with-george-siemens-about-connectivism/

Siemens, G. (2004). Connectivism: A learning theory for the digital age. elearnspace.com. Retrieved from

http://www.elearnspace.org/Articles/connectivism.htm

Conclusion

It is clear from our documentation that there is an undeniable relationship between

scholars, DE theory, industries, governments, society, and technology and that there has been a

true (r)evolution in DE as a result. The evolution of DE has had significant contribution from

scholars with waves of new theories that corresponded and bridged the evolution of this

discipline and field. Group 4 reached this conclusion through our collaborative research,

documentation, and analysis of the four distinct DE waves using the grid to succinctly represent

the pertinent aspects of each period. This approach allowed us to ascertain relationships,

assess the impact of those relationships and clearly substantiate our conclusion.