ODL THEORIESSearchlight 2017

Prof Jenny RobertsIODL

Searchlight 2017

22 June 2017

buckjj@unisa.ac.za

What is a theory?

A theory is a coherent group of tested general

propositions, commonly regarded as correct,

that can be used as principles of explanation

and prediction for a class of phenomena

A scientific theory is a well-substantiated

explanation of some aspect of the natural world,

based on a body of facts that have been

repeatedly confirmed through observation and

experiment. (wikipaedia)

A theory explains how some aspects of human behaviour is organised. It enables us to

make predication about that behaviour.

The Three Wise Men of Distance

Education Theory

Distance Education Theories

Theories of independence and autonomy

(Micheal Moore, 1981)

Theories of industrialisation of teaching (Otto

Peters, 1988)

Theories of interaction and communication

(Borje Holmberg, 1988)

Michael Moore

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

Journal of Higher Education, (44), 661-679.

Available online at http://www.ajde.com/Documents/theory.pdf

Theories of independence and autonomy

The theory consists of a set of principles and a model that defines

the pedagogical aspects of education (as contrasted with others

such as management and policy) in three sets of variables.

Theory of Transactional Distance: the cognitive space between instructors

and learners in a distance education setting - The greater the dialogue,

the lesser the structure and vice versa.

1. Structure

2. Interaction between teacher and learner

3. Individual learner characteristics – self-

management or autonomy of students

Transactional distance – Michael Moore (1990)

.

• Distance that exists in all educational relationships

• Distance determined by amount of dialogue

between learner and instructor

• And amount of structure in design of the course

• More structure/less dialogue – greater transactional

distance

• As learner control and dialogue increase,

transactional distance decreases (Saba & Shearer,

1994 )

Theories of Industrialisation – Otto Peters

Peters, O. (1993). Understanding

distance education. In K. Harry,

M. John, and D. Keegan (Eds.).

Distance education: New

perspectives. (10-18). London,

UK: Routledge.

• Increasing mechanisation and automation

• Development of course (preparatory work)

very important

• Effectiveness of teaching depends on

planning and organisation

• Courses must be formalised and expectations

from students standardised

• Mass market and centralisation

• Embracing new and mass technology

Borje Holmberg

Didactic conversation

• Personal relationship between teaching and

learning

• Well developed instructional material and 2

way communication

• Intellectual pleasure and study motivation

• Conversational concept

• Learner centred and personal communication

Holmberg (1995). Theory and practice of distance

education. New York, NY: Routhledge.

Distance education is a concept that covers

the learning-teaching activities in the

cognitive and/or psycho-motor and affective

domains of an individual learner and a

supporting organization. It is characterized by

non-contiguous communication and can be

carried out anywhere and at any time, which

makes it attractive to adults with professional

and social commitments (Holmberg, 1989, p. 168).

Other important theoriesInteraction: Moore (1989) and Ganuwardena (1994)

• Community of Enquiry Theory (Garrison et al, 2000)

• Equivalency Theorem

• Theories of online learning (Anderson, 2003)

•

• A Learning theory for the digital age

(Siemens, 2005)

Control: Theory of Adult Learning (Baynton, 1992 )

• Theory of self-directed learning (Knowles, 1974)

3 types of interaction Moore (1989)

Student - Teacher

Student - Content

Student - Student

Student - Technology

Community of Inquiry Theory

Collaborative

Constructivist

Learning Experience

Instructional design model for eLearning (Garrison et al, 2000)

Teaching Presence

• Therefore, the online instructor, as a

facilitator, as well as the clarity of the

instructions and expectations become very

important for the successful implementation of

collaborative learning strategies within the

virtual classroom (Prestera & Moller, 2001;

Hutchinson, 2007).

• The most important factor for success in

online collaborative learning is the instructor

and the design of the course as created by

that instructor (Hutchinson, 2007).

Social Presence

• The ability of learners to project their personal characteristics

into the community of inquiry, thereby presenting themselves

as 'real people

• Students project their personality online using text only

• Swan (2003)

• Paralanguage

• Emotion

• Value

• Humour

• Self-disclosure

• Acknowledgement

• Approval

• Invitation

• Personal advice

Interaction Equivalency Theorem (Anderson, 2003)

The theory posits that if any one of student-student, student-teacher or student-

content interaction is of a high quality, the other two can be reduced or even

eliminated without impairing the learning experience–thus creating means of

developing and delivering education that is cost affordable for all of us.

Student - Content

Student-Teacher

Student - Student

Any oneof them?

Thesis 1. Deep and meaningful formal learning

is supported as long as one of the three forms of

interactions (i.e., student–teacher, student–student,

and student–content) is at a high level. The other

two may be offered at minimal levels, or even

eliminated, without degrading the educational

experience.

Thesis 2. High levels of more than one of these

three modes likely provide a more satisfying

educational experience, although these

experiences may not be as cost- nor time-effective

as those using less interactive learning sequences.

Abrami et al (2011)

.

Interaction in distance education and online

learning: using evidence and theory to improve

practiceJ Comput High Educ (2011) 23:82–103 DOI 10.1007/s12528-011-

9043-x

highlight several evidence-based approaches that may be useful in

the next generation of distance and online learning.

• the theories of self-regulation

• multimedia learning

• research-based motivational principles

• collaborative learning principles.

ConnectivismA Learning Theory for the Digital Age (Siemens, 2005)

Connectivism is the thesis that knowledge is distributed across a

network of connections, and therefore that learning consists of the

ability to construct and traverse those networks (Downes, 2007)

A comparison of theoretical perspectives (adapted from Amundsen, 1993, p. 70)

http://www.aect.org/pdf/DistED/CH_3.pdf

Theories and Distance Education