Porto's Summer Institute Presentation

Stella C.S. Porto Master of Distance Education & E-Learning

Graduate School of Management & Technology

DISTANCE EDUCATION THEORIES: WHY DO THEY MATTER TODAY?

August, 2011 S. Porto – Summer Institute 2011 1

OVERVIEW

•  Theory & theorists •  The industrial model: Peters •  The guided conversation: Holmberg •  The Transactional distance: Moore •  Connections •  Here & Now

August, 2011 S. PORTO – SUMMER INSTITUTE 2011 2

THEORY AND THEORISTS

“Everything that is recorded in the literature of a field makes up the theory of the field” (Moore & Kearsley, 2011)


… then someone summarizes and organizes everything… More and more people use it and cite Voila’.. We have a theory! It is like a MAP… http://c.1asphost.com/Aspirincomic/Map_Theory.html

THEORY AND THEORISTS

“If people in journeys of discovery have not read the theory”, summarized or not, “they are traveling

without a map” (Moore & Kearsley, 2011)


“Knowing the theory, therefore, is very valuable for everyone who wants to practice in distance education; for researchers it is indispensable” (Moore & Kearsley, 2011)

THEORY & THEORISTS


•  Until very recently there was no general theory of the pedagogy of distance education

•  First definition of DE … “…the family of instructional

methods in which the teaching behaviors are executed apart from the

learning behaviors” (Moore, 1972 in Moore & Kearsley, 2011)

THEORY & THEORISTS


DE theories have been classified in three groups: Theories of independence and autonomy Theories of industrialization of teaching

Theories of interaction and communication

THEORY & THEORISTS


Boerje Holmberg (Sweden)

Michael G. Moore (UK, USA)

Otto Peters (Germany)

OTTO PETERS: THE INDUSTRIAL MODEL

•  Once upon a time DE was just like correspondence courses… •  In fact it still is in many parts of the world!

•  Peters explained in 1967 – “it becomes clear that distance study is a form of study complimentary to our industrial and technological age”

•  The success of DE (at the time) depended on the use of such industrial model


OTTO PETERS: THE INDUSTRIAL MODEL


•  Mechanization and then automation

•  Preparatory phases are essential steps;

•  Systematic planning and organization

•  Standardized products

•  Specialized roles in production

•  Increased concentration and centralization

BOERJE HOLMBERG: THE GUIDED CONVERSATION

•  Feelings of a personal relation between learner and teacher promotes study pleasure and motivation •  Well designed material can foster such feelings •  Intellectual pleasure & motivation support learning goals

•  A friendly tone favors the feelings of this personal relation


MICHAEL G. MOORE: TRANSACTIONAL DISTANCE

Dialogue Structure Autonomy

Michael G. Moore


MICHAEL G. MOORE: TRANSACTIONAL DISTANCE DIALOGUE

Dialogue is purposeful, constructive and valued by both parties

Dialogue is not the same as interaction.


The extent and nature of dialogue depends on institutional, designer or teacher philosophies, the nature of the subject/content matter and environmental factors.

MICHAEL G. MOORE: TRANSACTIONAL DISTANCE STRUCTURE

Structure is a variable that represents elements in course design, such as learning objectives, content themes, presentations, case studies, activities, assignments and tests.


Degree in which the learning path is (pre-)determined How tightly controlled the sequences and the course are.

MICHAEL G. MOORE: TRANSACTIONAL DISTANCE STRUCTURE + DIALOGUE


Distance is a pedagogical phenomenon

Higher TD: more structure, less dialogue. Lower TD: less structure, more dialogue.

MICHAEL G. MOORE: TRANSACTIONAL DISTANCE AUTONOMY


The greater TD, the more responsibility is given to the learner

Learners have different abilities and potential when it comes to making decisions about their own learning

CONNECTIONS


HERE & NOW


Is it relevant? Why? How?

How is the industrialized approach replicated in order to expand sustainable access? How do we apply the empathy approach within our teaching practice? Do changes in technology affect transactional distance?

HERE & NOW


What kinds of changes and/or strategies we should use in our courses to enhance students' autonomy? How much autonomy is expected from our students? How can we enhance our teaching practice through a balance of structure and dialogue?

Is it relevant? Why? How?