ODL THEORIESSEARCHLIGHT 2018

Prof Jenny Roberts

IODL

SEARCHLIGHT 2018

17 APRIL 2018

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 theory states that when an instructional designer makes

decisions, these decisions will result in a certain amount of structure, dialog and

autonomy. These amounts can be either unwitting consequences of the instructional

design process, or the result of conscious instructional design decisions. Regardless, these

variables interact to create transactional distance which Michael G. Moore defines as “a

psychological and communication space to be crossed, a space of potential

misunderstanding between the inputs of instructor and those of the learner.” Thus, the

utility of the theory is that it provides guidance to instructional designers as to how to

design the course: e.g. how much structure, dialog, and autonomy to build into the

course, so as to minimize transactional distances and thereby maximize learning

outcomes. (Wikipaedia)

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

communicationHolmberg (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 THEORIES

Interaction:

• Moore (1989) and Ganuwardena (1994)

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

• Equivalency Theorem (Anderson, 2003)

• 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, 974)

3 TYPES OF INTERACTION MOORE (1989)

Student - Teacher

Student - Content

Student - Student

Student - Technology

(Zhang, 2003)Zhang found that these 4 variables are highly correlated with Student Satisfaction

Also see the updated scale by Paul et al, 2015)

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 one of

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)

OTHER THEORIES (NOT NECESSARILY ODL)

• Activity theory

• Transformative Learning Theory

• CHAT

• Desmond Keegan

• Theory of cooperative freedom – Morton Paulsen

• Harasim’s Collaborative Learning Theory (OCL)

YOUR GROUP NEEDS TO INVESTIGATE THE FOLLOWING:

1. Name of main theorists and year that theory was put forward

2. A paragraph on the main thrust of the theory

3. How can this theory apply in an ODL environment

4. Find an article that makes use of this theory

• You have 30 minutes for this exercise

• Each group should put forward a spokesperson, a timekeeper, a scribe and a group leader

• Preferably present your theory on a powerpoint slide so we can share with everyone else (and members from Group 1)

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

Theories and Distance Education