This is the presentation of Stella Porto at the Summer Institute event at UMUC, August 1st, 2011

1. DISTANCE EDUCATION THEORIES:
WHY DO THEY MATTER TODAY?
Stella C.S. Porto
Master of Distance Education & E-Learning
Graduate School of Management & Technology
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2. OVERVIEW
• Theory & theorists
• The industrial model: Peters
• The guided conversation: Holmberg
• The Transactional distance: Moore
• Connections
• Here & Now
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3. 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
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4. 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)
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5. 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)
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6. 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
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7. THEORY & THEORISTS
Boerje Holmberg (Sweden)
Michael G. Moore (UK, USA)
Otto Peters (Germany)
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8. 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
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9. OTTO PETERS: THE INDUSTRIAL MODEL
• Mechanization and then
automation
• Preparatory phases are
essential steps;
• Systematic planning and
organization • Specialized roles in
production
• Standardized products • Increased concentration and
centralization
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10. 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
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11. MICHAEL G. MOORE: TRANSACTIONAL DISTANCE
Autonomy
Structure
Dialogue
Michael G. Moore
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12. MICHAEL G. MOORE: TRANSACTIONAL DISTANCE
DIALOGUE
Dialogue is purposeful, Dialogue is not the
constructive and same as interaction.
valued by both parties
The extent and nature of dialogue
depends on institutional, designer
or teacher philosophies, the
nature of the subject/content
matter and environmental factors.
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13. 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, Degree in which the learning path
assignments and tests. is (pre-)determined
How tightly controlled the
sequences and the course are.
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14. MICHAEL G. MOORE: TRANSACTIONAL DISTANCE
STRUCTURE + DIALOGUE
Distance is a
pedagogical phenomenon
Higher TD: more structure, less
dialogue.
Lower TD: less structure, more
dialogue.
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15. 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
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16. CONNECTIONS
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17. HERE & NOW
How is the industrialized approach
replicated in order to expand
sustainable access?
Is it relevant?
Why? How do we apply the empathy
How? approach within our teaching
practice?
Do changes in technology affect
transactional distance?
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18. HERE & NOW What kinds of changes and/or
strategies we should use in our
courses to enhance students'
autonomy?
Is it relevant?
Why? How much autonomy is expected
How? from our students?
How can we enhance our teaching
practice through a balance of
structure and dialogue?
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