Tetyana Zatonatska
https://orcid.org/0000-0001-9197-0560
Tomasz Wołowiec
https://orcid.org/0000-0002-7688-4231
Olga Anisimova
https://orcid.org/0000-0002-6721-3030
DISTANCE LEARNING: MODELS AND PROSPECTS
Full text (pdf)
Language: English
Abstract. The article examines the definition, key models and framework of distance education in the field of higher education. The analysis of the main stages of the development of the distance learning process, the main forms and models of its implementation is carried out. It is defined that distance education is any educational process the teaching of which is conducted mainly by someone remote from the learner in space or time, with the effect that all or most of the communication between teachers and learners is through an artificial medium, either digital or print. The history of distance education can be classified under three ages at the macro level and under five generations at the micro level. These ages and generations were shaped and determined by the dominant communication technologies adopted by distance education. With the advantages and capacity increase offered by technology, interaction became the central focus for distance education. The multimedia used in the previous age had become obsolete when compared to the new, higher quality computer-based multimedia, and synchronous and asynchronous instruction had grown to be as efficient as face-to-face instruction. Three historical approaches to the development of a theory of distance education were identified: theories of autonomy and independence, reflecting the essential component of the independence of the learner; a theory of industrialization showing the attempt to view the field of distance education as an industrialized form of teaching and learning and theories of interaction and communication. To illustrate the practical aspects of those theories, four learning concepts such as transactional distance, interaction, learner control, and social presence were introduced. It was established that distance education programs will continue to grow. One of the reasons for this growth is related to the ever growing global need for an educated workforce combined with financial constraints of established educational systems. Distance education offers life-long learning potential to working adults and will play a significant part in educating societies around the world.
Keywords: distance learning, distance education, theory of autonomy and independence, theory of industrialization, theories of interaction and communication.
Keywords: distance learning, distance education, theory of autonomy and independence, theory of industrialization, theories of interaction and communication.
https://doi.org/10.32987/2617-8532-2020-1-88-103
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2. Keegan, D. (2013). Foundations of distance education. Routledge.
3. Holmberg, B. (1986). Growth and structure of distance education. London: Croom Helm.
4. Birnbaum, B. (2001). Foundations and practices in the use of distance education. Lewiston, NY: Edwin Mellon Press.
5. Hanson, D., Maushak, N. J., Schlosser, C. A., Anderson, M. L., Sorenson, C., & Simonson, M. (1997). Distance education: Review of the literature (2nd ed.). Washington, DC: Association for Educational Communications and Technology. Ames, Iowa: Research Institute for Studies in Education.
6. Mehrotra, C. M., Hollister, C. D., & McGahey, L. (2001). Distance learning: Principles for effective design, delivery, and evaluation. Thousand Oaks, CA: Sage Publications, Inc.
7. Meyer, K. A. (2002). Quality in distance education: Focus on on-line learning. In A.J. Kezar (Ed.), ASHE-ERIC Higher Education Report, 29, 1–134. Jossey – Bass.
8. Sabir, I. R., Akhtar, N., Bahadur, W., Sajjad, M. S., & Abbas. (2014). Impact of distance education on student performance: A case of Allama Iqbal Open University. Middle-East Journal of Scientific Research, 21(3), 472–476.
9. Chen, C. W. (2010). Brief introduction of new instruction – network learning. Living Technology Education Journal, 34(4), 10–16.
10. Buttedahl, P., Ironside, D., Lengrand, P., & Titmus, C. (1979). Terminology of adult education = Terminología de la educación de adultos = Terminología de la educación de adultos Terminologie de l’education des adultes. Unesco.
11. Moore, M. G. (1973). Toward a theory of independent learning and teaching. Journal of Higher Education, 44, 66–69.
12. Holmberg, B. (1989). Theory and practice of distance education. London: Routledge.
13. Unesco. (2002). Open and distance learning: Trends, policy and strategy considerations. Unesco.
14. Moore, M. G., & Kearsley, G. (2011). Distance Education: A Systems View of Online Learning (3rd ed.). Belmont, CA: Wadsworth Cengage Learning.
15. Holmberg, B. (2005). Theory and practice of distance education. Routledge.
16. Traxler, J. (2018). Distance learning: Predictions and possibilities. Educ. Sci, 8(1), 35.
17. Casey, D. M. (2008). The Historical Development of Distance Education through Technology. TechTrends, 52(2), 45–51.
18. Bozkurt, A., Koseoglu, S., & Singh, L. (2019). An analysis of peer-reviewed publications on openness in education in half a century: Trends and patterns in the open hemisphere. Australasian Journal of Educational Technology, 35(4), 78–97.
19. Saba, F. (2013). Introduction to distance education: Telecommunications systems.
Retrieved from http://distance-educator.com/in-1962-launch-of-a-beach-ball-sized-satellite-revolutionized-educationaltelecommunications/.
20. Saba, F. (2000). Research in distance education: A status report. International Review of Research in Open and Distance Learning, 1(1).
21. Taylor, J. C. (2001). Fifth generation distance education. Higher Education Division, Department of Education, Training and Youth Affairs.
22. Wedemeyer, C. A. (1977). Independent study. In A. S. Knowles (Ed.), The International Encyclopedia of Higher Education. Boston: Northeastern University.
23. Peters, O. (1973). Distance education and industrial production: A comparative interpretation in outline. Otto Peters on Distance Education: The Industrialization of Teaching and Learning, 1994, 107–127.
24. Hillman, D. C., Willis, D. J., & Gunawardena, C. N. (1994). Learner interface interaction in distance education: An extension of contemporary models and strategies for practitioners. The American Journal of Distance Education, 8(2), 30–42.
25. Simonson, M., Zvacek, S. M., & Smaldino, S. (2019). Teaching and Learning at a Distance: Foundations of Distance Education 7th Edition. IAP.
26. Sewart, D., Keegan, D., & Holmberg, B. (2020). Distance education: International perspectives. Routledge.
27. Rumble, G. (2019). The planning and management of distance education. Routledge.
28. Nagrale, P. (2013). Advantages and disadvantages of distance education.
Retrieved from https://surejob.in/advantages-anddisadvantages-of-distance-education.html.
29. Bijeesh, N. A. (2017). Advantages and disadvantages of distance learning.
Retrieved from http://www.indiaeducation.net/online-education/articles/advantages-and-disadvantages-of-distancelearning.html.
30. Brown, C. (2017). Advantages and disadvantages of distance learning.
Retrieved from https://www.eztalks.com/elearning/advantages-and-disadvantages-of-distance-learning.html.
31. Hara, N., & Kling, R. (2000). Student distress in a web-based distance education course. Information, Communication & Society, 3(4), 557–579.
32. Hutt, M. (2017). Top 10 disadvantages of distance learning.
Retrieved from https://www.eztalks.com/elearning/top-10-disadvantages-of-distance-learning.html.