Teaching and Learning in Online Distance Education (OMDE 610 9040)
“Theories ought not to be considered as distinct silos – independent or autonomous of one another. Indeed, theorists associated with one particular theory may also have contributed to the development of other theoretical frameworks” (Harism, 2011, p. 10).
“Specifically, education should be aimed at improving the individual’s life in society; improving individuals through education leads to a better society” (Kanuka, 2008, pp. 103-104)
“Behaviorist strategies can be used to teach the facts (what); cognitivist strategies, the principles and processes (how); and constructivist strategies to teach the real-life and personal applications and contextual learning” (Ally, 2008, p. 39)
“2009 US National Online Survey exploring school district use of Internet and Web 2.0 use in K-12 education noted: ‘There is a serious and persistent gap between how the digital youth today learn in school and how they interact and work outside of school’” (Harism, 2011, p. 82)
Technology in Distance Education & E-learning (OMDE 603 9020)
“Informal learning is an important part of the knowledge economy” (Bates & Sangra, 2011, p. 36)
“The use of technology needs to be combined with an understanding of how students learn, how skills and competencies are developed, how knowledge is represented in different media and then processed, and how learners use different senses for learning” (Bates & Sangra, 2011, p. 195).
Foundations of Distance Education & E-learning (OMDE 601 9041)
“What a difference there is between writing on a board in a classroom, graphics printed in a study letter, monochrome pictures in a textbook, which are usually much too small anyway, and the potential audiovisual land of milk and honey into which the digital learning environment can lead us” (Peters, 2010, p. 143).
“the competitive industrialized ‘knowledge and learning society’ needs a new type of learning which calls for active learners who are able to initiate, plan, implement, control and evaluate and also apply their learning themselves” (Peters, 2010, p. 141).
“Now, what does all this lead to? Well, it leads to empathy. And that is what I’m after. We should not only feel for our students, we should show that we feel. We should show that we are on a level with our students, that we, on the same level. We happen to know more about this particular subject, but we are not centers of wisdom, we are just people who happen to be specialists in a subject and we want to help the students. We want to converse with them, we want to discuss with them, we want to explain to them in a way that they really understand” (Holmberg, 2004, p. 6).
“The technology gives the beat and the pedagogy gives the moves – and without either one of them, you don’t have much of a dance” (Anderson, 2011, p. 2).
“Transactional distance is a function of three variables [dialogue, structure, autonomy], which change from situation to situation and in some cases work against each other or even exclude each other” (Peters, 2004, p. 29).
“the [Interaction Equivalency] 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” (Anderson & Miyazoe, n.d.).
Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson (Ed.), The theory and practice of online learning (2nd Ed.) pp. 15-49. Athabasca, CA:Athabasca University Press. Retrieved from http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
Anderson, T., & Miyazoe, T. (n.d.). Home [Website]. Retrieved from http://equivalencytheorem.info/
Anderson, T. (2011, November). The third wave of distance education [Online video]. Edmonton, AB, Canada. Retrieved from http://vimeo.com/32596395 (Transcript: http://www.box.com/s/e8ylcfx3h6fjv4qim3px)
Bates, A. W., & Sangra, A. (2011). Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning. San Francisco, CA: Jossey-Bassy.
Harasim, L. (2011). Learning Theory and Online Technologies. Routledge, Taylor & Francis Group.
Holmberg, B. (2004, September). Lecture: The empathy approach to distance education [Video]. Retrieved from University of Maryland University College Graduate School of Management & Technology website: http://marconi.umuc.eduramgen/GSMT/omde/2004holmberg.rm
Kanuka, H. (2008). Understanding e-learning technologies in practice through philosophies in practice. In T. Anderson (Ed.), The theory and practice of online learning (2nd Ed.) pp. 91-120. Athabasca, CA:Athabasca University Press. Retrieved from http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
Peters, O. (2004). Learning and teaching in distance education: Analysis and interpretations from an international perspective. London & New York: RoutledgeFalmer.
Peters, O. (2010). Distance education in transition: Developments and issues: Vol. 5 (5th ed.) [Adobe Digital Edition]. Retrieved from Carl von Ossietzky Universität Oldenburg website http://www.box.com/shared/ktx7ipccetotqrr11mct