Objectives Definitions, History, and Theories of Distance Education

4.1.      Discuss the reason for different definitions of distance education.

The reason for different definitions when discussing distance education is because of the rapidly changing and diverse environment. New technologies and ideas are emerging daily when discussing student learning.

4.2.      Describe the various definitions of distance education that have been        

offered.           

There are so many definitions when defining distance education, such as separation of the teacher and learner, the influence of an educational organization, the use of media to unite the teacher and the learner, the opportunity for two-way communication and the practice of individualized instruction. The traditional definition only states that education is taking place at a different time and place.

4.3.      List and explain the five main elements of the various definitions of distance education given by Keegan.

Keegan suggest that the need of permanent separation of the teacher and learner     which is known as no face to face interaction, the planning and preparation of learning materials which is known as studying private to teach yourself programs, the use of technical media that would be able to unite the teacher and learner and carry the content of the course, the use of two-way communication and the absence of the learning group which only means being taught as an individual. 

4.4.      Give the emerging definition of distance education that is appropriate for the United States.

The most appropriate definition would be open learning because it is described as a    new way of looking at education in a quickly changing and diverse world.

4.5.        Outline the general history of distance education, explaining how it began with correspondence study and evolved into the use of electronic communications media.

When it comes to distance education from then till now it has had a rapid growth as well change. In the beginning was the correspondence study which was established in Germany, by Charles Toussaint and Gustav Langenscheidt. It was designed for adults with occupational, social and families. It then emerged into electronic communications which is having the knowledge to use all different types of technology.

4.6.      Discuss the emergence of distance teaching universities.

The universities shared many of the same qualities but the two were not identical in their mission or the teachings. The merge was decided to help both parties. A belief of an economical use of educational resources by mediated teachings, the wish to support educational innovation, the need to further training in advanced level, wanting to serve both individuals and society by offering study sessions and to increase the offerings.

4.7.       Explain the various theoretical approaches to distance education, including theories of independence, industrialization, and interaction and communication. They have been proposed to describe traditional distance education. The changes to these approaches are facilitated by new technologies.

4.8.       Synthesize the various theories of distance education.

These are traditional theories emphasize that distance education is a fundamentally different form of education. The creation of like experiences for both the distant and local learner is emphasized.

4.9.           Describe the emerging theory of distance education that relates to equivalence of learning experiences.

It is based on the capabilities of new technology, both the utilization and existing educational theory.

4.10.   Explain Fordism, neo-Fordism, and post-Fordism.

Fordist distance education is given and involves mass production of curricula for mass consumption which causes rapid changes in society, the Fordist paradigm can’t respond quickly, the post- Fordist the teacher has a higher responsibility to respond the needs of individual students and lastly neo-Fordist adapts to meet the needs of the society.