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TheTheoryofDistanceEducationSpeaker：JihongDingChapter16TheTheoryofDistanceEducation•KeyPoint：TheIndustrialModelofDistanceEducation•DifficultPoint：ASynthesisofExistingTheories•Theindustrialmodelofdistanceeducation(p.172)–OttoPeters’industrialproductionmodelofdistanceeducation:Amethodofimpartingknowledge,skillsandattitudeswhichisrationalizedbytheapplicationofdivisionoflaborandorganizationalprinciplesaswellasbytheextensiveuseoftechnicalmedia,especiallyforthepurposeofreproducinghighqualityteachingmaterialwhichmakesitpossibletoinstructgreatnumbersofstudentsatthesametimewherevertheylive.–Peters’theoryisanorganizationaltheoryandnotatheoryofteaching,noroflearning.Itisanorganizationalmodelthattalksaboutorganizingtheeducationalprocesstorealizeeconomiesofscale.–Thismodelplacesinclearcontrasttheneedtochoosebetweenindependenceandinteraction,generatingadebateabouttheworthofeachapproachinimplementingdistanceeducation,adebatethatwasrendereduselesswiththeadventofcomputer-mediatedcommunication.•Europeantheoryofindependentstudy(p.173)–Moore’stheoryexaminestwovariablesineducationalprograms:theamountoflearnerautonomyandthedistancebetweenteacherandstudent.–DistanceeducationforMooreiscomposedoftwoelements:theprovisionfortwo-waycommunication(dialog)andtheextenttowhichaprogramisresponsivetotheneedsoftheindividuallearner(structure).–ThesecondpartofMoore’stheorydealswithlearnerautonomyanddistanceeducationalprogramsareclassifiedas“autonomous”(learner-determined)or“non-autonomous”(teacher-determined).–Thedegreeofautonomyisgaugedbyansweringthefollowingthreequestions:•Istheselectionoflearningobjectivesintheprogramtheresponsibilityofthelearnerortheteacher(autonomyinsettingobjectives)?•Istheselectionanduseofresourcepersons–ofbodiesandothermediateddecisionofthelearnerortheteacher(autonomyinmethodsofstudy)?•Arethedecisionsaboutthemethodofevaluationandcriteriatobeusedmadebythelearnerortheteacher(autonomyinevaluation)?•Theneedfortheory(pp.174-175)–Moore’sconcern(1972)abouttheprogressofdistanceeducationbeinghinderedbylackofattentiontowhathecalledthe“macrofactors”.–Holmberg’scall(1986,1988)fortheory–Keegan’sconfirmationoftheneedforatheoryofdistanceeducationandhisviewofthreegroupsoftheories:theoriesofindependenceandautonomy,ofindustrializationofteaching,andofinteractionandcommunication–Holmberg’sview(1995)ontheory:asystematicorderingofideasaboutthephenomenonofafieldofinquiry,andanover-archinglogicalstructureofreasonedsuppositionswhichcangeneratetestablehypotheses.•Asynthesisofexistingtheories•Perraton’stheoryofdistanceeducationiscomposedofelementsfromexistingtheoriesofcommunicationanddiffusionaswellasphilosophiesofeducation,andexpressedintheformoffourteenstatementsorhypotheses.–Fiveofthemdealwiththewayinwhichdistanceteachingcanbeusedtomaximizeeducation:•Youcanuseanymediumtoteachanything.•Distanceteachingcanbreaktheintegumentsoffixedstaffingratiosthatlimittheexpansionofeducationwhenteacherandstudentareinthesameplaceatthesametime.•Therearecircumstancesunderwhichdistanceteachingcanbecheaperthanorthodoxeducation,whethermeasuredintermsofaudiencereachedoroflearning.•Theeconomiesachievablebydistanceeducationarefunctionsofthelevelofeducation,sizeofaudience,choiceofmedia,andsophisticationofproduction.•Distanceteachingcanreachaudiencesnotreachedbyordinarymeans.–Fouraddresstheneedtoincreasedialog:•Itispossibletoorganizedistanceteachinginsuchawaythatthereisdialog.•Whenatutormeetsdistancestudentsface-to-face,thetutor’srolechangesfromthatofcommunicatorofinformationtofacilitatoroflearning.•Groupdiscussionisaneffectivemethodofdistancelearningtobringrelevantinformationtothegroup.•Inmostcommunitiesthereareresourcesthatcanbeusedtosupportdistancelearningtoitseducationalandeconomicadvantage.–Anotherfivedealwithmethod:•Amultimediaprogramislikelytobemoreeffectivethanonewhichreliesonasinglemedium.•Asystemsapproachishelpfulinplanningdistanceeducation.•Feedbackisanecessarypartofadistancelearningsystem.•Tobeeffective,distanceteachingmaterialsshouldensurethatstudentsundertakefrequentandregularactivitiesoverandabovereading,watching,orlistening.•Inchoosingbetweenmedia,thekeydecisiononwhichtherestdependconcernstheuseofface-to-facelearning.•WebCT(p.179)–WhatisWebCT?•AcompanywhosemissionistobethepreferredpartnerofinstitutionsthatarecreatingtotalE-learningsolutions,fromgettingstartedtoscalingcampus-wide.•AplatformwhoseStandardandCampusEditionsareuser-friendly,givefacultymembersthepedagogicalflexibilitytoteachtheirownway,providetoolstoenhanceint