Distance Education Theory Research Articles

Improving Local Educational Services with Distance Education: The Case of Tepebaşı City Institute

Municipalities, one of the most important elements of local governments in Türkiye, are among the leading organizations that conduct intensive educational activities, apart from institutions whose main function is education, such as the Ministry of National Education and higher education institutions. Local educations organized by municipalities and mostly aimed at helping the personal, social, and professional development of the local people appeal to a very wide audience of millions varying in age, education status, social status, disability status, and more. Considering its sphere of influence, it is thought that local education services conducted by municipalities assume an important role within the Turkish education system. Based on this assumption, the City Institute Project was initiated in collaboration with Anadolu University and the Tepebaşı Municipality of Eskişehir. Within the scope of the project, the structure of educational services carried out by local governments, its place in national education policies, and its sphere of influence were first investigated. In line with the findings obtained, 10 new courses were prepared based on a teaching model designed to support and improve local educational services with distance education. The prepared courses were made available to the masses via the Tepebaşı City Institute Lifelong Learning Portal, which was developed from scratch for the needs of the project and were evaluated according to the opinions of the students. In summary, this study examined the role and impact of local educational services within the scope of national education policies, based on the findings and results obtained from the Tepebaşı City Institute Project. Additionally, experiences related to how distance education theory could be utilized to improve local educational services were shared.

Fifty years of open education policy and practice in Australia

This article considers selected Australian and international theories, policies, and practices of open and distance education, since ODLAA (formerly the Australian and South Pacific External Studies Association) was formed in 1973, through to the current post-pandemic period. It considers the shifting conceptualization of open education as Australian institutions responded to social and political challenges, particularly the Dawkins Reforms. Open education is discussed as a concept that emerged during the formation of the United Kingdom’s Open University and which spread with the establishment of other open universities internationally, but not in Australia. It is argued that, alongside the rise of open university education, there were important developments in distance education theory. The article reviews the work of Börje Holmberg, Michael Moore, and Otto Peters and their influence on the policies and practices of distance education. More recent scholars’ theoretical interpretations and adaptations are discussed alongside changes in Australian higher education policy and their effects on open and distance learning.

An empirical review of a hybrid teacher education programme: Lessons from South Africa

Scholars have recommended hybrid learning to combat education problems in emerging economies due to their challenging contexts. It potentially offers a means to address growing demand without sacrificing quality or increasing costs. In this article we report on a new “hybrid” distance teacher education programme in which we sought to address the requirements of new policies (both institutional and national) by combining the blended and distance education approach. We adopted a pragmatic qualitative approach, rooted in a communitarian perspective and distance education theory. Although progressing slower than expected, the programme’s implementation to date has provided lessons that bolster the value of blended learning theory and practice in a hybrid model. The study also highlighted the critical role that the mode adopted for teacher training can play in shaping teachers’ practice. However, to work more effectively in an emerging economy, a more substantial teaching presence is suggested, coupled with modularised and ongoing information and communication technology (ICT) training and support for staff and students as areas for further research.

Classic Theories of Distance Education: Interview with Terry Evans and Viktor Jakupec

Classic Theories of Distance Education: Interview with Terry Evans and Viktor Jakupec

A sociotechnological perspective of distance education systems in Bangladesh, Australia and the UK

ABSTRACT Offering education by distance provides an important sociological tool for equalising opportunities in developed nations. However, for developing nations and more particularly some of the least-developed countries in the world, it has the potential to play a much larger role in providing both basic and advanced educational opportunities and, therefore, should be viewed as a necessity rather than an option. This paper provides a comprehensive analysis of distance education (DE) systems in three different countries – Bangladesh, Australia and the UK. Although commonalities and differences were evident between the three systems, a number of unified constructs and associated thematic propositions emerged, and resulted in the identification of an innovative theoretical model. The ‘Adapting Structuration Theory In Distance Education (ASTIDE)’ model, conceptualised as part of a broader study, provides an underlying theoretical basis for effective DE provision across the world.

Book Review: Indigenous Efflorescence. Beyond revitalisation in Sápmi and Ainu Mosir

This is a book review of an anthropological anthology, Indigenous Efflorescence. Beyond revitalisation in Sápmi and Ainu Mosiredited by Gerhard Roche, Hiroshi Maruyama and Åsa Virdi Kråik (2018). The volume acknowledge ongoing efforts around the globe to revtalise languages and cultures, defining Indigenous efflorescence as a slow revolution occurring almost unnoticeably. Examples from two Indigenous peoples are provided, Sámi and Ainu, giving voice to thirty contributors who describe contexts and practices of ´Indigenous efflorescence´ in a broad variety of settings. The review focusses on the merits of the concept of Indigenous efflorescence with a special emphasis on three of the chapters where digital contexts are provided. (Indigenous) efflorescence is an interesting theoretical concept to investigate in relation to theory and practice in remote teaching, online learning, and distance education for K-12 schools as it stresses the aim with any educational practice, which is the growth and flourishing of those involved. It also offers leverage against simplistic narratives of both decline and progress. This volume does what it sets out to do: offer hope and stimulate projects for supporting Indigenous efflorescence.

Special Issue: Theory and Practice in Remote Teaching, Online Learning, and Distance Education for K-12

There are many situations where digital technology has served as the lifeline or salvation for society. Unexpected and unpredictable situations like catastrophic floods, blizzards, earthquakes, and more recently the Covid-19 pandemic have forced families to stay home, meaning that digital technologies have become important tools for people to work and learn. Other examples are societal and regional challenges such as lack of qualified teachers, diminishing birth rates, and difficulties in filling classrooms that force digital and educational development. The symposium held in May 2021, which resulted in this special issue, was intended to explore possibilities for ensuring equal access to education in rural schools using remote teaching. At the symposium, different strategies to increase access to education in the context of K-12 using digital technologies was presented and discussed. It brought together researchers from Europe and North America, all represented in this issue.

Measuring learner–content interaction in digitally augmented learning experiences

ABSTRACT Distance education theories indicate the importance of learner–content interaction and discuss it in conjunction with learner–instructor and learner–learner interaction. The measures of learner–content interaction are inconsistent and often measure learner–learner and learner–instructor interaction only. Using content analysis, this study examined 107 manuscripts to understand how learner–content interaction is currently measured to identify what constructs are being considered and the measurement tools being used. Results report 113 different measurement tools in use, showing a large variety of measurement items. Most tools were designed for specific cases and not built upon other relevant tools. A universal learner–content interaction measurement tool must consider being proactive; having strong pedagogical base, learner agency, motivation, and engagement; and measure a variety of learning experiences.

PENGALAMAN PROSES PEMBELAJARAN JARAK JAUH DI PERGURUAN KEAGAMAAN ISLAM NEGERI: DAMPAK PANDEMI COVID-19

The Covid-19 pandemic has wholly changed all aspects of life, including the learning system in higher education. So that the learning process must be carried out with a total distance education model, in its implementation, it is not accompanied by good planning. The main purpose of this study is to describe and examine the differences in the experiences of lecturers and students in carrying out the learning process with the distance education model as the impact of the Covid-19 Pandemic. This research was conducted using a descriptive quantitative approach and a different test. The research instrument is a questionnaire designed based on distance education theory. The measurement scale uses a Likert scale (1=strongly disagree to 5=strongly agree). Data were collected through surveys to lecturers and students. Due to the Covid-19 pandemic, the questionnaire was designed in a Google Form and distributed through the WhatsApp Group of colleagues at several Islamic Universities in Indonesia. The number of respondents collected was N=527 (n=123 lecturers and n=404 students). Before data analysis, data were edited, and the result was that all data were declared valid. Data analysis used the Categorization Index and a different test with the Independent-Samples Kolmogorov-Smirnov Test approach. The results of the descriptive research show that the learning process using the distance education model, from the experience of the lecturers, is stated to be less effective and even tends to be ineffective. Student experience also shows the same thing, which is less effective, and the small number of many students say it is effective. The difference in experience in the learning process with the distance education model between lecturers and students is different. This difference is caused by the habit between lecturers and students using information technology devices as a medium in distance education that is not the same.

Why do our Theories Matter?

All too often in our practice of distance education we overlook the history of the field and our theories as we embrace new technologies or, as in the past year, when we are forced to adapt to a regional or global crisis that necessitates a temporary move to a remote learning scenario. When we set our theories aside, this approach can lead us to recreate the wheel in our pedagogical approaches, and ignores the unique pedagogy of distance education and the unique characteristics of learners studying at a distance. This article looks at why our distance education theories continue to be critically important for us to constantly return to and reflect on. Our theories help us to keep focused on the learner, learner characteristics, and the individualised nature of learning, while we undertake design and development work in partnership with faculty and other members of the design team. Our distance education theories remind us to ask the hard questions about what we are trying to accomplish and to what end for the learner, and through which design strategies.

Improving Remote Teaching and Online Learning

This issue of the Journal of Open, Flexible and Distance Learning (JOFDL) contains an invited piece from a well-known author in the field. The intention is to include an invited piece in subsequent issues. This contribution from Rick Shearer focuses on theory in open, flexible, and distance education. The choice of topic is timely given the experiences of emergency remote teaching (ERT) by teachers and academics over the last 18 months, and the prevailing view that online learning and teaching and ERT are equivalent. In addition to the invited article, this issue has four articles—a descriptive piece and three articles from presentations at the recent FLANZ 2021 Conference.

Modern distance education theory and practice innovation under the lifelong education system

<p>Summary : Modern distance education models are valued for their advantages . , But distance learning has also revealed many problems as it grows. . How to: in the process of establishing and perfecting a lifelong education system , Innovation in theory and practice for modern distance education , This is an urgent problem to solve now . to this , Opportunities and challenges under the lifelong education system based on modern distance education , Strengthening communication and interaction between teachers and students in distance education , Clean network , Create good learning environment , Establish a sound certification and evaluation mechanism for teachers , public -private education institutions open deep cooperation , promoting the life-long education system under modern distance teaching education Theory and Practice Innovation .</p>

Engagement in Distance Education Settings: A Trend Analysis

This study examined studies focusing on student engagement in distance education using a trend analysis technique. 154 studies published in web of science database were included in the study. Analysis showed that there is an increasing effort to understand student engagement. Researchers are mostly focusing on instructional design and educational technology. More effort is needed in the area of distance education systems and theories. The findings offer support for Chickering and Gamson’s Seven Principles of Good Practice as important in promoting student engagement in distance education. However, six new components were added to these principles: media properties, student characteristics, teaching method, course/content design, innovative techniques, and instructor competencies.

What Students Want: A Vision of a Future Online Learning Experience Grounded in Distance Education Theory

ABSTRACT As online learning continues to evolve many have proposed that we think differently about our pedagogical approaches, to move beyond the replication of the face-to-face experience. Here we explore the student and faculty visions of the future using a Zaltman Metaphor Elicitation (ZMET) method that uses images to metaphorically represent how individuals feel or relate to particular concepts. Focus group interviews with a small sample of faculty and students suggest a desire for a more personalized learning experience, but one that is still highly social within learning communities.

Online learning as a form of distance education: Linking formation learning in theology to the theories of distance education

Distance education (DE) has a long and complex history. It accounts for more than one-third of all higher education students in the world and, because of its very nature, has produced some of the top graduates worldwide who were unable to study fulltime and on-campus for various reasons. One of the most prestigious graduates of the DE system was the former state president of South Africa, the late Nelson Mandela. Online learning is a form of DE and fast becoming the preferred method of instruction and delivery. Critiques of online learning, and of DE itself, will argue that, because of the separation of the teacher and the student, only academic skills can be taught and learnt using this medium. The so-called ‘softer skills’ – those that focus on the development of the person – are best taught in a face-to-face, traditional environment. This article focuses on a review of DE theories and models. A particular emphasis is placed on online learning theories, and how the teaching of formational learning skills can be successfully incorporated into this educational setting. The article draws from a range of studies that have been conducted, based on conceptual and empirical research evidence from various authors. Drawing from Garrison, Anderson and Archer’s Community of Inquiry framework for online education, it presents key elements that relate to the formational (spiritual) training of theology students. The article examines research that both supports and cautions against online learning for formative development. It concludes by suggesting a blended model of both face-to-face and online learning, where meaningful interactions between the learner and teacher take place, is desirable. The article highlights the important role that DE (and specifically online education) can play in developing the human component of education.

The social presence theory in distance education; the role of social presence in web-based educational environment

The social presence theory in distance education; the role of social presence in web-based educational environment

Institutional and Community Perceptions of Distance Education in Bangladesh: Preparing for The 21st Century

Bangladesh Open University (BOU), the sole distributor of distance education (DE) in Bangladesh, is regarded as one of the mega universities in the world. Nonetheless, the institution faces numerous issues and challenges that revolve around not only its administrative and academic operations, but also the lack of acknowledgement of its sociological value and concomitant recognition within the local community. This study examines the perceived challenges facing DE provision in Bangladesh from the point of view of the local Bangladeshi community as well as senior academics and administrators within the institution. Qualitative case study formed the methodological basis of the study. Using purposeful non-random sampling supplemented with snowballing technique, five senior academics and directors from BOU were selected for individual semi-structured interviews. Four focus groups were also formed using stratified purposeful sampling to determine the perception of the community towards DE. The paper introduces an innovative theoretical model, ‘Adapting Structuration Theory In Distance Education (ASTIDE)’, conceptualised as part of a broader study, to address the underlying issues and challenges relating to the future provision of DE in Bangladesh.

Online English Language Learning: Theory-Based Course Design and Pedagogy

The demand for higher education is increasing worldwide. To meet this demand, and to provide increased access, flexible forms of delivery are needed. Although online courses are criticized for a lack of interaction, when intentionally designed, they can provide learners with opportunities for collaboration that supports the achievement of desired learning outcomes. The latter may focus on only content mastery, however, rather than on specific learner needs. The diverse learners entering higher education institutions today due to widening access often need help with how to learn and particularly how to learn in an online context. Inclusion of this element in course design supports immediate and future academic success. This study illustrates how online English language courses, based on distance education, learning, and language acquisition theories and related pedagogical approaches, can result not only in improved linguistic skill, but also broader educational outcomes. The significance of this approach is its focus on how to learn and how to facilitate learning rather than simply on what to learn. The theoretical framework is introduced followed by application of the theories for course design and illustrations of instructor/learner interaction.

An Innovative Approach Toward a Comprehensive Distance Education Framework for a Developing Country

ABSTRACTThis article reports on part of a study conducted to collate the policies and practices of two successful distance education providers of the developed world with those of a provider in Bangladesh in order to inform a culturally appropriate distance education framework for a developing country. This article also describes an innovative theoretical model, Adapting Structuration Theory In Distance Education, conceptualized as part of a broader study, to address the underlying issues and to generate propositions for the framework.

Adapting Structuration theory as a Comprehensive Theory for Distance Education: The ASTIDE Model

Abstract Distance Education (DE) theorists have argued about the requirement for a theory to be comprehensive in a way that can explicate many of the activities associated with DE. Currently, Transactional Distance Theory (TDT) (Moore, 1993) and the Theory of Instructional Dialogue (IDT) (Caspi & Gorsky, 2006) are the most prominent theories, yet they still do not represent a unified and comprehensive theory for DE. This paper provides a review of the existing literature on DE theories and identifies potential gaps in theorising distance education. Building on Giddens’ (1984) work, an innovative approach to theorising DE is proposed through the conceptualisation of the Adapting Structuration Theory In Distance Education (ASTIDE) model as a means to explicate DE operations and practices at the institutional and national/international level. It also presents evidence, from a larger study, of the necessity of a comprehensive model such as the ASTIDE constructed through an investigation into the DE systems of developing and developed countries.