Distance Education Theory Research Articles

A Model of Virtual University

This article aims to explain elements, structure and process of virtual university. The potential of communication media and networks has provided the means for worldwide communication “online” and this opportunity can be used in education. In this way of education provides effective education process also improve the cost-effectiveness. In this model, work team, comprised by teachers which occurs TV-producers, students, a technology-specialist, a visual aids producer, and an instructional designer; student profile which may be different for every individual and it has to be considered in the design of the learning activities; student action which means the activity that the students realize to learn and to develop concepts, skills and attitudes and the communication media play key roles in model of Virtual University. A understanding of Distance Education History and Theory of Distance Education is necessary to understand the differences between Distance Education and the potential that a virtual university could offer. The conclusions of virtual university depends on the consideration of all elements of this model and its relations.

Theoretical Challenges for Distance Education in the 21st Century: A Shift from Structural to Transactional Issues

<P class=author><STRONG class=author>Randy Garrison</STRONG>
 
 <b>Abstract</b>
 <P class=abstract>The premise of this
 article is that theoretical frameworks and models are essential to the long-term credibility and viability of a field of practice. In order to assess the theoretical challenges facing the field of distance education, the significant theoretical contributions to distance education in the last century are briefly reviewed. This review of distance education as a field of study reveals an early preoccupation with organizational and structural constraints. However, the review also reveals that the theoretical development of the field is progressing from organizational to transactional issues and assumptions. The question is whether distance education has the theoretical foundation to take it into the 21st century and whether distance education theory development will keep pace with innovations in technology and practice. </P>

Theory and distance education: A new discussion

Theories guide the practice and research of distance education. Traditionally, theories of distance education have been derived from classical European or American models based on correspondence study. Recently, telecommunications systems have significantly altered the practice of distance education in the United States and have produced a uniquely American approach to this field. This has created the need for a new theory to guide the practice of distance education. This theory, called Equivalency Theory, is described and compared to the historical theories of distance education.

Different discourses, discourses of difference: Globalisation, distance education and open learning

Post‐Fordism and globalisation are trends in the contemporary world in which the role of the market and consumer are given greater centrality. It has been argued that these trends have consequences of spreading ‘Western’ lifestyles and values around the globe, encouraging cultural uniformity, while also giving greater importance to senses of the local and place, encouraging cultural difference. Drawing on Foucault's notion of discourse, this paper suggests these trends are found also in changing theories of distance education and open learning. It is argued that notions of distance education are part of the trend towards uniformity under conditions of globalisation, while those of open learning are part of the trend encouraging difference and diversity. The discussion is situated within contemporary debates about the modern and postmodern.

Distance education research priorities for Australia: A study of the opinions of distance educators and practitioners

The advantages of undertaking research in distance education are numerous. They include those which impact on national development, educational practice, professional practice in distance education, policy and management, and the constant review of research needs and methodology. Research in distance education has suffered from a number of problems which include lack of co‐ordination and focus, and the involvement of comparatively few researchers. This is perhaps why there have been calls of late from some quarters such as the Australian Research Council to prioritise educational research agenda in Australia. Future development in distance education would require a coordinated effort in establishing research priorities in Australia to effectively drive distance education theory and practice. One of the criteria in setting research priorities should be that derived from distance educators and practitioners of distance education. This paper reports on the Australian data collated from an investigation carried out as part of a worldwide study of the opinions of distance educators and practitioners regarding: (1) the availability of research information; (2) the areas in which research efforts should be concentrated; and (3) the order of priority to be given to such research areas in distance education. Using a five‐part questionnaire (with a Cronbach's Alpha reliability coefficient of .89), the results suggest the need for a conceited effort to embark on vigorous research in almost all areas of distance education. The distance educators and practitioners have also prioritised the areas of research and have ranked the difficulties they face doing research in distance education. The results are discussed and their implications for distance education practice and further research indicated.

Learning at a distance: Women, re-entry and retention in Senior English

This research project at the Brisbane School of Distance Education investigated demographic characteristics of adult females enrolled for Matriculation English and their attitudes towards institutional processes for advertising, advising, teaching and supporting students during their studies. Three groups were sampled – those who continued their studies into second semester (Stayers), those who dropped out during first semester (Starters), and those who enrolled but did not start the course (Non-Starters). Non-starters were significantly more likely to be younger, have no children and register more changes of address. There was no significant difference in prior educational level between the three groups nor was there any significant difference between country and city based students. Stayers were significantly more likely to be caring for young children and have work responsibilities as well. Changes to school processes for advertising, advising and supporting students were recommended as a result of attitudes expressed by respondents. New methods for obtaining pre-enrolment counselling and maintaining communication links with the school were devised to address the attrition problem. Theories of distance education and school management principles are examined in the light of other research findings regarding retention in distance education.

Characteristics of Adult Education Students and Factors Which Determine Course Completion: A Review

This paper reviews research on participants and persistence in distance education. The purpose of the paper is to relate selected research findings (contained in published journals or ERIC documents) on participants and persistence to a theoretical framework based on the literature of adult education and distance education. The findings are divided into three categories: descriptive research on distance education participants’ characteristics; comparisons of distance students and conventional students; and studies of student characteristics as they relate to persistence in distance education courses and programs. Selected findings in the latter category are further related to other theories of distance education.

Editorial: Distance education theory

(1991). Editorial: Distance education theory. American Journal of Distance Education: Vol. 5, No. 3, pp. 1-6.

Dialogue in practice, research and theory in distance education

In this paper, Terry Evans of the Institute of Distance Education at Deakin University (Geelong, 3217, Australia) and Daryl Nation of the School of Social Sciences at Gippsland Institute (Churchill, 3842, Australia) argue that Dialogue is the essence of the practice, research and theory in distance education. Dialogue is crucial for real understanding, and for ‘quality in learning’... students are actively engaged in constructing meaning rather than recipients of information as embodied in mechanistic conceptions of the learner. The authors hope to develop international dialogue amongst teachers and researchers in distance education. The editors of this journal also want to encourage this dialogue through further publications, and correspondence.