(R) Evolutionary Grid (Group 5)

(R)evolutionary Grid (Group 5) - First Wave
The First Wave of Distance Education: Correspondence / Independent Study

Spring 2015 OMDE 601-9040
Jheroma Simon, Nathichka Ramzey, Derrick Sherman, Shantel Smith, Diane Trees, and Lisa Walker
This work is licensed under the Creative Commons Attribution-ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/4.0/.
1.) Larger Context (economics,
politics, societal values &
pressures, government policies,
technological advances)
Beginning in the 1880s, people
who wanted to study at home or at
work could, for the first time,
obtain instruction from a distant
teacher (Moore & Kearsley, 2012)
through Correspondence study.
The development of Distance
Education (DE) through the form
of Correspondence is due to the
invention of USPS, the US Postal
Services. During the movement of
Industrialization, as businesses
developed and railroads became a
means for distance travel, there
was more of a need for
improvement of workers skills
(Moore & Kearsley, 2012, p 24). In
1873, this wave of DE was used to
create a school that would give
women a chance to study in
exchange for a formal education
(Moore & Kearsley, 2012, p25).
Because of this first step in the
Distance Education evolution, the
1862 Morril Act was created to
ensure that everyone will be
afforded educational opportunities
no matter their background.
Working alongside the Era of
Industrialization, mass production
of course materials were able to
support the growing massification
of those choosing to use this new
form of distant communication
(Garrison & Cleveland-Innes,
2010, p14).
2.) Theories/Ways of
Understanding Distance
Education
3.)Institutional & Organizational

Development (systems; ways of
operating)
4.) Prevailing teaching/learning

theories/methodologies/Prevailing
view of of role of teacher and role
of learner
Holmberg (2004) theorized that by The Chautauqua Literary and
Haughey (2010) explains the tone
using an empathetic, also referred Scientific Circle offered the mail to of the work was neutral or passive
to as guided didactic
offer a 4-year correspondence
and the materials were essentially
conversation) approach to
supplemental reading summer
a series of exercises with little or
teaching and communicating with course that for higher education no psychological or motivational
students contributes to students
courses. Later known by
support for the student (p. 48).
feeling more included and less
Chautaugua College of Liberal
There was very little engagement,
isolated. Through this approach
Arts, this institution provided
if any, between the learner and
students would be more motivated students the opportunity to earn
the teacher. In addition there
and open to learning and receiving degrees and diplomas by way of existed no communication among
feedback. (p.1)
correspondence as well (Moore & students due to the independent
Kearsley, 2012, p.24).
learning course design. Any
communication that did occur
focused on the material being
exchanged. There was no concept
of empathy in the interactions
during this wave of distance
education.
5.) Predominant Technologies
6.) Key Authors
Oral Examination
Letters
Printed Materials
Self-Study Course Package
Postal System
Rural Free Delivery (RFD)
Public Television
Haughey, M. (2010)
Miller, G. (2010)
Holmberg (2005) identifies

Charles A. Wedemeyer as an
influential intellectual on distance
education whose focus was on
"far-reaching student autonomy"
(p. 10). A teacher in the 1930s,
Wedemeyer wanted to expand
educational opportunities to
excluded populations coining the
term, "back door learners" (Burton,
2010, p.27-28).
(R)evolutionary Grid (Group 5) - First Wave
Holmberg (2004) further explains

that it is important to interact and
communicate with students on a
more personal level, rather than in
a authoritative way. He states that
it is possible to address students
in a more personal or
conversational approach while
being scholarly. Although
instructors may be more
knowledgeable in a particular
subject matter then should aim to
understand, communicate and
teach students as much as
possible. According to Holmberg
(2004) "instructors should not only
feel for their students, but show it
it as well" (p.5)
Moore and Kearsley (2012) Anna

Eliot Ticknor established the
Society to Encourage Studies at
Home, which offered "formal
education" to women who were
"denied access" to higher
education opportunities this
institution used correspondence
through postal services to reach
this population (pg.25).
According to Haughey (2010),

Holmberg "was one of the first to
recognize that correspondence
materials lacked any personal
relationship with the student" (p.
60). Students received the
assignments, completed the
assignments, and received written
feedback, but no dialog occurred.
The use of letters as educational

tools has been well-documented
according to Haughey
(2010,p.46). Dr. Gary E. Miller
(2010) states that alternative
delivery systems, such as Rural
Free Delivery (RFD) as well as
published articles in newspapers
were used to reach remote
locations where postal delivery
was difficult (p.27).
Borje Holmberg authored

correspondence courses in the
1950s (2011, p. 65). Holmberg's
early studies focused on using
empathy in the delivery of content
to students (p. 66). He was an
advocate for the use of
"conversational orientation" in
correspondence materials
(Haughey, 2010, p. 60).
During the late Nineteenth and

early Twentieth century, there
were "over 200 proprietary
correspondences schools"
established; The International
Correspondence School (ICS),
Home Correspondence School of
Springfield in Massachusetts,and
The American Farmers' School in
Minneapolis just to name a few.
There were also a considerable
number of specialized
correspondence programs within
existing educational institutions
such as University of Cambridge
and the University of Chicago; all
of which used mail services to
facilitate correspondence. (Moore
& Kearsley, 2012, p.25)
Traditionally, teaching and

learning occurred through spoken
word with personal interaction.
Teachers talked and learners
listened. Peters (2010) explains
that the "oral transmission of
knowledge was a natural and live
action. Teaching had not yet been
objectified" (p. 21). There still
existed a personal relationship
between teacher and learner.
Peters (2010) describes that this
changed when "parts of the
teaching were written by a teacher
and read by a student the natural
communicative situation became
an artificial one" (p.21). This led to
the separation of student and
teacher in correspondence and
independent study.
According to Miller, "In the 1950's

a section of public airwaves was
set aside for educational use,
spurring the development of
educational television stations and
networks in North America.(p50)"
Ana Eliot Ticknor did not author on

distance education. However, she
did establish the first
correspondence school via mail
for women in the U.S. in 1873
(Caruth, 2013, p. 142). This was
during a time when most women
were still homemakers and only
affluent women were able to
attend school (Caruth, p. 143).
Isaac Pitman taught shorthand

using bible scriptures to students
by way of postcards in the 1840s
(Holmberg, 2005, p. 13).
In 1892, William Harper
introduced the first extension
courses at the University level in
America (Holmberg, 2005, p. 15).
Harper focused on structured
coursework with time lines
(Holmberg, p. 16).
Holmberg (2005) introduces H.S.
Hermod of Sweden as another
pioneer of correspondence
education (p. 16). Holmberg
states that Hermod was much
more liberal allowing students to
choose when to study; "In
correspondence education each
student constitutes a class of his
own" (p. 18).
(R)evolutionary Grid (Group 5) - Second Wave
Second Wave: Systems Approach to Education / Distance Teaching Institutions

1.) Larger Context (economics, politics,
societal values & pressures, government
policies, technological advances)
Education

operating)

of learner
The second wave of distance education
Institutions - British Open
The second wave heralded the
Malcolm Knowles theory of
trails the end of the Vietnam War, the Civil adult learning andragogy is
University, National Extension
beginning of the transition in
Rights movement, and the Higher
defined as the art and science College of Cambridge (private not- distance education to programs
Education Act of 1965. This phase of
of helping adults learn (Moore for-profit organization & London that were focused on the student
distance education was driven by the open
University External Degree
(Peters, 2010,p.66).
& Kearsley, 2012, pg 150).
learning movement, mass demand for
Single mode Institutions,
During this period, as the need Consortia
higher education, and the technological
Open universities
for professional development
introduction of the television, telephone,
and satellite (Miller, 2010). In addition was continued to grow, adults
Development of educational TV
needed to participate in
a need to meet the demand in a way that
programming
would be financially beneficial to the
distance-learning which led to
economy (Miller, 2010). These
Independent Study
the theory of how adults learn
technologies combined in the form of
and the reasons why adults
teleconferencing (and later
enroll in DE classes.
videoconferencing) enhanced
communication in the distance-learning
environment (Shale, 2010). This period was
also marked with professionally developed
coursework and the growth of commercial
teaching institutions for distance education
(Peters, 2010). Due to a disinclination to
participate in the development of distance
education materials, universities would
contract their academic staff to designate
time to produce and deliver distance course
materials (Shale, 2010).
"Learning itself is not initiated and
Transactional distance is the Ways of Operating
steered by means of ritualized
theory that is used to explain
presentation and reception
that in distance education,
processes, but by discussion and
distance is not only defined as
active management of the
geographical but as a
student..."(Peters, 2010, p.66)
pedagogical phenomenon. It
is not necessarily about how
far the teacher and learners
are but how they interact, how
the courses are designed and
the resources available to both
learners and teachers (Moore
& Kearsley, 2012, pg 209).
Otto Peters suggests that the

systems approach can be seen as
an evolved version of
correspondence (Cleveland-Innes
& Garrison, pg 51). The
availability and production of
televisions, radio, and any
available technology, has allowed
the adult population to take
advantage of a higher education.
The systems approach sets
precedent to distance education
universities.
In the 2nd wave DE was being

viewed as a system where all
parts worked together and played
their role.
Team Approach for
instructional design - Driven by
ADDIE from the US. -African
Virtual University and indira
Gandhi National Open University
are a few open universities who
utilize a team approach.
Competing student-focused
educational models
- personal development
- rigid curriculum
Teachers took on the role of
tutors.
Haughey, 2010
6.) Key Authors
Radio: Offered students collegiate Michael Moore - Transactional

and later primary and secondary Distance
level credit-earning coursework.
However, this ultimately failed due
to lack of interest from educators.
(Moore and Kearsley 2012, p.29)
Television: By 1967 the

Walter Perry (1976, 1986) - the
Corporation for Public
organization, structure, and
Broadcasting was formed as a
purpose of the Open University
result of several government
grants which provided funding and
introduced opportunities for
educational programming on
analog television. (Moore and
Kearsley 2012, p. 30)
Instructional TV Fixed Services:

An affordable, energy efficient and
"experimental' alternative that
used "special antennas" , to
connect with learners by providing
educational programming directly
from their local institutions. (Moore
and Kearsley 2012, p. 30-31)
Winn (1975) - started the process

of viewing learning through
cognitive psychology as opposed
to behavioral psychology focusing
on the instructional design
process.
(R)evolutionary Grid (Group 5) - Second Wave
The theory of two parallel

worlds of learning calls under
the theme of constructivism.
This theory is defined by Otto
Peters (2001) as the ability for
learners to learn and teachers
to teach through real world
experiences and via the use of
technology and virtual
spaces.
Study centers - gave students

access to part-time tutors
Multimedia approach - Radio,
television programs aided student
learning by broadcasting visual
experiments. (Bates 2011) BBC
partnerships - provided visual
simulations and modeling to
explain particular concepts within
mathematics and social science.
although the educational
programs broadcasted through the
BBC aimed to encourage
students, students were looking to
be lectured instead. (Bates, 2011)
Equal Status - Open universities
would do research as well as
teaching
Open to people, open to places,
open to ideas and open to
methods (Cleveland-Innes &
Garrison pg 52), a quote by Lord
Perry, first chancellor of OU UK,
was used to explain the need for
the Systems Approach: Open
Universities- the OU Model- the
generation following
industrialization of goods and the
time of post-war, this concept
sums up as the belief that use of
various medium can be used to
teach students with different
learning styles. There was
growing need for a reformed
educational system for those who
wanted a higher education.
In An introduction to distance
education: Understanding
teaching and learning in a new era
(2010), Tony Bates is quoted the
first UK Open University courses
were based on instructional
systems designindustrially
organized post-secondary
institutions tend to design teaching
and learning in ways that suit an
industrial economy (pg. 50). This
theory addresses the need for a
change in education. As
businesses strive, the necessity
for a higher educational system for
citizens was the driving force
behind the AIM and OU models.
People, in need for secondary
education during an age of
educational radicalism, desired
growth in areas of academia in
hopes of better self-development
and in the economy.
Working students required more

flexibility in their schedule. With
the teacher assuming a new role
as mentor, students began to be
more responsible for their own
schedule and curriculum. (Swan,
K. ,2010)
Cable Television & Telecourses: A Shale - focused on management

requirement from the Federal
and administration in DE
Communications Committee
Institutions
(FCC), also known as
"telecourses", all broadcasts and
cable providers were required to
include a channel specifically
dedicated to educational
purposes. Telecourses may have
included "programs" and
resources that are a part of a
traditional classroom setting such
as required reading materials and
structural references. (Moore and
Kearsley 2012, p. 31)
Knowles (1980) - Andragogy - saw
the learner as self-directed and
noted that "life experience is a rich
resource for learning" (Bullen,
2003, p.2).
Burge (1988) - advocate of the
andragogical approach
Wiggins - compared distance and

face to face learning environments
(R)evolutionary Grid (Group 5) - Third Wave
The Third Wave of Distance Education: Internet / Web based

According to Swan (2010), postFordist distance education from
the Industrial Age became
referred to as 'online learning' due
to the introduction of the internet.
The cultural shift to social
constructivism led to the
development of emerging
technologies which contributed to
changing pedagogies.
Education

operating)
Digitized learning environments

provide new opportunities for
distance education online such as
regulated learning and selfdirected autonomous learning
(Peters, 2010).
Communities of Inquiry (COI) a collaborative constructivist

view of higher education(Swan,
2010)
Successful implementation of COI
can be seen in the development of
the AAOU, ICDE and EADTU.
Swan (2010) explains the

introduction of the internet allowed
anyone access to information with
"a computer and a broadband
connection" (p.110). This
increased the options for distance
education and what could be
offered. This access removed the
idea that knowledge acquisition
was only available to the
privileged. The focus shifted from
acquiring knowledge to applying
critical thinking and generating
knowledge due to the excess of
information available.
Evolved in the third wave of

distance education is the
Community of Inquiry (COI)
model. The COI framework looks
at the relationship of social,
cognitive, and teaching presence
in the online environment (Swan,
2010). According to Swan (2010),
the COI model is being used in
research and practice by those in
the online education community.
This wave redefined interaction.
With the advent of the internet,
interaction transformed from one
to one communication to many-tomany communication (Anderson
and Dron, 2011).
Equivalency of Interaction A
theory that a quality education is
defined by a mix of three types of
interactions: Student, Content or
Teacher (Anderson, 2003)

view of of role of teacher and role of
learner
The new digital technologies
supporting online learning are
interactive, generative and uniquely
participatory (Swan, 2010, pg. 110).
Learning and teaching during the
internet era has created more
student-centered learning based on
inquiry and life experiences and
knowledge through social interaction
(connectivism). The instructor's role
is one of leader. They present
context and allow students to
converse and discuss amongst
themselves. Swan (2010) also
comments that with the introduction
of the World Wide Web, the need to
reevaluate pedagogy from giving
information to students to teaching
students how to use information they
are able to find on their own.
Swan (2010) suggests that learning
and teaching changes from
authoritative and individualistic to
collaborative and a more democratic
strategy. Collaboration supports the
social construction of knowledge, a
system in which the constructivism
theory exists. With the development
of the Community of Inquiry (CoI),
from the collaborative constructivist
view, effective online learning
requires the development of a
community that supports meaningful
inquiry and deep learning (Swan,
2010, pg. 122) Swan also comments
that with the introduction of the
World Wide Web also comes the
need to reevaluate pedagogy from
giving information to students to
teaching students how to use
information they are able to find on
their own (2010).
6.) Key Authors
Predominant technologies in the Borje Holmberg

3rd wave were very digitized due Empathy
to the introduction of the Internet
and web-based learning. Learners
had more control of their learning
experience. The internet and
digitalized learning environments
allowed for both asynchronous
and synchronous method of
communication on one platform.
(Peters, 2010)
Digitalized learning environments

opened new opportunities for
autonomous learning.
Network-based learning, World
Wide Web made information
readily available at their fingertips.
(Peters 2010)
-Digital Libraries
Digital text & illustration
-Virtual Academic Journals
Terry Anderson
Audio Conferences
"Distance education is technology
driven"
Web 2.0 Technology
Constructivist Pedagogy
Garrison (2009) points out that

emerging communications
technologies and the new
collaboration-focused pedagogies
created an increased interest in
distance education by higher
education institutions. This interest
caused institutions to put forth
more effort in creating and
developing quality online
programs. In addition, the
competition allowed for increased
innovation in these emerging
technologies such as "computermediated communication"
discussed in Garrison, Anderson,
& Archer (2000).
Garrison (2009) adds that face-toface higher education institutions
are incorporating online learning
because the limitations of
traditional classroom practice,
such as lectures, can be
overcome by the new pedagogical
advantages.
Constructivism is a pedagogical
theory that focuses on knowledge
having meaning to the learner by
which the learner is actively
engaged and integrates new
knowledge on existing knowledge,
social presence is mediated, and
the instructor serves more as a
guide (Anderson and Dron, 2011).
A shift in perspective of Distance

Education (DE) vs. Online
Learning (OLL) OLL signifies a
more collaborative approach to
education using the technologies
and interactive processes
available (Garrison, 2009).
Equivalency Theorem allows for

substitution of one type of
interaction (student-student,
student-teacher, student-content,
teacher-content, teacher-teacher,
content-content) without a loss of
educational effectiveness
(Anderson, 2003).
Asian Associate of Open

Universities (AAOU) ... an
alliance of 36 open universities
(Peters, 2010)
Blended learning is seen as a way to >Learning Management Systems Otto Peters

use technologies to incorporate both became very popular
Digital/Virtual Learning Spaces
the use of the web and face-to-face Audio & Video CD-ROM
Autonomous Learning
interactions amongst students and
faculty. Vaughan (2010) states that
the redesigning of these courses is a
combination of the best features of
in-class teaching with the best
features of online learning to
promote active, self-directed learning
opportunities for students with added
flexibility.
Regulated Learning - Plan is

developed by the teachers.
Programs utilize teaching software
that provides feedback to the
students.
International Council for Open and Non-regulated Learning - Students
Distance Education (ICDE)
have a more interactive role. Selfglobal level
directed autonomous Learning
(Peters, 2010)
European Associate of Distance
Teaching Universities (EADTU) ...comprises six European open
universities.... (Peters, 2010)
International Council for Open and
Distance Education (ICDE)
global level
University of Athabasca Uses
asynchronous software and
technology
University Alberta in 2005
changed from traditional format to
completely digitized
UMUC - Since 2000 the
University of Maryland University
College offers three complete
digitized Master Courses (Peters,
2010)
According to Walsh (2009)

economic globalization opened
access to the higher education on
an international level. Walsh
(2009) states that in traditional
institutions "internationalization
initiatives include creating a more
international curriculum, fostering
opportunities for students to study
abroad, encouraging faculty and
student exchanges, increasing
international student recruitment
efforts, and exporting or importing
programs" (p. 5). These
opportunities created a sense of
competition for institutions to
improve their distance education
offerings in order to attract more
students.
Peters introduces ten designations

for virtual learning spaces based
on their purpose; i.e. instruction
spaces, documentation spaces,
collaboration spaces, etc. (2010).
(R)evolutionary Grid (Group 5) - Current Trends
New theories, new roles, new applications of technology in Distance Education

Text to digital (eBooks)
Companies/organizations
spending billions on employee
training and development using
distance education and materials
(Moore & Kearsley 2012)
Institutions competing with the

world and importance of "lifelong
learning" (Zhijian 2014)
Education

operating)
The current methods of learning

are network oriented (net-centric).
The student has reached greater
levels of autonomy in the learning
environment.
Emergent Technology Events
and learning occur spontaneously
through multiple methodologies.
Social networking tools are being
re-purposed for education. New
methods, such as
adventure/experiential learning or
artistic learning, are being
introduced.
For Profit Institutions become

popular due to their minimum
entry requirements and ability to
access Title IV funding for
students. Examples of these
institutions are University of
Phoenix, DeVry University,
Strayer University, Capella
University, Walden University.
The Pedagogy of Nearness

Introduced by Mejias (2005) the
pedagogy argues that the use of
technology has removed the
barriers of time and distance for
the student. Education is no
longer static but an interactive
relationship between the
traditional course of study and
web-tools. (Anderson,2010)
Most traditional colleges and

universities, private and public,
now offer several degree
programs online. According to
Allen & Seaman (2013) over 30%
of higher education students have
taken at least one online course.
Institutions have incorporated
online courses and programs into
their standard offerings.

of learner
Flowing into current trends is the
flipped classroom which differs
from traditional teaching methods
in it has the student gather
information and discuss then
return to the classroom for
concept application with the help
of the instructor
(http://www.knewton.com/flippedclassroom/).
Blended learning provides both

face to face and online
experiences (Vaughan, 2010).
Two learning strategies developed
from this are JiTT which has
students work on assignments
before class, turn them in, and
instructors evaluate to prepare for
the next class and peer instruction
in which students focus on
underlying concepts during lecture
by instructor prodding (Vaughan,
2010).
6.) Key Authors
Today, not only is there more of a

need for digital libraries, digital
text and illustrations and virtual
academic journals but there has
been an increasing need to use
Social Media. Twitter has become
a popular social networking and
microblogging platform
(Anderson, 2010, pg. 14).
Collaborative sources such as
blogs, wikis, social networks,
virtual worlds, and online journal
websites, can be used to share
information and get others
involved and engaged, whether
academically or for leisure.
Websites like Youtube, Facebook,
and Wikipedia allow for easy
access to information for both
amateurs (new learners) and
experts. There is room for
collaboration, networking, and as
Anderson (2010) states a twoway flow of information is
available to all.
What we knew as Web 2.0 has
evolved from an author creating a
publication to an audience reading
it (Anderson, 2010, pg. 43).
Thanks to the evolution of Web
2.0 and the technologies within its
realm, the internet is now a space
for anyone to contribute their
content and everyone to have
access to it. Now that cellphones
have access to the internet and
applications for most Social Media
are available, information is being
shared on a more continuous flow.
Learners and experts have
become both audience and
author. A small contribution, no
matter how small can potentially
be valuable (Anderson, 2010, pg.
44).
Connectivism George Siemen

Stephen Downes
Dave Cormier - Mass Open Online
Courses (MOOC)
Terry Anderson
M. Knowles - Andragogy
Lisa Blaschke - Heutagogy
Mejias - Pedagogy of Nearness
Hase and Kenyon - Heutagogy
Information and communication

technology (ICT) has propelled the
delivery education and distance
education in the millennial age.
(Zhijian 2014)
Cost-Effectiveness
Saving money on travel
(Moore & Kearsley, 2012)
Cutting costs
Higher education institutes are
attempting cuts costs by
implementing online classes.
National Education Association.
(2002)
Lack of public funding

Threat of terrorism
Heutagogy is the study of selfdetermined learning Stewart

Hase & Chris Kenyon, the
founders, believed that the
competent student directs their
own course of studies. The
teacher assumes the role of
motivator to the student. Double
loop learning becomes important.
" In double-loop learning, learners
consider
the problem and the resulting
action and outcomes," (Blaschke,
2012)
Connectivism The ability and
importance of individuals learning
the process of connecting to one
another and other learning
resources, such as technical tools,
beyond the boundaries of the
traditional school environment. It
is based on the concept that there
are constant changes and updates
in the learning environment.
Students need to develop the
tools to adjust to the changes.
(George Siemens)
MIT OpenCourseWare begins

offering the majority of their
courses as OERs. Students and
faculty can access the course
content from exam to lectures to
notes and use the information
freely. Due to the popularity of
these courses MIT begins offering
certificates, at a charge, for
completion of certain courses
through their website.
According to the National Center

for Educaton Statistics as of the
2009-10 school year, "53% of
public school districts had high
school students enrolled in
distance education courses"
(https://nces.ed.gov/fastfacts/displ
ay.asp?id=79). This percentage
has continually increased since
the 2002. Educators have realized
that distance education is not only
for higher education, but a means
to provide quality education to all
students, in all levels of learning.
School districts must now improve
their technology infrastructure and
utilize instructional designers and
other distance education
professionals to meet the growing
need.
Educational institutions have
Multiple organization such as EdX,
become more sensitive to the
HarvardX, Coursera, begin
student's ability to retain
offering MOOCs to students
knowledge using interactive
across the globe. EdX's website
technologies interwoven into
states that it "offers interactive
traditional settings such as those online classes and MOOCs from
used in the flipped classroom
the world's best universities,
approach.
colleges, and organizations"
(http://www.knewton.com/flipped- (https://www.edx.org/how-itclassroom/)
works). Higher education
institutions are not the only
participants of this current trend.
Organization such as Microsoft,
Smithsonian Institute, and IEEE
are contributing to the courses
and certifications being offered.
Organizations as well as schools
realize that an educated society is
a productive society.
George Siemens explains in his
interview with Schwier (2011) that
Massive Open Online Courses
(MOOCS) are a way to offer
courses to large numbers of
students. This creates an
environment where connectivism
can play out. Students find unique
ways to collaborate and integrate
technologies for their personal
use.
Heutagogy cedes control of

learning to the student by enabling
self-determined learning (Hase &
Kenyon, 2000). Again, we see the
instructor taking on more of a
guide role.
George Siemens explains that

connectivism requires the learner
to build on his/her knowledge by
connecting "nodes" with-in a
network to form concepts
(Schwier, 2011). The learner can
get the pieces to build a
connection from an instructor, but
ultimately has to connect the
pieces.
International Universities
Lifelong learning
Workforce development
Blended Learning becomes

popular among traditional
institutions. Students attend f2f
class sessions but web-based
instruction is incorporated into the
curriculum. This allows for
individualization of instruction and
the incorporation of technology.
According to Allen, Seaman, &
Garret (2007) blended learning,
also known as "hybrid learning", is
"defined as having between 30
percent and 79 percent of the
course content delivered online"
(p. 5). The choice to offer a course
using the hybrid model as
opposed to fully online is
dependent on several factors
including subject matter,
demographics, and institutional
goals.
(R)evolutionary Grid (Group 5) - References
The Waves of Distance Education

Spring 2015 OMDE 601-9040 Group 5
This work is licensed under the Creative Commons Attribution-ShareAlike 4.0 International License. To view a copy of this license,
visit http://creativecommons.org/licenses/by-sa/4.0/.
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(R)evolutionary Grid (Group 5) - First Wave

The First Wave of Distance Education: Correspondence / Independent Study

3.)Institutional & Organizational

4.) Prevailing teaching/learning

5.) Predominant Technologies

6.) Key Authors

Holmberg (2005) identifies