Three generations of distance education pedagogy

Anderson, Terry; Dron, Jon

doi:10.19173/irrodl.v12i3.890

Cited by 695 publications

(247 citation statements)

References 26 publications

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“…Following the taxonomy developed by Anderson and Dron (2011), cognitive-behaviorism is the first of three generations of distance education pedagogical theory; it is exemplified by content-based training delivered at scale through a one-to-many distribution model. Most xMOOC courses are delivered as a professionally produced video lecture series, typically delivered by a single professor.…”

Section: Moocs and Emergent Learningmentioning

confidence: 99%

Theories and Applications of Massive Online Open Courses (MOOCs) : The Case for Hybrid Design

Anders

2015

IRRODL

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Initial studies of learning in massive open online courses (MOOCs) primarily focused on participation patterns and participant experiences. More recently, research has addressed learning theories and offered case studies of different pedagogical designs for MOOCs. Based on a meta-analysis and synthesis of the research literature, this study develops a conceptual model of prominent theories and applications of MOOCs. It proposes a continuum of MOOC learning design that consolidates previous theories into a tripartite scheme corresponding to primary types of MOOCs including content-based, community/tasked-based, and network-based applications. A series of MOOC hybrids are analyzed to demonstrate the value of this model while also clarifying appropriate applications and significant design challenges for MOOCs. Results indicate that hybrid design may support the greatest diversity of learners and scaffold engagement with networked and emergent learning contexts.

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Section: Moocs and Emergent Learningmentioning

confidence: 99%

Theories and Applications of Massive Online Open Courses (MOOCs) : The Case for Hybrid Design

Anders

2015

IRRODL

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“…: Westera, 2010;Garrison, 1985;Anderson, Dron, 2011;Taylor, 2001 Asmeninių mikrokompiuterių atsiradimas susijęs su nuotolinio mokymo funkcijos kaita -naujos technologijos sudarė sąlygas nuotolinio mokymo funkcinei evoliucijai iš mokymo metodo į atskirą mokymo formą. Kintanti nuotolinio mokymo funkcija ir tobulėjančios technologijos prisidėjo prie naujos edukacinės nuotolinio mokymo prieigos ir paradigmos atsiradimo -socialinis konstruktyvistinis pedagogikos modelis ir bendradarbiaujančioji paradigma praplėtė nuotolinio mokymo galimybes nuo paprasto informacijos perdavimo iki dvipusės socialinės sąveikos ir žmonių tarpusavio bendravimu paremto mokymo.…”

Section: Nuotolinio Mokymo Funkcijų Kaita Edukacinio Ir Technologiniounclassified

“…Mokslininkai B. Holmberg (2005), T. Anderson, J. Dron (2011), G. R. Garrison (1985), J. C. Taylor (2001) pripažįsta nuotolinio mokymo funkcijų daugybiškumą, todėl išryškina vieną ar kitą prieigą -technologinę arba edukacinę. Nepaisant daugelio atliktų mokslinių studijų ir empirinių tyrimų nuotolinio mokymo taikymo srityje mokslinėje literatūroje taip ir nesusitarta dėl nuotolinio mokymo genezės pagrindų.…”

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Nuotolinio Mokymo Funkcijų Genezė Technologinio Ir Edukacinio Virsmo Paradigmų Kontekstuose

Melnikovas

2021

Tiltai

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AnotacijaStraipsnyje analizuojama nuotolinio mokymo funkcijų genezė technologinio ir edukacinio virsmo paradigmų kontekstuose. Ji grindžiama technologinės ir edukacinės aplinkos dermės veiksniais, todėl nagrinėjama kaip integralus technologijos ir edukacijos simbiozės reiškinys. Skiriamos dvi nuotolinio mokymo genezės pagrindimo paradigmos -istorinė ir edukacinė. Šių paradigmų pagrindu apibrėžiama nuotolinio mokymo funkcijų kaita. Nuotolinio mokymo genezė aptariama per devynis etapus ir išreiškiama holistiniu tikslų, prieigų bei funkcijų genezės modeliu, kurio pagrindu nustatomi nuotolinio mokymo genezės ciklai ir jų sudedamosios dalys. Remiantis šiuolaikinio mokymo teorijomis, pagrindžiami nuotolinio mokymo tikslai ir funkcijos dviejų paradigmų -technologinės bei edukacinės -virsmo kontekstuose, kurie išreiškia mokymo(-si) procesų dichotomiją ir konsensusą. PAGRINDINIAI ŽODŽIAI: nuotolinis mokymas(-is), nuotolinio mokymo genezė, informacinės technologijos, nuotolinio mokymo genezės modelis. AbstractThis study analyzes the genesis of distance education functions within the contextual conversion of technological and educational paradigms. The genesis is based on the technological and educational environment consistency factors, therefore, it is analyzed as an integral technology and education symbiosis phenomenon. The study distinguishes between historical and educational distance education genesis paradigms, which are defined on the basis of distance education functions' interchange. Distance education genesis is described within nine stages and is expressed as a holistic model through objectives, approaches and functions genesis. On the basis of this model, distance learning genesis cycles and their components are identified. In accordance with modern teaching theories, distance education objectives and functions are substantiated in technological and educational paradigm interchange contexts, defining consensus and dichotomy of teaching / learning processes. KEY WORDS: distance education, the genesis of distance education, information technology, distance education genesis model. DOI: http://dx.doi.org/10.15181/tbb.v76i1.1517 ĮvadasŠiuolaikinėje visuomenėje technologinis gyvenimo stilius yra savaime suprantama realybė, kurioje informacija ir jos valdymas yra ne tik dominuojanti vertybė, bet ir vienas esminių žmogaus kasdienių gyvenimo poreikių. Todėl mokymo(-si) vaidmuo tokioje visuomenėje įgauna kokybiškai naują prasmę -nuo efektyvaus funkcionavimo visuomenėje užtikrinimo priemonės iki bazinio egzistencinio žmo-gaus poreikio tenkinimo.

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“…Na linha dos estudos sobre os cenários emergentes (Facer, 2011;Barrett, 2011), e num momento em que as instituições de EaD têm que acompanhar e, sobretudo, impulsionar a inovação e alterar velhos paradigmas perante pedagogias e tecnologias emergentes (Siemens, 2004;Anderson & Dron, 2011;Figueiredo, 2013;NMC Horizon Report, 2014), este estudo procura ser um contributo para promover o debate em torno da temática e perspectivar o futuro da Tutoria e do Tutor no contexto dos novos modelos pedagógicos, aplicados às Instituições de Ensino Superior em regime de e-Learning.…”

Section: Introductionunclassified

Tutoria e Tutor em Educação a Distância: Retratos do Presente versus Visões para o Futuro

Nascimento

Leal

Spilker³

et al. 2015

EaD em Foco

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Este trabalho apresenta um estudo de caso em fase preliminar. Parte-se da hipótese de que a tutoria em Educação a Distância e e-Learning, no Ensino Superior, é baseada em modelos pedagógicos e organizacionais e leva a práticas diferenciadas, as quais exigem habilidades e competências específicas do e-Tutor (Tutor em cursos on-line). Apresenta-se a abordagem temática e pedagógica de um curso destinado a professores, tutores e formadores. Para recolha de dados sobre o grau de satisfação com o curso e a percepção dos formandos sobre o sucesso da aprendizagem, foi aplicado um questionário e realizada uma análise dos mapas conceituais digitais criados pelos participantes do curso. A pesquisa tem como objetivo contribuir para o debate sobre modelos e práticas atuais e futuras de tutoria em educação a distância e para a melhoria das futuras edições do curso. Os resultados indicam que o curso (objetivos, metodologia e currículo) corresponde, em grande parte, às expectativas dos participantes e exigências acadêmicas. Conclui-se que é importante aprofundar o conhecimento na área de modelos de tutoria e práticas, bem como, o papel e as funções a desempenhar pelos professores, atores que enfrentam desafios colocados pelas tecnologias emergentes e pedagogias contemporâneas.Palavras-chave: Modelos de tutoria; Educação a distância; e-Learning; Universidades abertas.?Tutoring and Tutor in Distance Education: Portraits of the Present versus Visions for the FutureAbstract This paper presents a case study in its preliminary stage. It relies on the hypothesis that tutoring at a Distance and e-Learning, in higher education, is based on pedagogical and organizational models and leads to several different practices, requiring specific skills from the Tutor. A course is presented which is aimed at teachers, tutors and trainers . The research used a questionnaire to collect data about the level of satisfaction with the course and the perception of students about the learning success, as well as an analysis digital conceptual maps created by the participants. The research aims to contribute to the debate on current and future models and practices in distance education tutoring and to the improvement of future editions of the course. The results indicate that the course (objectives, methodology and curriculum) largely meets the expectations of the participants and academic requirements. It is important to deepen the knowledge in the field of tutoring models and practices, as well as the role and functions to perform by tutors--actors who face challenges set by emerging technologies and pedagogies.Keywords: Tutoring models; Distance education; e-Learning; Open universities.

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Three generations of distance education pedagogy

Cited by 695 publications

References 26 publications

Theories and Applications of Massive Online Open Courses (MOOCs) : The Case for Hybrid Design

Theories and Applications of Massive Online Open Courses (MOOCs) : The Case for Hybrid Design

Nuotolinio Mokymo Funkcijų Genezė Technologinio Ir Edukacinio Virsmo Paradigmų Kontekstuose

Tutoria e Tutor em Educação a Distância: Retratos do Presente versus Visões para o Futuro

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