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1.
After reading, watching and reflecting on the wave 3 information I would have to
say I had my new level moment of understanding when learning about the third wave
distance educational approaches and theories and how they offer new perspectives and
ideas for channeling the internet society. One of the important components and
reflections of the third wave was recognizing and deciding how much of certain media,
interaction and presence must be incorporated to have a success course. Otto Peters
(2010) emphasizes that with this new form of educational context we are still in the
stages of only being able to produce what we are most accustom to and what we already
know (Peters, 2010, p. 147; University of Maryland University College, 2015). I was
particularly intrigued by Anderson and Garrisons Modes of Interaction in Distance
Education (Anderson & Garrison, 1998 as cited in Anderson, 2003) theory that a
certain amount of presence may be utilized over another or others without having a
disadvantaged educational experience (Anderson, 2003) was a perspective that I would
have not considered. I would have thought all three presences would need to be
integrated equally in order to have a successful course. I think it is beneficial to have this
option in case there are certain presences that are more preferred by students or
instructors. It is also interesting to hear about the ideas and perspectives of the flipped
(Barnett, 2014; Knewton, 2015) or scrambled (Barnett, 2014) classroom approach,
which describes reconstructing a course to integrate and utilize a certain amount of actual
classroom time and online activity (Barnett, 2014; Knewton, 2015). This option, I am
thinking, may not be available for all distance education students due to geographical
barriers, but an alternative and option for students/teachers that still prefer some
experience of a classroom environment. This maybe the future of many educational
experiences that fully engage students in an educational experience, without significant
loss of having an available teacher or classmates. All of these topics, in summary, have
influenced my new level moment of understanding, that there are so many possibilities
and options that online and distance education can provide.
2.
The definition of distance education has been changed and modified throughout
its lifespan, including my own concept and understanding of what it means. My original
definition of distance education is an alternative to an educational environment anywhere
other than a traditional classroom or face-to-face environment using different forms of
technology and media as the facilitation. Then it was revised to; an alternative to an
educational environment anywhere other than a traditional classroom or face-to-face
environment using a structural learning system model presented and utilized by different
forms of technology and media. My definition would change slightly again in modifying;
using various forms of pedagogical structures and approaches, communication,
technology and other media to utilize and provide facilitation and administration.
Readings that influenced this edition specifically are probably a little bit of all the Otto
Peters writings and media, Terry Andersons ideas (Anderson, 2003), the Anderson and
Garrison model of Modes of Interaction in Distance Education (Anderson and
Garrison, 1998 as cited in Anderson, 2003) and Garrison, Anderson and Archers 2011
Community of Inquiry model (Anderson, Archer & Garrison, 2000). Also, Karen
Swans research and incite about the interaction presences (Swan, 2010) and Dr. Norman
Vaughns research and incite explaining blended learning (Vaughn, 2010) probably
influenced my new definition as well. It will be interesting to see what new models,
structure and framework will develop in the future for distance education.
3.
References
Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for
interaction. International Review of Research in Open and Distance Learning (IRRODL),
4(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/149/230
Anderson, T. (2011, November). The third wave of distance education. [Online video].
Edmonton, AB, Canada. Available from http://vimeo.com/32596395 (Transcript:
http://www.box.com/s/e8ylcfx3h6fjv4qim3px)
Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy.
International Review of Research in Online and Distance Learning (IRRODL), 12(3) 8097. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890
Anderson, T., & Garrison, D. R. (1998). Learning in a networked world: New roles and
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Barnett, P. (2014, February). Lets scramble, not flip the classroom. Inside Higher Ed. Retrieved
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Routledge.
Vaughn, N. D. (2010). Blended learning. In M. F. Cleveland-Innes & D. R. Garrison (Eds.), An
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(pp. 165-178). New York & London: Routledge.
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