Apart from health and income, the subject matter of education serves as one of the principal indicators for modern social science. The internationalization of higher education is directly connected to the evolution and revolution of interconnectivity. This essay seeks to examine the development of different distance learning practices from the nineteenth century until present day. The terminology of the matter is to some extent irregular, wherefore the defining of semantics is part of this essay, too. As it can be derived from the title, at least three definitional terms are involved: distance learning, distance education and extramural studies. In order to shed light on these terms, similar developments in different contexts have to be taken into account. Therefore, it is impossible to give conclusive definitions already at the beginning. Rather, this essay follows the method of process tracing, outlining ‘three waves’ of distance learning. As a consequence, this essay is structured in a threefold manner: First of all, the ‘first wave’ of distance learning is introduced, giving first definitions of the term and outlining first proceedings in the active acquisition of education over long-distances in the nineteenth century. Afterwards, demarcating the ‘second wave’, the view is turned to distance education in the twentieth century, featured by a rapid advance of electronic media. Lastly, a picture of today’s distance-learning infrastructure is drawn, paying special attention to the accelerated progress of internet-based teaching and learning. Throughout the examination of the topic, aspects of power transition and diffusion are problematized.
Table of Contents
1. Pioneers of distance learning: the first wave
2. Distance learning in the 20th century: the second wave
3. Distance learning in the 21st century: the third wave
4. Future prospects
5. Conclusion
Objectives and Research Themes
This essay examines the evolution of distance learning practices from the 19th century to the present day, utilizing a process-tracing method to categorize these developments into three distinct waves. The research explores how distance education, extramural studies, and modern digital learning tools have influenced power transition and power diffusion within the global educational landscape.
- Historical development of distance education and correspondence courses.
- The evolution of distance learning infrastructure through the 19th, 20th, and 21st centuries.
- Differentiation between vocational distance education and academic extramural studies.
- The impact of massive open online courses (MOOCs) on global educational accessibility.
- Soft power dynamics and the role of private actors in transnational education.
Excerpt from the Book
Pioneers of distance learning: the first wave
Before landmarks of first distance learning activities can be outlined, it is necessary to approach the term, forging a preliminary definition by subsumtion. Taking a broad stance, distance-learning can be dated back to the first writs of the New Testament, as it is the first “presentation of something meant to be learnt” (Holmberg, 2005, p.13). This essay, however, is concerned with various types of distance education, provided by a registered institution, following a structured and systematic conduct with the final aim of obtaining or preparing a degree or diploma.
Consequently, Battenberg’s (1971, p.44) notion of a private art’s class through letter-based instructions, as advertised in the Boston Gazette of March 20th 1728, also falls out of the scope. According to Guri-Rozenblit (1993, p.289), main attributes of distance education “involve the physical separation of learner and instructor (…) at least at certain stages of the learning process.” Therefore, the creation of well-structured and reliable postal services added to the development and feasibility of distance-learning facilities. In this context, Logan et al (2002) point out “mailed correspondence courses” as valid pioneers of today’s distance education. As the first institution of this kind, Holmberg (2005, p.13) identifies the British “Sir Isaac Pitman Correspondence College” of the 1840s, where the name giver administered correspondence courses in shorthand. Only after a few years, Pitmans concept attracted “a legion of far-flung learners” (Phillips, 1998, p.41).
Summary of Chapters
Pioneers of distance learning: the first wave: Defines the early concepts of distance education, tracing its roots from correspondence courses in the 19th century to the emergence of early extramural study programs.
Distance learning in the 20th century: the second wave: Analyzes the expansion of distance teaching during the 20th century, highlighting the role of the Soviet Union and the emergence of radio and television as educational media.
Distance learning in the 21st century: the third wave: Discusses the internet-era revolution in distance learning, focusing on the impact of the Open University and the subsequent rise of digital and online-only universities.
Future prospects: Examines potential shifts in educational power structures, specifically evaluating how MOOCs and private sector involvement might redefine access to tertiary education.
Conclusion: Summarizes the historical trajectory of tele-instructed knowledge acquisition and reflects on the ongoing uncertainty regarding the long-term impact of ICT on soft power diffusion.
Keywords
Distance Learning, Distance Education, Extramural Studies, Higher Education, MOOCs, Soft Power, Power Diffusion, Interconnectivity, Information Technology, Open University, E-learning, Correspondence Courses, Educational Infrastructure, Internet-based Teaching, Tertiary Education.
Frequently Asked Questions
What is the fundamental focus of this essay?
The essay explores the historical evolution and categorization of distance learning practices from the 19th century through to the modern era of the internet.
What are the primary thematic areas covered?
The core themes include the historical milestones of distance education, the impact of technological advancements, the differentiation of educational terminology, and the geopolitical implications of transnational knowledge sharing.
What is the central research objective?
The objective is to analyze the 'three waves' of distance learning to understand how these practices have evolved and how they influence the diffusion of power in the global political economy.
Which scientific methodology is employed?
The author employs the method of process tracing to systematically outline the developmental stages of distance learning across three centuries.
What is discussed in the main body of the text?
The text covers the early correspondence models, the 20th-century radio and television education efforts, the establishment of open universities, and the rise of digital online universities and massive open online courses (MOOCs).
Which keywords best characterize this work?
Key terms include Distance Education, MOOCs, Power Diffusion, Higher Education, and Soft Power.
How does the author distinguish between distance education and extramural studies?
The author differentiates distance education as non-academic vocational training (VET), while defining extramural studies as formal academic off-campus degree programs.
What role does the Open University play in this analysis?
The Open University is highlighted as a foundational pioneer of the 'third wave,' setting the standard for innovative, mixed-media, and accessible degree programs for adult learners.
How does the concept of 'power diffusion' relate to MOOCs?
The author argues that MOOCs represent a form of power diffusion by shifting the control of educational resources from traditional state-run institutions toward private actors and transnational digital platforms.
- Quote paper
- Alexander Tutt (Author), 2013, The Three Waves of Distance Learning, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/275402
