Debra Farmer

Course/Section: OMD 610 9040

Date: February 22, 2015
Essay Assignment 1

The tradition of Distance Learning has informed online teaching and learning

Introduction
This essay will focus on a discussion that will address how traditional distance learning
has contributed to the evolution of online teaching and learning. Traditional distance learning
began through the establishment of theoretical issues and how these theories built solid
foundations for online teaching, and learning methodologies. These methodologies are the
foundation and support for further development of distance education.
Overview
As explained by (Garrison, Anderson & Archer, 2010) during the first decade a
community framework was established in order to support the context of research for distance
learning. This framework was the beginning of the development of critical elements that were to
be conducive to higher education that emphasized online communications (Garrison, et al.,
2010). The elements of establishing the foundations of a social, cognitive and teaching presence
was the center of theoretical issues used in order to support self-study teaching principles.
In providing this educational framework for distance learning, goals and objectives were
provided that consisted of ways to measure the concepts and the potential of an effective online
teaching and learning experience. Since then the elements of the educational experience of

engaging the strategies of online communities versus face-to-face has been a steady process of
including all forms of media and oral communication along with computer technology. The
three elements of the framework by (Garrison, et al., 2010) are explained as follows:

Cognitive presence a developmental model consistent with the community inquiry

framework (Garrison, et al., 2010). This framework is associated with critical thinking.
Social presence an emotional sense of belonging to an online environment (Garrison, et

al., 2010).
Teaching presence the aspect of determining if a student is satisfied, how the student
perceives learning in an online environment and does the student have a sense of
community or a shared learning experience within the online environment (Garrison, et
al., 2010).
Theoretical Background
Learning theories from the 20th century was focused on the development of the

knowledge of distance learning. The past theories represented an art of discipline for providing
standards of how the teacher and learner would engage in patterns of behavior, cognition, and
constructivism. These theories later evolved into the 21st century online collaboration learning
theory and is continuing to evolve with research and support from the distance learning
community and stakeholders.
In order to support a behaviorist theory Harasim (2012) explains that this theory provided
a way to measure or observe distance learning and teaching and was projected as a scientific
approach to human learning behaviors which considered the mind to be a black box needing to
be filled with information. As distance learning evolved the cognitivist theory was recognized,
and emerged as a process that sought to explain, or understand what was inside the mind
2

(Harasim, 2012). The mind was viewed as a computer, a cognitive mind would be able to
process information, and interpret data (Harasim, 2012). Due to educational reform the
constructivist theory emerged and reacted to behaviorism and cognitivist, and constructivist
theory. Constructivist theory was based on the understanding that learners should be joined in a
constructive approach, where the teacher and learner would create meaning through their own
understandings and experiences. Constructivist theory was the answer to an active approach to
distance learning (Harasim, 2012). The 20th century theories relied on psychology and their
understanding of how the mind works and did not rely on the 21st century theory of online
collaborative learning (OCL), (Harasim, 2012).
Traditionally distance education was an independent format where individuals
interaction was dependent on postal correspondence or telephone tutoring (Anderson, 2008).
This self-study style of distance education was the first model of distance education. Online
learning was later developed as a collaborative process that slowly evolved into education
delivered at a distance with interactions of material or written content between the teacher and
student (Anderson, 2008). Information was passed from the student in a constructive interaction,
where the teacher was the role model and the advancement of media technology was utilized for
the online distance learning process (Anderson, 2008).
Conclusion
Distance education has informed online teaching and learning from the earliest
applications of courses that were offered independently and now are offered collaboratively. The
task now is for the online teacher and stakeholder of distance education to continue the
enhancement of the critical functions that are expected for the adaptation of the online
educational experience. Past theory has built upon distance education by offering various modes,
3

activities and effective cost saving methods that have resulted in quality distance learning
programs (Anderson, 2008). Our understanding of how distance education has informed online
teaching and learning is a complex context of variables that have been led by psychological
hypothesis and predictions (Anderson, 2008).
The major essence of distance education has been informed through the collaborative
learning process of interconnecting speech, writing, printing and the internet (Harasim, 2012).
Distance education has utilized internet technology and this has formed the basis of the
transformation of online teaching and learning. Implications of the internet and technological
advances will continue to improve online learning and is the catalyst for new and advancing
technological revolutions that will continue to influence and build on theories of change
(Harasim, 2012).

References
Anderson. (2008). Theory and Practice of Online Learning: Towards a Theory of Online
Learning: (2nd ed.), (pp. 45-74). [Adobe Digital Edition]. Retrieved from
http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008Theory_and_Practice_of_Online_Learning.pdf.
Garrison, R. (2010). The First Decade of the community of inquiry framework: A retrospective.
In Internet and Higher Education (Vol. 13, pp. 5-9). Calgary: Science Direct.
Harasim, L. M. (2012). Learning Theory and Online Technology. Chapters 1 & 2 pp.1-29.
Taylor & Francis Group: Routledge.