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Laura Howard

OMDE 601 section 9041


April 4, 2015
Reflections 3

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.

My current work position is a Program Developer in a professional continuing


education field. My department is always looking for the best ways to effectively deliver
and offer courses that meet the demand of the workforce and for professional
development. We do offer online courses, so it is beneficial to be learning all about online
courses and the operation involved. One of my primary interest in deciding to pursue a
degree in distance education was because it will hopefully provide an opportunity for my
professional advancement.
Online courses have presented a new environment and dynamic to the college
where I work. Some or most of the courses we offer online are cost and time effective, so
seeking more ways and courses to offer in this opportunity are desirable. Recognizing
that various forms of online approaches and presences are important to establishing
successful practices to utilizing them is important to know. This could benefit in how we
determine if a class is successful and even approachable in an online environment. It is
also interesting to be able to look at what approaches are not as statistically successful so
that we will be able to recognize what to focus and manage our time on an offering. Also
understanding Terry Andersons ideas (Anderson, 2003) and Anderson and Garrisons
Modes of Interaction in Distance Education (Anderson & Garrison, 1998 as cited in
Anderson, 2003), for knowing how to identify and recognize if the three presences are
integrated in a distance education/online course, will be a helpful in making sure a course
is efficient and worth pursuing. This may help identify whether an online course is self-

paced, instructor-led or mentored, which are some characteristics we are required to


determine before offering. We usually partner with other businesses/organizations that
have already developed online course curriculum, but we need to be able to distinguish
and identify specifically how the course is taught and if this is a type of course that would
be beneficial to offer online rather than or just face-to-face. Usually a determining factor
in offering an online class versus face-to-face is finding out which method is preferred or
has received the most successful completion and positive feedback. Just knowing any
information about online or distance education aspects should improve my professional
knowledge and provide a valuable asset to my career experience in the place I work. This
will be especially beneficial if I ever decide to become a distance education or online
course developer or other administrator.

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
responsibilities. In C. Gibson (Ed.), Distance Learners in Higher Education. (pp. 97112). Madison, WI. : Atwood Publishing.
Barnett, P. (2014, February). Lets scramble, not flip the classroom. Inside Higher Ed. Retrieved
from https://www.insidehighered.com/views/2014/02/14/flipping-classroom-isnt-answerlets-scramble-it-essay
Garrison, R. (2009). Implications of online learning for the conceptual development and practice
of distance education. Journal of Distance Education, 23(2), 93-104. Retrieved from
http://www.jofde.ca/index.php/jde/article/view/471/889

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment:
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Knewton. (2015). The flipped classroom. The flipped classroom infographic. The flipped
classroom: Turning traditional education on its head. Retrieved from
http://www.knewton.com/flipped-classroom/
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from an international perspective (pp. 18-54). London: Kogan Page.
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education in transition: New trends and challenges (4th ed., pp. 13-24). Oldenburg,
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education in transition: Developments and issues (5th ed., pp. 11-32). Oldenburg,
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Peters, O. (2010). The greatest achievement of industrialized education: Open universities. In O.


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Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universitt Oldenburg.
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Peters, O. (2011, December 2). Industrialization theory and distance education. Part 1. [Video
interview.] Haag, Germany. Retrieved from http://vimeo.com/33107755 (Transcript :
http://www.box.com/s/76m31v2baa3n63vm0bjn)
Peters, O. (2011, December 2). Industrialized theory and distance education. Part 2. [Video
interview.] Haag, Germany. Retrieved from http://www.vimeo.com/33523216
(Transcript: http://www.box.com/s/q3f6nuh98mtdydti8b92)
Peters, O. (2011, December 2). Industrialized theory and distance education. Part 3. [Video
interview.] Haag, Gemany. Retrieved from http://vimeo.com/33525745 (Transcript:
http://www.box.com/s/8jzx6qm651gj8kt0aep7)
Peters, O. (2011, Decemeber 2). Industrialized theory and distance education. Part 4. [Video
interview.] Haag, Germany. Retrieved from http://vimeo.com/33109477 (Transcript:
http://www.box.com/s/cn10nmio1je707iaekmx
Swan, K. (2010). Teaching and learning in post-industrial distance education. In M. F.
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Understanding teaching and learning in a new era (pp. 108-134). New York & London:
Routledge.
Vaughn, N. D. (2010). Blended learning. In M. F. Cleveland-Innes & D. R. Garrison (Eds.), An
introduction to distance education: Understanding teaching and learning in a new era
(pp. 165-178). New York & London: Routledge.
University of Maryland University College. (n.d.). Impact of digitized learning environments
(OMDE 601 9041 Foundations of Distance Education & E-learning (2152)). Retrieved
from https://learn.umuc.edu/d2l/le/content/56872/viewContent/2589098/View

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