Search Our Essay Database

Modern Communication Essays and Research Papers

Instructions for Modern Communication College Essay Examples

Title: Commonalities between ancient and modern communications

Total Pages: 5 Words: 1418 Works Cited: 0 Citation Style: APA Document Type: Essay

Essay Instructions: What commonalities can be found between ancient (particularly the civilizations studied in this module) and modern communications in intelligence and what major way do they differ?
There are faxes for this order.

Excerpt From Essay:

Title: Week 6 Final Capstone Paper

Total Pages: 10 Words: 3347 Bibliography: 3 Citation Style: MLA Document Type: Research Paper

Essay Instructions: FOR WRITER JOHNFITZ44 ONLY!!!

Ashford University: MAED Capstone FINAL PROJECT!!!!! 20pts!!!!

Source 1: Online Course Textbook: https://content.ashford.edu/books/AUEDU695.14.1

You will create an ePortfolio that includes redesigned activities from prior coursework in the Masters of Arts in Education (MAED) Program that demonstrate your competency with the nine Program Learning Outcomes, which are also the Course Learning Outcomes for EDU 695. Additionally, you will write a narrative reflection of your experience with the program and the ePortfolio construction. The overarching goal of this Final Paper and ePortfolio assignment is to showcase learning from the MAED Program in a consolidated, web-based format that can easily be shared with anyone: colleagues, potential or current employers, friends, family members, and others. For the ePortfolio, you use a system called Pathbrite. Within this ePortfolio, you will tell the story of your educational journey and value of your personal MAED experience as it applies to the labor market. Remember, the ePortfolio is your chance to show what you know and are able to do in the practice of teaching and learning with technology. You will submit a link to your ePortfolio and attach your paper portion of the assignment in a Week Six discussion for preliminary feedback by peers and the instructor before the final submission. The earlier you submit in the Week Six discussion the more opportunity you have for input from your peers and instructor to improve your work before the final submission of this assignment.

Creating the Final Paper and ePortfolio
Please include a link to the ePortfolio (Pathbrite) within the paper portion of this assignment. As needed, refer to the MAED program learning outcomes (PLOs) list. Then, create your final assignment to meet the content and written communication expectations below.

Content Expectations
ePortfolio Components (5 Points): Include at least one artifact demonstrating mastery for each of the nine MAED Program Learning Outcomes (PLOs).

ePortfolio Design (3 Points): Design the ePortfolio to be professional in appearance. Be sure to exemplify effective and ethical uses of technology so that the ePortfolio logically organized in a visually appealing way.

Narrative ? Ranking (5 Points): Rank and discuss the importance of each Program Learning Outcome to your individual work setting, including an explanation of each ranking and its value to you in your learning environment or your position. Discuss how you currently use each PLO in your work setting and, if PLOs are not used, discuss ways you might begin to use them in your current or future work setting. If you are unemployed or otherwise do not work in a teaching role, you can either (a) use a previous work location, or (b) imagine the perfect work location (e.g., your dream job), and use that fictional work center to rank and discuss each PLO. The overall goal of this section of the narrative is to rank each PLO according to its importance to you as an educator or potential educator, starting by listing the most important PLO to you first.

Narrative ? Challenges/Solutions (5 Points): Discuss the design and development challenges you experienced while creating this ePortfolio in Pathbrite and explain how you overcame those challenges. If you feel that you did not face any challenges during your design/redesign, please state that there were no challenges and clearly support this statement with a discussion of the details, or reflect and think deeply about your design/redesign process and offer a detailed narrative of how the process excelled. Examples of challenges include: (a) getting accustomed to specific technology to communicate and showcase your learning, (b) difficulty ranking the PLOs, (c) finding creative ways to display your newly learned skill sets, and (d) tying together concepts and theories into one cohesive digital collection. When you explain how you resolved or worked around challenges you need to consider how you became proficient in using various digital tools, how you linked PLOs to your job responsibilities, how Internet searches uncovered new ways to utilize your talents, how peer collaboration produced ways to effectively consolidate multiple concepts and theories in one package, and how ePortfolio examples sparked creative thought.

Written Communication Expectations
Page Requirement (.5 points): Include one page per discussion of each of the nine MAED Program Learning Outcomes and a tenth page for the narrative response for a total of ten pages (not including the title and reference pages).

APA Formatting (.5 points): Use APA formatting consistently throughout the assignment.

Syntax and Mechanics (.5 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

Source Requirement (.5 points): Reference three scholarly sources in addition to the course textbook. All sources on the references page need to be used and cited correctly within the body of the assignment.

PLO source from Ashford University:

PLO 1
Instructional Planning for
Learner Development
The MAED graduate designs appropriate and challenging learning
experiences informed by analysis of how learners develop
individually across the cognitive, linguistic, social, emotional, and
physical patterns to promote student learning and growth.
PLO 2
Differentiated Practice for
Diverse Learners
The MAED graduate employs differentiated instructional practices
aligned with learner strengths and differences, diverse cultures, and
diverse communities to promote student learning in a safe,
collaborative, engaging, inclusive, 21st century learning
environment.
PLO 3
Assessment for Learning
in the 21st Century
The MAED graduate designs a variety of evidence-based
assessments used for ongoing evaluation of student progress, and to
guide teacher and learner decision making.
PLO 4
Leading Change through
Research
The MAED graduate executes an action research study that draws on
the research and methods of various disciplines to address local or
global educational issues.
PLO 5
Dynamic Curriculum and
Instruction in the 21st
Century
The MAED graduate designs learner-centered instruction aligned
with Common Core State Standards, digital age standards (NETS-S),
and 21st Century skills to promote learner achievement and growth.
PLO 6
Professional Growth,
Leadership, and Ethical
Practice in the 21st
Century
The MAED graduate engages in continuous professional growth
through leadership in educational environments and the
demonstration of legal and ethical behavior in professional practices.
PLO 7
Content Knowledge
The MAED graduate uses knowledge of subject matter and central
concepts of the discipline(s) to create technology-enriched learning
environments that promote learner achievement and innovation.
PLO 8
Communication and
Collaboration in a Digital
Age
The MAED graduate effectively communicates and collaborates
with various stakeholders through written communication, verbal
communication, and a variety of current and emerging digital age
tools to ensure learner growth and to advance the profession.
PLO 9
Information, Media, and
Technology Skills
The MAED graduate uses a range of digital technology tools to
research, organize, evaluate, and communicate information while
exhibiting an understanding of ethical and legal issues surrounding
the use of information technologies.

****Sample from my professor
Capstone Experience & Learner Outcomes
Introduction
Ashford University?s Master of Arts in Education (MAED) program is designed to prepare educators to effectively meet the challenges that can arise in today?s classroom. Modern educators are increasingly faced with a variety of challenges as the student population changes. In the new era of education, classrooms have become more inclusive of students with different learning needs and cultural backgrounds. This change necessitates that educators be prepared with the skills and knowledge to make an equitable education accessible to all of their students. Ashford University has designed its MAED program to produce nine program learner outcomes (PLOs) that insure mastery of the skills necessary to do so. The capstone course is the culmination of the program. The course requires redesigning lesson plans from previous courses to align with various current frameworks as well as the MAED learning outcomes. For example, some lessons were redesigned to include the use of technology, which is a component of MAED outcomes as well as the Framework for 21st Century Learning.
Application of Knowledge
All of the knowledge accumulated over the course of the program is intended to prepare educators for the work that lies ahead in their prospective classrooms. When that time comes, it is imperative to be able to apply that knowledge. Theoretical know how is much different than the actual application. This is because there are always unknown variables that will present challenges in the field. Therefore it is essential to practice the application of any new skills one acquires. The following link is a demonstration of how pedagogical theory and instructional strategy skills can be applied in practice:https://pathbrite.com/portfolio/P25LaP0X/ashford-university-capstone (remember to include a usable link)
PLO Ranking
Although Ashford University lists the PLOs in its own order, each education practitioner may view them in his or her own individual ranking of importance. This ranking can be based on specific job functions or other professional priorities. Coincidentally, PLO 1 remains the top concern on this list. This outcome requires that graduates master the ability to design learning experiences based on knowledge and analysis of the way that individual learners develop in order to promote learning and growth (Ashford University, 2014). As a practitioner heading into the classroom, creating effective learning experiences that enrich student development and meets all learning needs is paramount.
Today, more than ever, students? individual learning needs are being recognized, acknowledged, and respected. Yet, teachers are expected to teach the same content to all students while meeting a single level of standards. This presents a challenge that the modern teacher must be able to meet. In order to meet this formidable challenge, teachers must have the skills to analyze student capabilities, skill levels, and learning needs. Then, they must take this information and use it to design effective instruction that meets the prescribed standards in a manner that addresses each student?s capabilities, skill levels, and learning needs. This is why planning instruction for learner development is such an important outcome in the MAED program. It is essential to any teacher?s repertoire of skills to be able to provide his or her students with instruction and learning activities that teach them content in a way that is meaningful and effective. Otherwise, students are being given loads of random information that has no purpose. When students don?t see the purpose for their learning and cannot connect to the material they are being taught, instruction is ineffective. However, it is extremely important that teachers understand their students? needs in order to facilitate this process as well. This is why PLO 1 also ties in very closely with PLO 2.
PLO 2 requires the mastery of differentiating instructional practices in order to meet the needs of diverse learners (Ashford University, 2014). That diversity may be cultural, lingual, socioeconomic, or a variety of other factors including learning differences. While PLO 1 deals with the design of learning experiences, PLO 2 is about understanding how to incorporate a variety of approaches into instruction in order to make it accessible for students who may need some extra support in order to grasp content and concepts. For example, a teacher who has ELL (English language learner) students in his or her class needs to have the skills to accurately assess those students? understanding and use that information to insure that they generate products of that knowledge that demonstrate their true level of comprehension. This may be accomplished in a wide variety of ways. What works best is highly dependent upon individual student strengths and needs. This is why mastery of differentiating skills is so critical.
Differentiation strategies that work for one student with a particular learning need may not be effective for a different student with the same area of need. In other words, a teacher may have two ELL students who are on the same reading level and speak the same native language. However, a differentiation strategy that greatly benefits one of those students may not work at all for the other. This is due to the fact that each student is an individual. No matter how many similarities they may have in common, there will always be factors that differentiate the needs of one from the other. Those factors may be personal interests, family beliefs, or any number of factors that make the individual unique. The key to successfully differentiating instruction is having a good understanding of who students are and how to meet them where they are with accessible content and learning activities. Another highly important aspect of successfully differentiating instruction is having a solid foundation of knowledge in the content area being taught.
This brings us to the next most important outcome. PLO 7, which requires the use of solid content knowledge and concepts of that content area in order to create learning environments that incorporate the use of technology in order to provide innovative learning experiences and promote learner achievement (Ashford University, 2014). As previously stated, the education field has entered a new era. This new era has been marked by a rapid increase in the use of technology. This integration of technology extends beyond support functions in education. There has been a global movement toward technology as the platform for education. While some educational institutions have blended traditional classrooms with online options, we increasingly see learning institutions that operate exclusively online. This use of technology makes education accessible to many people who otherwise would not be able to continue their education.
Although most people are familiar with this use of technology for higher education, the 21st century has seen this application move into the primary grades through high school as well. For those students and their parents, the draw is often the ability to move at the student?s own pace as well as the individualized focus the child receives from teachers. Even with this movement toward using technology to access education over distances, it still has its place in the traditional classroom. The context is different from that of technology in the distance education setting. In the traditional classroom, technology is used as a support and enrichment tool. Students who have difficulties can be supported through the addition of technology within a lesson. Those who are not struggling benefit from an enriched and interest grabbing addition to the lesson. This integration of technology is also acritical element of education in the 21st century. As technology has come to dominate modern communication and tools used in the work place, students must be exposed to technology in education as a means to prepare students for higher education, career and life (Framework for 21st Century Learning, 2014).
This brings us to the next PLO in the ranking. PLO 5 is the mastery of designing instruction that addresses and aligns with both ISTE (International Society for Technology in Education) standards and CCSS (Common Core State Standards) as well as 21st century skills (Ashford University, 2014). CCSS is particularly important as this is an initiative to move toward a single set of learning outcomes across multiple states (Common Core State Standards Initiative, 2014). This inherently means that technology must be integrated in the design of lessons in order to create dynamic and innovative instruction. Today?s students were born into the age of constant technological advance. The use of technology has become commonplace in everyday life for even very young children. This widespread presence of technology even crosses socioeconomic boundaries. According to Smith (2012), 46% of all Americans adults own smartphones.
These facts about the prevalence of technology in modern society, coupled with the movement toward the CCSS make it clear that education must include innovative instruction that incorporates technology. Since students are exposed at such early ages by a variety of means that range from applications on their parents? cell phones to laptops, they often arrive to kindergarten with some level of technological awareness and capability. Therefore, today?s students have a natural predisposition toward the use of technology for learning. This allows teachers to address content in a manner that students find appealing, interesting, and comprehensible. Even more cognitively demanding content becomes accessible for students who would have struggled with that content due to the use of technology. Technology allows teachers to prepare students for their future by teaching the multiple 21st-century skills in a variety of ways. This includes creative project oriented collaboration, information literacy, and digital communication skills. Additionally, technology can be used to provide a window into the students? level of understanding via innovative assessment.

This brings us to PLO 3. This PLO addresses the use of evidence-based assessment in order to track student progress and act as a guide to both teacher and learner decision-making (Ashford University, 2014). There are multiple types is assessment. Someone best suited to particular purposes. The two main types are formative assessment and summative assessment. Formative assessment is most widely used as an ongoing tool during the process of instruction. It can indicate student grasp of concept as well as progress towards mastery of the prescribed learning outcomes. Summative assessment is more suited to the completion of instruction. It serves as an indicator as to whether or not students have mastered prescribed learning outcomes.
While both types of assessment have their uses in the classroom, formative assessment is particularly useful in guiding instructional decision. Formative assessment allows teachers to gain insight to what their students may already know prior to teaching a lesson. This allows teachers to construct effective lesson plans that meet students? current level of readiness. During the course of instruction, teachers may use formative assessment in order to figure out how well students are understanding the concepts and content that are being conveyed. If students happen to be struggling with a particular concept, the results of an evidence-based formative assessment can indicate exactly where students are having difficulty. This allows the teacher to make any necessary changes in his or her instructional strategies and methods of conveying content in order to better address the students? learning needs.
Summative assessment has a very different purpose. It is designed to be an indicator of understanding at the end of the instructional process. Summative assessment is often formal in nature. Additionally, the results are usually recorded as evidence of mastery of content will or lack of mastery of content. The results of summative assessment will are also often included in research.

The topic of research leads us to the next PLO, which is PLO 4. This particular PLO requires the completion of an action research study that addresses local or global educational issues (Ashford University, 2014). Action research is a very important part of an educator?s practice because it provides the opportunity for reflective critical thinking. Typically, this type of study is conducted an effort to solve a specific problem. Often, multiple stakeholders participate in this type of research project. This can include teachers and administrators as well as students and their parents. What specific stakeholders participate in the study is largely dependent upon the scope and purpose of the study.
The results of action research can have a far reaching ripple effect in the field of education. Those who conduct the study can, and often do, share the results of their study with colleagues. Although the concept of educational research is not new, action research studies possess a unique element. This type of research gives educational practitioners the opportunity to examine their own practices, strategies, and methods. In many ways, it can be a teacher?s opportunity for self-assessment. Sometimes, the colleagues may be educators in other districts or states. This type of knowledge and skill sharing across distances is an effective way to expand opportunities to grow and develop professionally. Those who conducted the research can benefit from the feedback that is generated by the colleagues that the study results are shared with. The colleagues view any presentations of the study results gain the benefit of knowledge and skills that provide helpful guidance in solving similar problems within their own classrooms or schools. Therefore, this sort of research and networking is beneficial in multiple ways to multiple stakeholders involved in the education process. This leads to the next outcome in the PLO ranking.

PLO 6 requires the demonstration of continuous professional development both leadership and behavioral practices within the PLC (Ashford University, 2014). The PLC (professional learning community) is an integral part of teacher development. The PLC is an invaluable opportunity to receive guidance and feedback. It is also a haven for the exchange of thoughts and ideas. Teachers and administrators alike can collaborate in order to build a support network that enhances the quality of instruction and learning experiences that they provide to students.
While many people tend to view the professional learning community as a continuous training resource that is intended to benefit learner development, the PLC is actually a valuable resource for educators as well. Training and learning are aspects of a PLC. However, they do not encompass the entire purpose. As the name suggests, it is intended to be a community. This means that all participants should work together in support of one another as well as contribute to the positive development of the community as a whole. As previously stated, this means a continuous exchange of ideas as well as providing constructive feedback to members of the PLC. Sometimes, this means participating and learning activities, discussions, and research projects. At other times, it requires assuming a leadership role in conducting research, workshops, and collaborative learning efforts. The key to a successful PLC is approaching it as an opportunity to grow with an open mind and respect for a diverse range of ideas, beliefs, and backgrounds. This openness is best accomplished through effective communication and collaboration with a united purpose of providing an enriched and innovative learning environment that contributes to positive student development.
Clearly, communication and collaboration also play a very important roles and effective teaching in the 21st century. This carries over into the next PLO in the ranking.

PLO 8 is the mastery of effective communication and collaboration with various stakeholders through a variety of me including oral, written, and digital communication tools for the purpose of ensuring learner development and advancing the teaching profession (Ashford University, 2014). Communication and collaboration are critical elements of growth, development, and progress. In order to teach these skills to our students, educators must also possess solid knowledge and skills in these areas.
These skills carry deeper purpose than the simple connotations that they seem to have. Effective communication is essential to the conveyance of information, ideas, and thoughts. Without the skill, thoughts, ideas, and information can become confused or lost altogether. This is especially true in the area of collaboration. Collaboration relies heavily on effective communication between the members of the team. If effective communication is not present, critical information, completed work, and necessary materials can be lost. Therefore, the ability to collaborate effectively is dependent upon the ability to communicate effectively. However, it is important to note that collaboration is important in its own right. Collaboration enables participants to experience a diverse range of thoughts and ideas. Additionally, members of collaborative groups benefit from the support of team members united in a single purpose. This means that no single member of the team must carry the weight of the group?s task more than any other member of the team. Equal distribution of responsibilities makes large projects less daunting for an individual person. When collaboration is performed correctly, individual members of the group can accomplish much more than they would have if they had taken on the entire task alone.
Just as important as communication and collaboration, the sources of information and ideas that are conveyed via these means are significant. This brings us to the final PLO in the ranking.

PLO 9 addresses the use of digital tools to communicate, evaluate, organize, and research information while observing ethical and legal guidelines (Ashford University, 2014). This PLO is so closely related to the previous one because the information used in communication and collaboration must be reliable as well as presented ethically and without infringing on legal rights to that information. Otherwise, the results of that work would be invalid.
In addition, the sources of information and tools used to communicate it are equally important. As we move through the 21st century, digital technology has opened the world to a myriad of possibilities. Whereas we were once limited to what could be found in print, the digital age has allowed us to access information that is literally from all over the planet. Clearly, this is a boon to those seeking information and research efforts. However, this benefit also comes with some responsibilities as well as pitfalls.
In addition to ensuring that we observe copyright laws in the ethical use of information, it is absolutely necessary to ensure that the information we cite as valid and accurate. Many people base their critical decision-making process on the information that is presented to them. Basing decisions on invalid or unreliable information can negatively impact and impede efforts to learn and develop. At the very least, this type of misinformation results in flawed critical thinking and poorly made decisions. However, the fallout could potentially be catastrophic. This is especially true in the education field where learner development is at stake. In addition to that, this is another area where educators must be skilled and knowledgeable in order to impart those skills to students and prepare them for higher education, career, and life in the 21st century.

Challenges & Solutions
In reflecting on this course, it was a challenging experience. The redesigning of previously completed lesson plans was initially very challenging. However, some strategizing and opening up to a new thought process paved the way to a very different view. Eventually, it was easy to see where there were gaps and how to fill those gaps in. This is a valuable skill because it means that there is much more potentially useful instructional material available than before.
New knowledge of software uses and websites was acquired as well. For example, Pathbrite presented a new opportunity for organizing work samples in a creative and professional manner. Although Microsoft PowerPoint was not a new program, new functions such as the poster template were discovered in this course. These two things were not as much of a challenge to navigate. It was actually engaging to learn something new and extremely useful.
While digital technology can still be challenging and even slightly frustrating at times, this course presented an opportunity to learn useful skills and knowledge that will be applied in the field. From instructional skills to instructional design, this course covered a great deal of information in a short period of time. Although some peers were frustrated by the high level of challenge, it was rewarding to make it through the gauntlet with more tools. These skills are very important to being a 21st century instructor. Burnaford and Brown (2014) state that the majority of K-12 teachers in the United States use some sort of media or technology in their classrooms for locating and retrieving information. This fact alone means that education has entered a new era. Therefore, it is critical to be prepared with the necessary skills in order to be an effective educator. This course was definitely a step on the path toward that goal. Learning and developing new skills must always be a continuous evolution.

References
Ashford University. (2014). 2013-2014 academic catalog. Retrieved from https://student.ashford.edu/CMCPortalFileShare/AU-AC%20Forms/Catalogs/2013-2014%20Academic%20Catalog.pdf
Burnaford, G. & Brown, T. (2014). Teaching and learning in 21st century learning environments: A reader. San Diego: Bridgepoint Education, Inc.
Common Core State Standards Initiative. (2014). About the common core state standards. Retrieved from http://www.corestandards.org/about-the-standards/
Smith, A. (2012). Nearly half of American adults are smartphone owners. Retrieved from http://www.pewinternet.org/2012/03/01/nearly-half-of-american-adults-are-smartphone-owners/

Excerpt From Essay:

Title: overview aristotle's rhetoric

Total Pages: 10 Words: 4276 Sources: 0 Citation Style: APA Document Type: Essay

Essay Instructions: my TOPIC->Aristotle's Rhetoric Theory
-should provide a brief of history of Aristotle and his rhetoric theory. Then move on to describe how is has been applied to and used to formulate new or improve upon modern communication rhetoric theories. The conclusion should include information about how aristotle's theory is a good one because it has stood the test of time, created new fields of study...etc. That is my lose interpretation of how it should be formatted, but do what you think will best fufill the requirments that follow.

Ok...could i have it by 9am? It is actually quite easy..just an overview of aristotles rhetoric and how it has been and is currently being used in the modern communications field. Most if not all sources should be from journals in either comm studies, rhetoric and/or philosophy. Im willing to pay..just need a writer.

Thanks


Your theory paper is an in-depth analysis of a theory, essentially a literature review of what has been studied concerning a specific theory. Do follow APA format. NO footnotes. Use primarily communication journals as sources. Put 2 spaces after a period. Number the pages. Don?t cite the textbook as your source; find others. Do not insert or submit tables. The paper is evaluated on the following criteria: use of references, topic approval, content/explanations, length, margins, font, theoretical critique, APA format, reference list, overall.

2. Your annotated bibliography is an in-depth list of the references you will use in your theory paper.


**the earliest i can get it back, the better, but no later than 6am please.

Excerpt From Essay:

Title: The Theory of Scholarship of Distance Education

Total Pages: 3 Words: 873 References: 0 Citation Style: None Document Type: Research Paper

Essay Instructions: You are to write a 3-page Summary of the article below. When quoting use APA format. Do Not Use Outside Sources!

The Theory of Scholarship of Distance Education
Everything that is recorded in the literature of the field is the theory of the field. Somebody so later organizes and summarizes the body of knowledge, or parts of it, and as these summaries are found useful by more and more scholars and researchers they become authoritative. Then, instead of reviewing all the literature yourself you can refer to the summary. It is like a map. A map summarizes what is known about a place and if there are many inky spaces it shows them. This is the clue to knowing where new exploration i.e. research, is needed. The accepted facts and concepts that make up theory also provide a shared perspective for those who have studied it and a common vocabulary for discussing, analyzing, or criticizing it. People who go on journeys of discovery who have not read the theory -- either exhaustively in its long form-the literature or and in its summer rise forms-are traveling without a map. In research they asked questions that have been answered or in bed are unanswerable and because they do not understand vocabulary they are confused and they cause a great deal of confusion. In education a lot of the information about technology that is collected and reported as distance education is not really about distance education at all and is rather trivial in significance while questions that do need to be researched is often overlooked. Knowing the theory, then, is very valuable for everyone who wants to practice and distance education for research it is indispensable.
A Very History Short of Scholarship
scholarship can be defined as research grounded in theory. It should be surprising -- and but it is a fact -- that while whole departments of professors and hundreds of colleges of education have for decades studied teaching and learning and how these organized inside the campuses and classrooms of schools, universities, and training organizations, what goes on when communication technologies extended teaching and outside the classroom and campus has been ignored by nearly all of them. What a research was done in this area was until recently undertaken by people who are engaged in the practice of teaching at a distance and took it on themselves to attempt some analysis of and reflection on what they were doing. Even when they produce research reports they had difficulty in sharing them since the editors of the journals of education had little interest in publishing what they were writing about. Probably the person to suggest there was a need for research and distance education was in J.S. Noffsinger 1926, first director of the national home-study Council who went on to produce the first systematic description of American correspondence education. This was followed a few years later by another landmark survey by Bittner and Mallory published in their University teaching by mail 1933. In 1956 a major survey was undertaken by the national University extension Association gathering information from 34 institutions and 69,519 distance learners. In 1960 and other national survey was undertaken jointly by the national University extension Association and the national home study Council and was disseminated in the correspondence instruction in the US (Mackenzie, Christiansen, and Rigby, 1968). The Brandenburg Memorial assay a collection of contributions from the leading thinkers and practitioners of the years following World War II edited by Charles Wedemeyer appeared in two volumes 1963 and 1966. Among the few outlets for publications were the newsletters of the national University extension Association and the national home study Council and the newsletter of the ICCE, which Wedemeyer started in 1971. Matters improve went to foreign journals entered circulation: distance education (an in-house organ of the UK open University) and Epistolodidktica, a journal published by the European home study Council. However these were hard to obtain in the US and the editorial policies meant they were unlikely to publish a American research. In the 1980s as interest in using telecommunications for distance education become of considerable interest a growing number of to begin to engage in research. They received a significant stimulus in 1986 with the establishment of the American Center for study of distance education and the founding of the American Journal of distance education, one of the most significant events affecting University independent study in the past 15 years. Providing a foundation for scholarship alongside the American Journal of distance education was a unique event that occurred in 1986. That was the first American symposium of research in distance education. This was an invitational meeting of 50 American academics who has shown an interest in research in distance education convene specifically by the American Center for study of distance education to review and discuss a research agenda. For the symposium came a book, the first moon scholarly collection on American distance education. A similar key been opened in the 1990s when an international workshop was held in Caracas, Venezuela under the auspices of the American Center for study of distance education bringing American researchers to meet with other researchers from all five continents for the purpose of formulating a global research agenda. In 1991 the history of the field was recorded in a book sponsored by independent study division of the nationally University continuing education Association, the foundations of American distance education. The first formal courses of instruction began in the early 1970s when Charles Wedemeyer began his graduate seminar and independent study offered in the adult education program at the University of Wisconsin Madison. His research assistant and this was Michael G. Moore who took over teaching the seminar on Wedemeyer retirement in 1976 and continued teaching it each year as a special summer course until 1986. After moving in that year to the Pennsylvania State University more instituted his own program of graduate courses. By 1987 Holmberg was able to list a number of universities where distance education was being taught and felt able to assert that it is evident that a research discipline of distance education has emerged.

History of Theory of Distance Education
In the summer of 1972 Michael G. Moore made a presentation to the world conference of the international Council for correspondence education meeting in Warrenton, Virginia on the topic of learner autonomy: the second dimension of independent learning. It began as follows: “we started my posture lading that the universe of in shock consisted of two families of teaching behaviors, which we referred to as contiguous teaching and distance teaching. After describing conventional or contiguous teaching Michael G. Moore defined distance teaching as; the family of instructional methods in which the teaching behaviors are executors apart from the learning behaviors, including those that in contiguous teaching would be performed in the learners presence, so that communication between the learner and the teacher must be facilitated by print, electronic, mechanical, or other devices.”
This was the first attempt in America to define distance education and it went on to propose a general theory of the pedagogy of distance education. For two years while working with Wedemeyer, Michael Moore had study educational theory and noticed what had not been noticed before; that there were no systematic theory to account for education in which the teaching behaviors are executed apart from the learning behaviors. He explained to the international Council for correspondence education conference in 1973: as we continue to develop various nontraditional methods of reaching the growing number of people who cannot or will not attend conventional institutions but who choose to learn apart from their teachers we should direct some of our research to the macro-factors; describing and defining the field, discriminating between the various components of this field; identifying the critical elements of the various forms of teaching and learning; building a dear radical framework which will embrace the whole area of education.
History of the Term Distance Education
The term distance education that Michael Moore chose to define the universe of teaching-learning relationships characterized by separation between learner and teacher was one he first heard in a conversation with the Swedish educator Börje Holmberg. Holmberg was director of the Hermods correspondence school in Sweden, and being fluent in German he had read about the work of a group of research at the University of Tubingen. Instead of talking about correspondence study these Germans use the term Fernstudium, or distance education; and Fernunterricht or distance teaching. Prominent among these were K. H. Rebel, M. Delling, K. Graff, G. Dohmen, and Otto Peters. Since they only publish their work in German; English-speaking scholars only knew it in later years mainly due to the efforts of Desmond Keegan.
Otto Peters
In 1967 Peters published a seminal work, which was translated into English in 1983 with the title distance teaching and industrial production. A comparative interpretation in outline. In this article Peters explained how it becomes clear that distance that he is a form of study complementary to our industrial and technical age. His thesis was that distance education is best understood as the application of industrial techniques and delivery of instruction and that unless industrial methods are used distance education will not be successful. These techniques include; systematic planning, specialization of the workforce, mass production of materials, automation, standardization, and quality control, as well as using a full range of modern communications technologies. This application of industrial practices will result in a high quality; the high cost of this is amortized when course are distributed to a large number of students -- what is known to economists as the economies of large-scale production.
Toward a Pedagogical Theory
Peters’ theory was an organizational theory and it didn't circulate in English until the 1980s. The nearest to a theory in English was Wedemeyer in 1971 attempt to define the independent learner as a person not only independent in space and time but also potentially independent and controlling and directing learning. Michael Moore was attracted by this idea of learner independence and the possibility that distance could actually be a positive force in helping adult learners individually and in groups to have greater control over their learning and more independence from the control of educational institutions. Although working with Wedemeyer he was more influenced than Wedemeyer by the writing of Carl Rogers, Abraham Maslow, Charlotte Buhler, and other so-called humanistic psychologist. Also at the time the ideas of andragogy promoted by Malcolm Knowles and the self-directed learning research of Alan Tough in 1971 was at the height of their popularity. In searching for the macro-factors Michael Moore gathered and analyzed the structure and design of several hundred of courses in which the teaching behavior are executed apart from the learning behaviors and on this empirical basis offered his theory at the 1972 conference, the theory was intended to be global and descriptive. In other words it was to be of sufficient generality to accommodate all forms of distance education as defined and to provide a conceptual tool that would place any distance education program and the relationship to any other. You are creating an equivalent of the periodic table advised University of Wisconsin adult education professor Robert Boyd. Follow Linnaeas said Charles Wedemeyer just as the 18th century scientist sought to identify the characteristics that would differentiate living creatures and also assist in classifying them the aim was to create a system for classifying this special type of education program. What emerged combines both the Peters’ perspective of distance education as a highly structured industrial system, and Wedemeyer perspective of a more learner-centered, interactive relationship between learner and teacher. Since 1986 it has been known as the theory of transactional distance.
Theory of Transactional Distance
The first core idea of the theory of transactional distance is that distance is a pedagogical phenomenon and is not simply a matter of geographic distance. Although it is true that distance education learners are separated by time and/or by time from their teachers, what is important for both practitioners and researchers is the effect that this geographic distance has on teaching and learning communications and interactions, curriculum and course design, and the organization and management of the education program. When we speak of distance learning we do not speak of an educational experience that is no different from the contiguous course except for the physical separation of learner and teacher but we describe a family of programs that have distinctive, qualitative differences. Transactional distance is the gap of understanding the communication between teacher and learners caused by geographic distance that must be bridged to distinctive procedures in instructional design and the facilitation of interaction.
Distance Education as a Transactional
The concept of transaction was derived by John Dooley and developed by Boyd and Apps 1980. As explained by Boyd and Apps; it connotes the interplay among the environment, the individuals and patterns of behavior in a situation. This transaction that we call distance education is the interplay between people were teachers and learners in environments that have the special characteristics of being separated from one another. It is the physical distance that leads to a communication gap, a psychological space of potential misunderstandings between instructor and learners that has to be bridged by special teaching techniques and this is the transactional distance. Transactional distance is a continuous rather than a discrete variable; a program is not either distance or not distance, more distance or less distance. In other words transactional distance is relative rather than absolute. As has been pointed out for example by Rumble 1986, there is some transactional distance in any educational the event even those in which learners and teachers meet face-to-face in the same space. What is normally referred to as distance education is that subset of educational events in which separation of teacher and learner is so significant that it affects their behavior in major ways. The separation actually dictates that teachers plan, present content, interact, and perform the other processes of teaching and significantly different ways from the face-to-face environment. In short the transactional distance in such that special organizational and teaching behaviors are essential, how special will depend on the degree of the transactional distance. These special teaching behaviors fall into clusters. We can describe transactional distance by looking at these teachers behaviors. Similarly, if we are designing courses we think about how much to invest in each of these clusters of teaching behavior; or, in other words, how much transactional distance we or our students will tolerate. The two sets of variables are labeled dialogue and structure.
Dialogue is a term that helps us focus on the interplay of words and actions and any other interactions between teacher and learner when one gives instruction and the other responds. Dialogue is not the same as interaction, drew interactions are necessary for creating dialogue. The extent and nature of this dialogue is determined by the educational philosophy of the individual or group responsible for the design of the course by the personalities of teacher and learner by the subject matter of the course, and by the environmental factors. One important environment to factor that affects dialogue in the existence of a learning group and its size. It is probable there will be much more dialogue between an instructor and a single learner than between an instructor and a particular learned in a group of learners. Another environmental variable that influences dialogue is language; it is found that persons working in a foreign language are likely to interact less with an instructor than those who share the instructors tongue. One of the most important environment variables is the medium of communication. For example in a correspondence course or an online course each individual learner has a dialogue with the instructor through either electronic or surface mail. Because it is in writing this is a rather highly structured and -- in the case of surface mail -- a slow dialogue. A greater degree of dialogue is likely in a course taught online because of the speed in frequency of responses by teacher and student to the inputs of each author. Audio conferencing by telephone is usually a highly dialogue process. However as indicated before since the audio conference is group base there will be less dialogue for each individual student than in an online course. Also forms students usually feel more comfortable and engage in more dialogue by the text-based, asynchronous communication methods then they do in the faster, synchronous audio conference. If some courses such as those used in video telecourses have very little or no dialogue. It is possible to learn a foreign language, for example, from a video-telecourse. When watching these television tapes a student might actually speak out while giving a response to something that televised teacher says but since there is no feedback to the instructor, the instructor is not able to respond to student, and no dialogue occurs.


Guided Didactic Conversation
Working as professor at the distance University, in Hagen, Germany, Börje Holmberg selected the learner-teacher and dialogue as the fundamental characteristics of distance education. Distance teaching, suggested Holmberg 1981, should be a conversation, what he called a guided didactic conversation. Distance education, he said: “... implies that the character of good distance education resembles that of a guided conversation aimed at learning and that the presence of the typical traits of a conversation facilitates learning.” And also “the feeling of personal relation between the teaching and learning parties promotes study pleasures and student motivation and that such feeling can be fostered by well-developed self instructional material and suitable two-way communication at a distance.”
The Growing Importance of Dialogue
In the decade since the formulation of the idea of dialogue in transactional distance there has been a considerable research of the social and language based nature of the teaching-learning relationship casting further light on the importance of the concept. This perspective is based on Vygotsky’s 1978 theory of learning which explains the centrality of language as a medium by which the learner constructs a way of thinking. The relation to learner autonomy is shown by be Vygotskian notion of handover. Through the exchange of meanings and the development of a shared understanding within the Vygotsky calls the zone of proximal development, learners gradually come to take control of the process of learning. They enter a community of shared discourse as novices and supported by a teacher or of the more competent person primarily through their growing confidence in using the tool of language progressively take charge of their own learning. In this Vygotskian perspective on learning a dialogue between teachers more competent other and learner is accompanied by a shift in control of the learning process from teacher to student.
Core Structure
The second set of variables that determine transactional distance are elements in the course design. The turn use described this structure. A course consists of such elements as, learning objectives, content themes, information presentation, case studies, pictorial and other illustrations, exercises, projects, and tests. Quality depends on how carefully bees are composed and how carefully structured. A design team might Pilate-test parts of their course on an experimental group and thus ascertain exactly how long it would take each student to accomplish each objective. They may measure the reading speed of their potential students and in theater the number of pages of reading required for each part of the course. Instructors may be provided detail rubrics and making schemes to help them ensure all students meet standard criteria for achievement. They may monitor the learning performance of each student with great frequency providing remedial activities for those that need them and so ensure that every student has accomplished a set of course in a tightly controlled sequence. The student may be emitted into the course has cohorts and none may be remitted to move into any content area except at the pace of home rule. In an online course or in using a printed study guide each student might be required to follow the same sequence of study and activity; audio and video materials may be synchronized very tightly to the specific pages and the study guide for on the Web; and online discussions may be carefully organized so that each student is included in an online chat room, according to a carefully scripted plan. By contrast a different course may permit students to explore an undefined set of web pages and/or tapes at their own speed, study a set of readings, and submit assignments online only when they feel ready. They may be told to call or e-mail an instructor for a help desk it, and only win, they wish to receive advice. Such would be a course with much lower structure than the former course just outlined. Light and dialogue, structure is determined by the educational philosophy of the teaching organization, the teachers themselves, the academic level of the learner, the nature of the content, and by the communication media that are employed. Since structure expresses the rigidity or flexibility of the course’s educational objectives, teaching strategies, and evaluation methods, it describes the extent to which course components can accommodate war be responsive to eat learner’s individual needs. A recorded television program for example, not only permits no dialogue but it is also highly structured, with virtually every activity of the instructor and every second of time provided for in a script and every piece of content predetermined. There is little or no opportunity for any deviation according to the personal needs in Easton. This can be compared with many web-based courses, which can be structured in ways that allow students to follow many different paths through the content.
Structure and dialogue Measure Transactional Distance
The recorded television program is a very highly structured and teacher-learner and dialogue is nonexistent. This means the transactional distance is high, in the correspondence course mentioned earlier there is more dialogue and let structure so it has less transactional distance. In those live audio – or video teleconference programs that have much more dialogue and little predetermined structure and the extent of transactional distance is even lower. In online settings in those courses have little or no dialogue, asynchronous or synchronous, are of higher transactional distance than those that have such a dialogue. Again and again it must be emphasized that these are generalizations, and the analysis has to be done on specific programs because so much more is involved in merely the technology being used. The extent of dialogue and degree of structure varies from course to course, from program to program. In a course or program with little transactional distance learner receives directions in guidance through ongoing dialogue with your instructor and by using instructional materials that allow modifications to suit their individual needs, learning styles, and pace. In more distance courses where there is less dialogue and more structure learners have some guidance; if there is neither dialogue structure and been they must be entirely independent and make their own decisions about study strategies decide for themselves how to study, what to study, when, where, in what ways, and to what extent.
Learner Autonomy
Degree to the transactional distance the more such responsibility the learner has to exercise. Calling his 1972 ICCE presentation learner autonomy: the second dimension of independent study, Michael Moore declared that a theory of distance education that only considered the variables of teaching which would be flawed. This was at a time when all education including correspondence teaching was under the influence of behaviorist learning theory and the idea of learners being autonomous individuals constructing their own knowledge based on their own experience received little notice outside of some adult education circles. In the behaviorist view since distance learners were beyond the immediate environment of the teacher the main problem was how to optimally controlled them. In chapters were urged identify their goals and very specific behavioral turns to prescribe a highly structured regime of presentation, practice, and reward; and to test and measure achievement of all students according to the precise standards built into the objectives. The purpose of into action was to test the extent to which learners were achieving the instructors objectives and to give the successful learners positive reinforcement. The challenge for the educator was to reduce a perfect set of objectives, techniques, testing devices, one that would fit every learner in large numbers Ed distance so that no one would deviate or fold between the cracks. The parallel of a distance education pedagogy described in this way with the industry will model for delivery of education that Peters was working out at the same time is obvious. Having identified the importance of structure as a key element of distance education Michael Moore believed that in the theory of distance education, a balancing perspective was needed one that accepted the idiosyncrasies and independence of learners as a valuable resource rather than a distracting nuisance. In addition to highly structured courses in which passive learners were trained by irresistibly elegant instructional tools it was necessary to conceptualize a dimension that accommodate more collaborative relationships between teachers and learners which would allow for the fact that many learners chose their learning objectives and conduct, construct, and control much of the learning process and that some teachers and teaching institutions encourage this. The concept of learner autonomy is that learners have different capacities for making decisions regarding their own learning. The ability of a learned to developing personal learning plan -- the ability to find resources for study in one's own work or community environment and the ability to decide oneself when progress was satisfactory me not to be conceived as an extraneous and regrettable malaise in a smooth running, and shorter-controlled system. Instead degree to which these learners behaviors exist can be seen as an important dimension for the classification of distance education programs. It is the fact that some programs allow for greater exercise of learner on a nominee than others. Therefore programs can be defined and described in terms of what degree of autonomy learners are expected are permitted to exercise. This is not to say that all students are fully autonomous or ready to be autonomous or that all programs and teacher should treat them as such. Like dialogue structure learner autonomy is a relative concept. Since the original theory a number of important researchers have you never read it on the idea of learner autonomy particularly Candy 1991, Brookfield 1985, Pratt 1988 and Long et al 1989. One of the most comprehensive discussions of autonomy in the context of distance education theory is that of Munro (1991, 1988).
Desmond Keegan, when he founded the Australian Journal distance education in 1980, Keegan published in the first issue an analysis of what he called for in general accepted definitions of distance education. The four definitions were those of Holmberg, Peters, Michael Moore, and perhaps rather strangely in July 1971 law of France which regulated distance education in that country. For this analysis Keegan concluded that the following six elements are to be regarded as essentials for any comprehensive definition: separation of teacher and student, influence of an educational organization especially in the planning and preparation of learning materials, use of technical media, provision of two-way communication, possibility of occasional seminars, and participation in the most industrial form of education. Keegan’s summary of the four generally accepted definitions became the most widely cited definition of distance education. In 1986 he repeated his technique this time analyzing Peters, Michael Moore, Holmberg and Dohmen. He did not change his list of key elements but he did state them any local form. The first element for example was: the quasi-permanent separation of teacher and learner throughout the length of the learning process; this distinguishes it from conventional face-to-face education. The possibility of occasional seminars became: the quasi-permanent absence of the learning group throughout the land of the learning process so that people are usually taught as individuals and not in groups with the possibility of occasional meetings for both didactic and socialization purposes.
Randy Garrison, further insights into learner autonomy and its relationship to dialogue and structure are found in a model developed by a group of Canadian researchers. This group focuses the discussion of the learner-teacher relationship in terms of control. Another important term is proficiency which is the students ability to construct meaning and the disposition needed to initiate and persist any learning endeavor. The educators aim is to arrive at an optimum balance of control among facilitator, learners, and curriculum. The resulting learning outcome will be socially worthwhile as well as personally meaningful, if the three dimensions of control are in dynamic balance. Meaningful means the learners assume responsibility to make meaning of the content by simulating or accommodating new ideas and concepts into their existing knowledge structures. In addition, socially worthwhile knowledge is that knowledge which has been continually confirmed and which has redeeming social value. What is being described here is a collaborative constructivist perspective of teaching and learning what the individual has the responsibility to construct meaning impetus paid in reciprocal communication for the purpose of confirming understanding and generating worthwhile knowledge. Until recent times such collaborative constructivist approaches to learning at a distance were limited by the character of the technology. However new Internet networks make it possible to offer collaborative learning experiences at a distance in a cost-effective manner. Technological advances on allowing more distance education institutions in choosing to the agreement is that transactional rather than transmissive. Garrisons 1989 model proposes six types of transactional relationships, building on Michael Moore's 1980 93-part model of interaction. That's in addition to learner-content, London-in short, and learner-learner interactions, Garrison added; teacher-content, teacher-teacher, and content-content. With the incorporation of computer-mediated conferences into program designed to support interaction, Hillman, Willis, and Gunawardena 1994 and a four type of interaction which take-home learner-interface interaction. Garrison 2000 argues that the focus of distance education theory has shifted from structural constraints overcoming geography to transactional issues optimizing teaching-learning strategies. Recent research has been concerned with the cognitive and social presence that occurs in computer mediated interaction.
Collaborative Learning and the Social Construction of Knowledge
Conceptualizing learning as socially situated some researchers argue that group based collaborative learning enables development of learning communities in the short term and potential communities in practice in the long term. Since in distance settings, normal communication is conveyed through an artificial medium we must find ways to achieve social presence. One seminal study developed by interaction analysis model to examine the social constructions of knowledge and computer mediated instruction. It was concluded that the dynamics of the virtual report all the participants toward various forms of compromise and negotiation on the way to socially constructing a commonly acceptable knowledge. Research suggests that the affection, inclusion, and sense of solidarity of the group, the ease of expression and synthesis of multiple viewpoints with no one student dominating, are important characteristics in the successful social structure the knowledge online. In an earlier study of computer mediated instruction, Cheng et al 19 anyone reported a higher completion rate for those learners will work collaboratively in 90% than for those who work independently 22%.
System Dynamics of Saba
With his colleagues and students Saba has elaborated the theory of transactional distance by using computer simulated modeling. In the first project, Saba and Twitchell used a computer simulation method based on systems dynamics modeling techniques that demonstrates and explains the interactions of different forces in the distance education system. Next, Saba employed the model to describe the interrelationship of the variables that make up structure and dialogue. Here is how he describes the model 1988: “integrated systems provided a flexible means for decreasing structure through integrated dialogue. They also expedite increased structures will dialogue can be kept to a desirable level. This defines a demented relationship between dialogue and the level of required structure. This relationship can be displayed as a negative feedback loop in a system dynamics casual diagram. The negative flow diagram represents an inverse relationship between levels of thy love and structure. As dialogue increases, structure decreases, and as structure decreases dialogue increases to keep the system stable. In negative feedback loops, the stability of the system depends on interventions from outside the loop. The level depends on the actions of teacher and learner. In a plausible scenario, the need for decreasing structure is communicated to the teacher. Consultation automatically increases dialogue; then adjustments in goals, instructional materials, and evaluation procedures of car and the learner achieved the desired level of autonomy.”
Saba expanded the system model in a third project mentioning before, when he ran simulations of distance students exchanges with instructors to measure relationships of transactional distance and autonomy. Using a technique for coding speech called discourse analysis the researchers identified the speech content of a number of educational transactions at a distance and classified them into 10 main categories and 20 subcategories. In this way they are operationalized dialogue, structure, and teacher/learner control and measure the effects that changes in any of these had in the others.
Others Applications of Theory of Transactional Distance
at the University of Hawaii, Bischoff et al 1996 survey 221 students perceptions of structure, dialogue, and transactional distance in a coarse mediated by interactive television. Data was generated by a 68-item questionnaire and items were measured along a 5-point Likert scale. As expected, results showed that dialogue and transactional distance were inversely proportional; that is, a dialogue increase, transactional distance decrease. Chen and Willits 1999 study the experiences of 121 learners in a videoconferencing environment. They found that the greater the transactional distance between instructor and learner the student perceive their learning outcomes lower. What had the most significant effect on the learners perceived learning outcomes was the frequency of in class dialog. They found that the larger the learning group the greater the distance transaction between in structure and learners as perceived by learners. In research on factors that affect online dialogue in computer mediated instruction, Vrasidas and MacIsaac 1999 emphasized the relationships of the structure of the course, class size, feedback, and prior experience. Prior experience with CMC along with access to appropriate technology is relevant to the quality of dialogue, a point noted by Wegerif 1998. Hopper 2000 undertook a qualitative study of life circumstances and transactional distance in a videoconferencing environment and found that even students who reported a perception of high transactional distance were satisfied with their experience and the level of their achievements. Gayol 1995 use transactional distance theory to explore the transactions that occurred in the computer-mediated communication learning environment of students in the course with participants in four different countries, with four different languages. Posted assignments and messages of the students and the instructor were analyzed to measure the changes in the degree of dialogue, structure, and learner autonomy. Bunker, Gayol, Nti, and Reidell 1996 examined the effect of changes in structure on dialogue in an audio-conferencing course connecting nine sites internationally. In another study Chen 2001 measured the impact of individual and instructional variables on learners perceived transactional distance in a world wide web learning environment and recommended the future development of instruments for measuring transactional distance.
Theory and the Student
What these examples indicate how researchers can base their study on the fear radical platform and how the result of each study them, in turn, makes the platform or helpful for the next researcher. You can see the theories serves as a tool to help specify variables of structure, dialogue, and learner autonomy, and then suggests questions about the relationships among these variables. Unfortunately there is far too little research and that is theoretically oriented in this way. After an extensive review of research on web-based instructions, Jung 2001 concluded: Web based in structure and we sure showed little resemblance to establish pedagogical theory in general or distance education theory in particular. While some studies raise their research questions and discuss the findings in theoretical frameworks other studies have little relationship to establish learning theories. She went on to suggest questions for future research, including: does the extent of rigidity or flexibility in the structure of a web based instruction course of the dialogue and transactional distance as is the case in other distance education modes?; what Web based instruction structure best supports interaction and learning?; what are the effects of different types of interaction on learning and satisfaction in web-based instruction?; and how can we balanced learner autonomy and core structure in Web based instruction? Following Jung, we would agree that there is a need for much more research of an empirical nature to identify the many variables that lie within structure, dialogue, and autonomy; and to explore them more thoroughly. There are rich opportunities for graduate students in this unexplored feel, especially with the rapid growth of web-based injection. But, as Jung emphasizes, when students looked into the possibilities of research is important eight first read as much as possible of the existing distance education literature. The journals mentioned in this book will provide the basis of this reading. It is also necessary for students to think how they can connect their thinking about research and distance education with their study of the more general body of educational research and theory. There are many aspects of traditional learning theory that are relevant to distance learning. Likewise, there is a great deal of research in instructional design and technology-based delivery systems that is directly applicable to distance education efforts.
The Theory and the Practitioner
What determines the success of distance teaching is the extent to which the institution and the individual instructor are able to invite the appropriate structure and design of learning materials, and the appropriate quantity and quality of dialogue between teachers and learners, taking into account the extent of the learners autonomy. The more highly autonomous the learner, the greater is the distance they can be comfortable with IE their last the dialogue in the last structure. For others, the goal must be reduced distance by increasing dialogue ranging from online asynchronous to synchronous interaction, perhaps using the telephone, or at the most extreme, face-to-face contact, while providing the security of sufficient structure.

Excerpt From Essay:

Request A Custom Essay On This Topic

Testimonials

I really do appreciate HelpMyEssay.com. I'm not a good writer and the service really gets me going in the right direction. The staff gets back to me quickly with any concerns that I might have and they are always on time.

Tiffany R

I have had all positive experiences with HelpMyEssay.com. I will recommend your service to everyone I know. Thank you!

Charlotte H

I am finished with school thanks to HelpMyEssay.com. They really did help me graduate college..

Bill K