Distance Education in Transition - Master of Distance Education ...

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Appendix 2: Moderating a Virtual Seminar Differences Between Face-to-Face Seminars and Virtual Seminars In the review the following questions are to be answered: Membership A. The dialogues (conferences) help me feel like I am a member of this group seminar. B. The dialogues (conferences) do not help me feel like I am a member of this group seminar. Mutual Respect See Paula’s quote from Dr. Peters' book: “Dialogical learning demands from participants 'partnership, respect, warmth, consideration, elementary understanding, honesty and sincerity'. (Peters 1998, 2001, p. 33) A. I experience the qualities quoted above in our dialogue (conferences). B. I do not experience the qualities quoted above in our dialogue (conferences). Learning Value A. So far, I have experienced the same learning value from the virtual dialogue (conferences) as I would expect from a face-to-face seminar dialogue. B. So far, I have experienced less learning value from the virtual dialogue (conferences) than I would expect from a face-to-face seminar dialogue. C. So far, I have experienced more learning value from the virtual dialogue (conferences) than I would expect from a face-to-face seminar dialogue. Findings Name Membership A (yes) Membership B (no) Mutual respect A (yes) Mutual respect B (no) Learning value A (same) Learning v value B (less) Kathleen Beckman X Steven H. Arnold X X X X X Rhonda L. Black X X X X Ronald Brown X X X Paula J. Hubble X X X Randy Sweeting X X X Susan M. Thomas X X X Gerald Thompson X Jacqueline Timoney X X X Appendix 3: A Questionnaire for Eliciting an Attitude of Self-Evaluation Dear class members, Learning value C (more) Finally, I would like to ask you to evaluate yourself as this is the most important element in your autonomous learning process. It is an experiment in metacognition. You should be able to ask yourself: Have I profited from module 3? And if so – how far? These are some of the possible answers. You may check whether they apply to you. 127
Moderating a Virtual Seminar � I have become convinced – or I am now more convinced than ever before – that theorizing about distance education is very important for becoming an expert in distance education. � I have been introduced to three key areas of theoretical thinking in distance education and what is more, I know where to find more information about them and others, I know the names of some of the more important theorists in distance education and already have some idea about what they stand for. � I have become familiar with definitions, criteria and theoretical approaches in distance education which help me in expressing my ideas about distance education and in analyzing distance education practice. � I have become aware of several theoretical issues. They help me in developing thoughts of my own about distance education. � I have broadened my horizons. I have learnt that there are many theoretical approaches to distance education in other parts of the world which differ because of very particular cultural backgrounds. � I have experienced how important pedagogical approaches are in distance education as well as in net-based distance education. If you go the distance education way hitherto unconscious pedagogical processes practiced in face-to-face teaching have to be revealed, described and adapted to entirely different circumstances. Learning by doing is not possible here any longer. We have to develop new pedagogical systems and this task requires theoretical knowledge and insights. I have internalised that technological investments alone cannot improve education. What is important are educational goals, pedagogical strategies, student-oriented teaching, awareness of the societal context, etc. Equal investments must be made into the training and permanent retraining of teachers and other personnel involved in this process and not only in handling technology. � I have developed clear insights into the decisive differences between expository teaching and receptive learning on the one hand and autonomous self-regulated learning on the other hand. I am inclined to believe that the more electronic technology is used in education, the more chances and possibilities will emerge for autonomous learners. � I have resolved to go on reading relevant literature about the changes and transformations taking place presently in the concepts of distance education and to participate in theoretical discussion on this subject. Kind regards, Otto 128
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Studien und Berichte der Arbeitsste
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Studien und Berichte der Arbeitsste
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Acknowledgements Chapter 1: “Grow
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Series Editors' Foreword In 1994, D
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Foreword by Fred Lockwood As an edu
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Introduction Owing to the exponenti
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1 Growing Importance of Distance Ed
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Growing Importance of Distance Educ
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The Educational Paradigm Shifts Eve
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The Educational Paradigm Shifts the
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The Educational Paradigm Shifts �
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The Educational Paradigm Shifts eng
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Perspectives The Educational Paradi
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3 Concepts and Models Introduction
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Concepts and Models In distance edu
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Concepts and Models students only b
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Concepts and Models students attend
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Concepts and Models teaching, becau
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Online Learning: Visions, Hopes, Ex
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5 Digitised Learning Environments:
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Digitised Learning Environments: Ne
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6 New Learning Spaces Introduction
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New Learning Spaces characteristic
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New Learning Spaces � There is a
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11 The Pedagogical Flexibility of t
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The Pedagogical Flexibility of the
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The Transformation of the Universit
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Visions of Autonomous Learning 1.3.
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Visions of Autonomous Learning Soci
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Visions of Autonomous Learning 4.3.
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Visions of Autonomous Learning abou
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Visions of Autonomous Learning expl
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Visions of Autonomous Learning Thes
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Visions of Autonomous Learning �
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References Aebli, H. (1983). Die Wi
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References Bell, D. (1975). Die nac
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References Dale, E. (1967). Histori
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References Faulstich, W. (1997). "J
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References Hauck, M. (2004). Explor
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References Jakupec, V. (1993). Das
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References Kuhlen, R. (1991). Hyper
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References Nolda, S. (2001). Vom Ve
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References Reinmann-Rothmeier, G. (
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References Schulmeister, R. (n. y.)
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References Weinberger, A., & Mandl,
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Giesecke, Michael: 136 Giovis, Chri
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Spada, Hans: 135, 136, 138 Spencer,
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computer-mediated: 32, 98; digital:
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emergence: 13, 17, 84, 86, 159, 162
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isolation: 47, 102, 103, 111, 119 I
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structuring: 79, 80-1, 86, 94; summ
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patchwork identity: 104 pattern rec
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self-regulated: 9, 29, 115, 126; se
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ASF Series Studien und Berichte der
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