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

3 Concepts and Models
Introduction
This chapter deals with the fact that distance education is a format of learning and
teaching which is by no means a clear-cut and fixed one. On the contrary, it has always
been in a state of transition. Today it is in a state of rapid transition. The result of this
development is that we can identify a considerable variety of ways in which students
learn at a distance, especially if we look back at the history of distance education and
focus on current practices in many parts of the world. If we want to understand the
essence – and the real mission – of distance education we should transgress the model
of distance education which we happen to know and become familiar with additional
concepts of this particular kind of learning and teaching as well. In this way, it will be
possible to discover typical pedagogical ideas which are inherent in distance education.
When conducting a virtual seminar on theories of distance education I enjoyed the rare
possibility of discussing ideas and problems in this field with participants from all over
the world. The main problem of this seminar, in fact, the main obstacle even, was that
we were trying to speak about and to interpret the same thing, namely, distance
education on a tertiary level. But most participants did so with different concepts of
distance education in their minds. We discussed the subject by referring to different
frames of references. What made the situation even more difficult was that some
participants were not aware of this and insisted that they were right when referring again
to their concept, which of course, was the only one they had experienced. They criticised
the ideas brought forward by other participants on the grounds that they could not be
reconciled with their particular experiences and could not be applied to the teaching
and learning at their particular university.
It seems that such disparity between opinions is typical for seminars including participants
from all continents. It is a new phenomenon. In the global age which we have now entered
we have to get used to it. In the past, it was easy to discuss problems when all participants
referred to the same cultural setting and the same tradition of teaching and learning. But
now the situation has changed. What can we learn from this experience?
� Firstly: we should try to be patient and tolerant when discussing different notions,
concepts, models or developments for distance education in other countries.
"Humility and a certain degree of caution" (Bates, 1997, p. 100) is to be recommended.
� Secondly: in our era of globalisation we should not try to assert ourselves in this
matter but rather become interested in other solutions. We should learn more and
try to understand also foreign concepts.
� Thirdly: theorising about concepts of distance education can help us and can be
beneficial in this process. It helps us to understand our points of view more deeply.
We become aware of criteria against which we can measure, criticise and improve
our own practice.
� And finally: the ultimate pedagogical goal of distance education is to initiate and
support processes of meta-cognition in teachers and students alike. This process can
be facilitated by dealing with various concepts and models of distance education.
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