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

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Digitised Learning Environments: New Possibilities and Opportunities methods from communications technology. Anthony Bates (1995, p. 202) assumes on the other hand that this process is merely the continuation of traditional social and working forms. We are faced here with basic problems which will have to be clarified theoretically. Summary Digitised learning environments open up new opportunities and chances not only for heteronomous but also for autonomous learning. We could conclude that they make directed heteronomous learning even more heteronomous, and self-directed autonomous learning a great deal more autonomous. With regulated heteronomous learning, the pedagogically substantiated combination and integration of two or more modes of presentation means that multimedia teaching contents can be offered on a multi-sensory basis, which enables a precise close over-lapping of stimuli whereby better sensory perception can be prepared, effected and strengthened. In addition, much higher levels of activity and interactivity can be achieved. With autonomous learning, there is in addition a wealth of desirable preconditions. In the first place, the starting situation is different because students are brought immediately into an interactive relationship with all types of information. This increases accessibility to the findings of scientific research as well as to academic teaching programmes stored in the media. The digital learning environment enables open learning situations and learning based on active interactions. Instead of "passive" receptive learning we find the independent, self-determined and self-regulated acquisition of knowledge based on the student's own strategies for searching, finding, selecting and applying. Learning by discovery and research can become a basic paradigm of academic teaching. Furthermore, different forms of teleconferencing enable not only the academic discourse, something which is neglected in traditional distance education, but also partnership and group work. Collaborative learning is given a much more important part to play than in traditional distance education, with the remarkable exception of the radio and television universities of China, where obligatory group meetings take place regularly. Video-conferencing establishes a new configuration for distance education, whose special features have been aptly characterised as "learning together apart" (Kaye, 1992, p. 1) and "teaching face-toface at a distance" (Keegan, 1995, p. 108). Learners will have to be accustomed to dealing with many virtual partners and communities. Today as well as in future it is important that we get away from the pedagogy of instruction and create and implement a pedagogy of enablement in its place, as Rolf Arnold (1993, p. 53) demands. The digitised learning environment will probably be the most efficacious "enabler" of independent and self-determined learning. This approach is promising because it does not modify the traditional methods of presentational teaching and receptive learning, but provides a completely different challenge for learning. On the whole, the pedagogical restructuring required in distance education is deep and extensive. Some experts (e.g. Collis, 1996, p. XXII) even go so far as to demand a "reengineering" of distance education. We could in fact start to speak of the beginning of a new era, in which distance education will develop into an extraordinarily open, flexible and variable form of teaching and learning which can be adapted and adjusted to the learning requirements of students, who will differ greatly from one another with regard 69
Digitised Learning Environments: New Possibilities and Opportunities to their age, social background and vocational orientation and position. A clear studentoriented form of studies will have been created. In so far, the new opportunities and chances of learning in a digitised learning environment will have great significance for the future of distance education. Helmut Hoyer, the present Rector of the FernUniversität, emphasises this statement by telling visitors that the university of the future will look much more like a distance teaching university than a traditional one. 70
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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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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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