A Rose by Any Other Name: Still Distance Education--A Response to D. R. Garrison--"Implications of Online and Blended Learning for the Conceptual Development and Practice of Distance Education"
JDE Volume 23, Number 3, ISSN 0830-0445 Publisher: Athabasca University Press
This article presents the author's response to Randy Garrison's article titled, "Implications of Online and Blended Learning for the Conceptual Development and Practice of Distance Education." Garrison's article seems to have missed many important developments relating to distance education and obscures the evolution of distance education in its use of online technologies. The central focus of this critique is that Garrison equates distance education with its earliest instantiation and the technology base that was first used to provide education at a distance. The author contends that distance education has and will continue to adopt the technologies and the pedagogies that are most effective at creating quality learning--wherever students wish to learn. Online education, when it happens at a distance is a form of distance education. Distance education at one time was defined by the necessity of supporting only independent study, but those times are long past. Emerging now are new models of distance education based upon connectivist pedagogy that once again break away from structured groups and utilize the affordances of networks and collectives.
Anderson, T. (2009). A Rose by Any Other Name: Still Distance Education--A Response to D. R. Garrison--"Implications of Online and Blended Learning for the Conceptual Development and Practice of Distance Education". The Journal of Distance Education / Revue de l'ducation Distance, 23(3), 111-116. Athabasca University Press.
Cited ByView References & Citations Map
Jered Borup, George Mason University; Richard West & Rebecca Thomas, Brigham Young University; Charles Graham
The International Review of Research in Open and Distributed Learning Vol. 15, No. 3 (Jun 16, 2014)
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