Distance Teaching and Learning Conference Madison, Wisconsin 2010 DISTANCE HIGHER EDUCATION AND POST-INDUSTRIAL SOCIETY: UNDERSTANDING TEACHING AND LEARNING IN A NEW ERA M. Cleveland-Innes Athabasca University D. Randy Garrison University of Calgary

Regardless of education delivery mode – face-to- face, online, distance or some combination through blended learning – teaching (and learning) has changed and is changing.

Structural to Transactional At the beginning of the 21 st century, we witnessed a distinct shift (theoretically & practically) from organizational and access concerns to transactional and quality issues. At the beginning of the 21 st century, we witnessed a distinct shift (theoretically & practically) from organizational and access concerns to transactional and quality issues. Garrison, 2000

1. online learning has been the catalyst for a new design of teaching and learning for education broadly 2. a constructivist, collaborative, inquiry approach will replace the traditional transmission method 3. this, as well as use of technology and access to increasing amounts of information, will make the new role of teacher much more complex 4. there are significant implications for faculty and higher education

Online Learning Online learning is a direct descendent of instructional technology and computer- assisted instruction. Online learning is a direct descendent of instructional technology and computer- assisted instruction. Online learning is less about bridging distance and more about engaging learners. Online learning is less about bridging distance and more about engaging learners. Larreamendy-Joerns & Leinhardt, 2006

Two Uses of OLL 1. Use the tools to access and organize information and maximize learner independence. Sustain current DE assumptions/practices Sustain current DE assumptions/practices 2. Use the capabilities of the Internet and communications technology to create and sustain purposeful communities of inquiry. Fundamentally different assumptions/practices of distance education Fundamentally different assumptions/practices of distance education

A Principled Approach 1. Encourage collaborative, reciprocal and cooperative contact among students and between students and faculty 2. Design learning activities for high engagement and active learning 3. Model and expect self-direction, responsibility and timeliness 4. Encourage and support access to, and consideration of, multiple forms of information

A Principled Approach 5. Communicate clear objectives and high expectations 6. Respect diverse competencies and ways of learning 7. Foster open communication, affective expression and group cohesion 8. Facilitate and reward inquiry that includes critical reflection, respectful debate and movement toward resolution 9. Design for, encourage and support the use of web- based collaborative learning applications 10. Ensure assessment is congruent with intended processes and outcomes

Some Implications Constructivist approaches to teaching will become a necessity. Instruction must become more learner- centered and self-directed. The role of faculty as teacher and student as learner must change. Changing faculty roles increases the need for faculty development and support.

Question Is this age of distance learning synonymous with distance education? Is this age of distance learning synonymous with distance education? What is the relationship between distance education and online learning? What is the relationship between distance education and online learning?