Author: Terry Beachy
Last saved by: terry.beachy

Paradigm Shifts

Terry Beachy
DET 620
Section: 9040
February 18, 2009
Essay 1

Topic: Describe the paradigm shifts in the delivery of distance education due to technological innovations in the history of distance education (generations) and discuss the characteristics of prevalent media in terms of interactivity, flexibility, access and scalability for each generation. 

The Impact of Multimedia Learning on Distance Education

“It has become appallingly obvious that our technology has exceeded our humanity” (http://einsteinquotations/technology/4html). This quote from German born American physicist Albert Einstein truly correlates to the paradigm shifts in the delivery of distance education due to technological innovation. Each innovation has contributed to dynamic changes in interactivity, flexibility, access and scalability resulting in evolutionary development of education being offered at a distance. To elaborate, Moore and Kearsley (2005) presents distance education evolving through five generations identifiable by the primary communications technologies employed. They include the following: 1) correspondence/home/independent study; 2) broadcast radio and television; 3) open universities which integrated audio/video and correspondence combined with face-2-face tutorials; 4) interactive teleconferencing by audio, video and computer; and 5) online Internet-based virtual classes. Thus, distance education has evolved from the written word and has expanded into sophisticated technology making it well-supported today. 
Correspondence/home/independent study

The printed word combined with the postal system is recognized as the primary technology which provided the foundation for individualized instruction at a distance, and so the first generation. Known to many as correspondence education, in the early 1880’s it had various pros and cons. To elaborate, it was dependent upon the postal system, thus had the propensity to be slow (Holmberg, 2005). The access to it was great for anyone having the ability to use the mail system and allowed a freedom of when and where to study once the materials had arrived (Garrison, 1985). It was flexible in time, place and pace, yet it was not as flexible as the only way to interact was via the written word. Despite limitations, there was good scalability. Costs to be considered would be in course development, material duplication, and mailing and of course, the instructor, all modest in cost compared to the newest technologies of today. Thus, increased enrollment potentially could result in decreased cost per student. Peters (2000) remarks on the importance of this generation and claims that this generation is not replaced by others, but instead, “continues to have an effect alongside, or in correlation” with other generations (p. 10). 
 Broadcast radio and television 

	The second generation that resulted in a paradigm shift was the era of broadcast radio and television. Both took center stage in the early part of the twentieth century and were met with both optimism and enthusiasm. Each were thought to allow access to reach the multitudes, yet neither could accommodate two-way communication, thus interaction. Additionally, both were inflexible in that they were heard or broadcast only on certain dates and timeframes. In reference to scalability, they were dependent on commercial broadcasters stepping aside and giving up their time for educational purposes. Television fared better than radio due to monies in the form of grants being allotted (Moore & Kearsley, 2005). 
Open universities 

	The third generation occurred in the late 1960s and early 1970s with open universities which integrated audio/video and correspondence combined with face-2-face interaction. This paradigm shift was characterized by a new way of organizing education instead of by communications technology. Additionally, course teams were established to implement an industrial approach to the design and delivery of institutions based on a systems approach. The aim of this paradigm shift was to deliver high-quality combined with low-cost teaching to massive amounts of off-campus students. Using a variety of media, the open university allowed students to listen to audio tapes, view slides, read printed materials, and utilize computers. The flexibility of the open university allowed for interactivity in the form of synchronous communication via the telephone and the computer (Moore & Kearsley, 2005). The increased variety of media correlated to increased costs, while flexibility was hindered by equipment needs, yet enhanced by the variety of media incorporated. In respect to scalability, the distribution of materials such as print, audiotapes, etc. is variable, thus in direct correlation to the number of participants (Taylor, 2001). 
Interactive teleconferencing

	The fourth generation occurred in the 1980s and was a generation focused on the technological innovation of teleconferencing such as satellites and interactive video conferencing, business television, interactive video and two-way conferencing, something that prior distance education was lacking (Moore & Kearsley, 2005). Peters (2000) commented saying this stage, “brings together a manageable number of students in a virtual room and makes use of the opportunities of technologically imported, simultaneous and dynamic dialogues between lecturers and students and amongst students themselves,” therefore high interactivity (p. 10).  Garrison (1985) concurs and states, “The use of audio teleconferencing marked a significant innovation in the delivery of distance education” (p. 237). Technology of this sort required special equipment such as speakers and microphones along with access to the teleconference, as a result it became well-suited for group use in such areas as, “courthouses, libraries, and schools” (Moore & Kearsley, p. 38). Consequently, interactivity, flexibility and access were high. The greater number the teacher to student ratio, the higher the scalability. 
Online Internet-based virtual classes 

	The fifth and final paradigm shift is characterized by computer networks paired with the arrival of the Internet and web-based education. The 1970s released the first computers with the World Wide Web bursting on the scene in the early 1990s. Combined with trends in prior generations, this paradigm broke down all barriers to interactivity and allowed for global connections. Access was limited initially to those who could afford a computer, but later was expanded as computers were planted in schools, libraries, and workplaces (Moore & Kearsley, 2005). Flexibility in time and location was great as asynchronous communication was at a high with scalability enormous. Taylor (2001) speaks favorably about the fifth generation and states, “Distance education has the potential to decease significantly the costs associated with providing access to instructional processes and online tuition. Though the development and implementation of automated courseware production systems, automated pedagogical advice systems, automated business systems, the fifth generation of distance education has the potential to deliver a quantum leap in the economies of scale and associated cost effectiveness.” 
Conclusion

As illustrated, distance education has evolved through five central paradigm shifts reflective of the technological innovations employed. They include the following: correspondence; broadcast radio and television; open universities which integrated audio/video and correspondence combined with face-2-face tutorials; interactive teleconferencing; and online Internet-based virtual classes. Each paradigm shift has resulted in varying degrees of interactivity, flexibility, access and scalability unique to each generation. Hence, technology was incorporated from the beginning with print and postal services in the distance education realm and has advanced to a rich combination of media so learners benefit from the pedagogical strengths of each of them.

References

Garrison, G. R. (1985). Three generations of technological innovation in distance education. Distance Education, 6(2), 235-241.
Holmberg, B. (2005). The evolution, principles and practices of distance education. Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg
Moore, M. G., & Kearsley, G. (2005) Distance education: A systems view (2nd ed.), CA: Wadsworth.  
Peters, O. (2001). Learning and teaching in distance education - Analyses and interpretations from an international perspective (2nd ed.). London: Kogan
Taylor, J. C. (2001). Fifth generation distance education. Paper presented at the 20th ICDE World Conference on Open Learning and Distance Education, Düsseldorf, Germany.
ThinkExist.com Quotations. Retrieved February 14, 2009, from http://einsteinquotations/technology/4html