Alton, C., Andronaco, M., Scaringi, K., Stover, M., Tolliver, M.
OMDE 601 Section 9040
8/6/2011
Study Group 2 DE Classification Scheme: Educational Typology
Study Group 2 DE Classification Scheme: Educational Typology
Colleen E. Alton, Martha Andronaco, Kelly A. Scaringi, Michelle A. Stover, Margaret Tolliver
University of Maryland University College
OMDE 601 Section 9040
August 6, 2011
1
Alton, C., Andronaco, M., Scaringi, K., Stover, M., Tolliver, M.
OMDE 601 Section 9040
8/6/2011
Study Group 2 DE Classification Scheme: Educational Typology
2
Study Group 2 Classification: Educational Typology
Introduction
The purpose of this paper is to define a way to classify DE institutions throughout the
world. This classification scheme can be applied to DE institutions as close as Maryland and as
far as Japan. The educational typologies selected are based on existing classification models as
defined by Otto Peters (2009). Different types of institutions are identified as well as the
educational characteristics that describe them. The following are a few reasons to classify DE
institutions by this scheme. Educational approaches play a valuable role in the merit and quality
of Distance Education. Challenges in pedagogy, curriculum, models, course design and methods
may be better understood. Understanding the educational approach helps one better understand
the merit and quality of a DE institution.
Classification models and characteristics
The educational approach includes several models that can be used in combination to
describe an institution. These models can include the exam prep model, correspondence
education model, multiple mass media model, group distance education model, autonomous
learner model, networked based distance learner model and technologically extended
classroom model. In Table 1 below, we discuss the models and the characteristics we chose to
use as a basis for classification.
Models
Pedagogy
Media Delivery
Autonomous
learner
student works
independently without
the direct supervision
of an instructor
syllabus, textbooks,
articles, e-books
Correspondence
education
dialog among and
between students and
message boards,
email, regular mail
Communication
synchronous and
asynchronous
technology
blogs
wiki
through email,
online
Interactivity
between self and
classmates/instructor
and self and content
collaborative work
face to face meetings
web conferencing
telephone meetings
web conferencing
Alton, C., Andronaco, M., Scaringi, K., Stover, M., Tolliver, M.
OMDE 601 Section 9040
8/6/2011
Study Group 2 DE Classification Scheme: Educational Typology
instructors
Group DE
Network-based
Technologically
extended
classroom
3
classrooms
student to student
communication
small to large projects
of 2-5+ students
working together on
research and reports
classroom study
group, email,
teleconference
emails, web
conferencing,
videos
interaction with faculty
and students
collaboratively working
digitized learning
environment allows
work off- or on-line;
complex and
demanding model
includes the promise of
opening “. . . new
dimensions of
pedagogical endeavor”
(Peters, 2009, p. 44).
print, PowerPoint,
podcast, webinars,
streaming audio
and video, CDROMs, DVDs,
virtual seminars,
workshops, tutorial
and counseling
meetings, project
groups, chat
meetings...
synchronous and
asynchronous
communication,
LMS
Discussion
Boards
Student to Student
Web Conferencing
Telephone meetings
Collaborative work
Building online
communities
TV, DVD, CD,
Internet
Emails
Student to
student
communication
Videos
Asynchronous
and Synchronous
technology
Interaction with other
students, course faculty,
course content,
collaborative working
tele-course delivery
and the internet are
used to participate in
class discussions and
instructional activities.
testing center or on
campus exams may be
required.
Table 1
Description of classification models
Autonomous learner model
According to Peters, in the autonomous learner model “Students not only organize [sic]
their learning themselves as, e.g., in the correspondence or multiple mass media model, but
they also take on curricular tasks, they are responsible for determining the aims and objectives,
for selecting the contents, for deciding on the strategies and media they want to apply and even
for measuring their learning success (Peters, 2009, p. 43).” Autonomous learning is also
described by Moore and Kearsley (2012) as “the ability of a learner to develop a personal
learning plan — the ability to find resources for study in one’s own work or community
environment, the ability to decide for one-self when progress was satisfactory” (p. 213). Otto
Peters furthers this definition by adding that autonomous learners are not the “objects” of
Alton, C., Andronaco, M., Scaringi, K., Stover, M., Tolliver, M.
OMDE 601 Section 9040
8/6/2011
Study Group 2 DE Classification Scheme: Educational Typology
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learning, but the “subjects” of the learning process. Each student has control over their own
learning and utilizes the course materials to further their knowledge.
Correspondence education
Peters’ definition of the correspondence education model, is that “it is . . .the
‘examination preparation’ model plus regular teaching by presenting written or printed
teaching texts and by assignments, their correction and by both regular and ad hoc
correspondence between the teaching institution and the students” (2009, p. 41).
Group distance education
Peters (2009) states that this model when analyzed critically and in its truest form is not
necessarily a distance education format. “Analyzing [sic] this model critically we might say that
this is not really a form of distance education, although it is true to say that groups of students
are taught at a distance. In fact, it is a form of technically extended campus-based education”
(Peters, 2009, p. 42). Peters refers to the radio and television-based open universities of Japan
and China as examples of group distance education. In the more familiar U.S. and Western
colleges and universities we would classify group learning in the distance education format as
“small to large projects, with two to five, or more, students working together on research and
reports” (Figure 1).
Alton, C., Andronaco, M., Scaringi, K., Stover, M., Tolliver, M.
OMDE 601 Section 9040
8/6/2011
Study Group 2 DE Classification Scheme: Educational Typology
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Figure 1 (www.csmd.edu)
Network-based distance education
This is perhaps the most utilized and recognizable of the all of Peters’ models. “This is a
most convenient learning situation. Students have access to even the remotest teaching
[programs] and databases carrying relevant information” (2009, p. 44).
Network-based distance education allows students to save and edit their educational
documents for courses. Network-based DE also provides synchronous and asynchronous
communication and a variety of methods for interaction “to test the extent to which learners
were achieving the instructor’s objectives and to give the successful learners positive
reinforcement” (Peters, 2009, p. 44).
Technologically extended classroom teaching
Alton, C., Andronaco, M., Scaringi, K., Stover, M., Tolliver, M.
OMDE 601 Section 9040
8/6/2011
Study Group 2 DE Classification Scheme: Educational Typology
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Peters (2009) describes this model as one popularized in the United States and quotes
one expert who summarizes this format as being “face-to-face-at-a distance.” An advantage of
this model is that it synchronous and live, is also one of the largest disadvantages. It is often
popular in multi-campus institutions. Peters (2009) speculates that teachers like it because it
doesn’t require too much change from ‘normal’ classroom procedure.
Profile: The College of Southern Maryland (CSM) in terms of educational approach to DE
The Self-paced courses offered by The College of Southern Maryland offer a degree of
learning autonomy but not complete freedom from all curriculum and deadlines. Self-paced
courses offer one, two, and three credit classes which can be completed in 30, 60, or 90 days
respectively. The materials and final due dates are teacher directed. The Self-paced courses also
qualify The College of Southern Maryland to be included as offering correspondence education.
“Self-Paced Courses are guided by an instructor and a student learning packet. Each student
receives course information and a timeline for completing exercises
(http://www.csmd.edu/distancelearning/selfpaced/).” In addition, The College of Southern
Maryland offers the opportunity for group and collaborative work in several distance education
formats. The College of Southern Maryland’s Tele-courses fit the Peters’ description (cite?) of
the characteristics of technologically extended classroom teaching. The college states that “Telecourses are instructor-facilitated courses with course content delivered through the combination
of audiovisual and print media (television, video, DVD, CD, textbooks and study guides) (CSM,
2011).”
CSM also offers TeleWeb courses. These courses integrate various sources of media to
include TV, videos, DVDS, and/or CD with “dynamic online activities, resources, and tools.”
“Students view lessons through tele-course delivery and use the Internet to participate in class
Alton, C., Andronaco, M., Scaringi, K., Stover, M., Tolliver, M.
OMDE 601 Section 9040
8/6/2011
Study Group 2 DE Classification Scheme: Educational Typology
7
discussions and instructional activities. Students may be required to take proctored exams or
on-campus assessments at a testing center (CSM, 2011).” The TeleWeb and tele-courses are
offered via a variety of delivery modes including videotapes, DVDs, and online streaming
video. (Table 2)
Models
College of Southern Maryland
Autonomous
learner
The College of Southern Maryland’s Self-Paced Courses offer students the
opportunity to be self-directed learners. The institution allows students to take a
1, 2, or 3 credit course through this method. One credit classes must be completed
in 30 days, 2 credit courses in 60 days, 3 credit courses in 90 days. Students may
work at their own pace as long as all work is completed by the final due date.
There are weekly assignments but no points are detracted as long as all work is
submitted by final date.
Correspondence
education
CSM does not seem to offer correspondence courses in the “traditional” sense, but
the institution does offer Self-Paced Courses. These courses, “Self-paced courses
are guided by an instructor and a student learning packet. Each student receives
course information and a timeline for completing exercises (College of Southern
Maryland, 2011).”
Group DE
All of the College of Southern Maryland’s Distance Education formats offer the
opportunity for learning in a collaborative or group format. i.e., “ Small to large
projects, 2 – 5+ students working together on research and reports”
Network-based
distance
College of Southern Maryland offers online instruction for many programs of study
utilizing the web based Blackboard system. Recently, the institution has
centralized access to their learning system, library, registration, and other student
services with their MyCSM (Figure 1).
Technologicallyextended
classroom
College of Southern Maryland offers Tele-courses, “Tele-courses are instructorfacilitated courses with course content delivered through the combination of
audiovisual and print media (television, video, DVD, CD, textbooks and study
guides) (CSM, 2011).” CSM also offers TeleWeb courses; these courses integrate
various sources of media to include TV, videos, DVDS, and/or CD with “dynamic
online activities, resources, and tools.” “Students view lessons through tele-course
delivery and use the Internet to participate in class discussions and instructional
activities. Students may be required to take proctored exams or on-campus
assessments at a testing center (CSM, 2011).”
Table 2 (www.csmd.edu)
Conclusion
Alton, C., Andronaco, M., Scaringi, K., Stover, M., Tolliver, M.
OMDE 601 Section 9040
8/6/2011
Study Group 2 DE Classification Scheme: Educational Typology
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In conclusion, this scheme categorizes institutions by the educational approaches it uses
in DE. Educational approaches and characteristics vary depending on several factors such as the
institutions resources and student needs. When researching a classification scheme and
developing characteristics in categorizing DE this project is meaningful in gaining an
understanding of how distance education is institutionalized and their description of
characteristics and practices.
DE institutions throughout the world use different classification schemes based on the
institutions goals and mission. The classification scheme and profile above can be applied to DE
institutions with similar characteristics and institutional goals.
Distance education is used all over the world in many different types of institutions.
Many institutions share similar characteristics. These characteristics can be described in
classification models, which are grouped together into typographies.
Alton, C., Andronaco, M., Scaringi, K., Stover, M., Tolliver, M.
OMDE 601 Section 9040
8/6/2011
Study Group 2 DE Classification Scheme: Educational Typology
References
Moore, M. G., & Kearsley, G. (2012). Distance Education: A Systems View (3rd ed.). Belmont, CA:
Wadsworth.
Peters, O. (2001). Learning and Teaching in Distance Education. London and New York: Routledge.
Peters, O. (2009). Distance Education in Transition: New Trends and Challenges (4th ed.). Retrieved
from http://www.mde.uni-oldenburg.de/40574.html
http://www.csmd.edu
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