Applying Historical Events and Theoretical Foundations Paper Template
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Applying Historical Events and Theoretical Foundations Paper Brittany M. Browning
EDUC 631 Foundations of Educational Technology and Online Learning
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How Historical Events Impact Educational Technology & Online Learning Today
Otto Peters is identified as significantly contributing to distance education in the 1960s for the industrial production model. In the industrial production model, Otto Peters examined educational systems and found distance education to be a mass system of education that incorporated teaching as a process that included professional planning, preparation, formalization, standardization, mechanization, automation, digitalization, rationalization, division of work, mass production, repeatability, and centralization (Moore & Diehl, 2018). Otto Peters used various terms from business to relate to distance education, like mechanicalization, example, which involves the use of machines to replace the work done by people. In this theory, Otto Peters implies that distance education could not have existed before the industrial era. Many
aspects of business and industrial models can be implemented into distance education. The use of
technologies, even in the 1960s, pushed this model forward with the idea that students all over would be able to benefit from distance education (Traxler, J., 2018). The industrial model presented by Otto Peters allowed educators to do a deep dive into their education to see how the material could be presented differently and more time for planning. This theory also focuses on pedagogical issues within the education field at the time. This theory also allows educators to understand what the possibilities of the future could be, allowing educators to teach from a distance that had never been possible previously. The Open University of the United Kingdom (OUUK) was launched in 1971. This was one of the first successful distance learning educational institutions, so it was groundbreaking in the world of distance learning. This university was very successful from the start due to its innovative education model (Moore & Diehl, 2018). This university opened the door for many
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distance learning and the creation of massive open online courses (MOOC) to offer courses to students across the world for free (Bridgman, S., 2019). How Theoretical Foundations Impact Educational Technology and Online Learning Today
The Community of Inquiry (CoI) theoretical framework was developed as a result of understanding the developments in online learning and the role of delivering education at a distance (Moore & Diehl, 2018). The research from Moore and Garrison brought a greater understanding of student independence and the communication between teacher and student. Communication among students is also an essential aspect of distance and online education in the social and cognitive learning processes (Guo, P., 2021). This is where the development of online discussions is essential. Blended learning (online and classroom) has also gained popularity over the years due to the flexibility of scheduling and allowing students to complete some aspects on their own and others in the classroom. CoI framework emphasizes the importance of cognitive, social, and teacher presence in the online environment, which allows for
a successful course (Siah, C., 2021). The overall goal of the CoI is to collaboratively engage in discourse and reflection with the intent to construct personal meaning and confirm mutual understanding (Moore & Diehl, 2018). This includes deep approaches to learning and collaboration among students and teachers.
In today’s online learning world, the use of discussion questions uses this framework since the student has to respond to a cue from the instructor, then respond and interact with other students. Without this research and theories, online and distance learning may not be where it is today. This research allowed the world to see that you do not have to sit in a classroom to learn effectively.
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Principles of Learning from Cognitive Science Out of the twenty-five principles of learning from cognitive science, the ninth principle is
critical when applied to educational technology and online learning. The ninth principle states that students learn new material better and can remember it longer when they receive it multiple times in different ways; through multiple senses, and in multiple modes that use different parts of
their brain compared to if they receive it just once or multiple times in the same way (Nilson & Goodson, 2017). This is the basis of the concept of differentiated instruction. Differentiated instruction is defined by Carol Tomlinson as factoring students’ individual learning styles into account when creating education and also providing the same content in different formats (Weselby, Cathy., 2021). Everyone learns and processes information differently; providing different formats for students to learn the same information will cover all learning styles and help the student to thoroughly learn the content. This is a student-centered approach initially discussed in 1989 by the United Nations, stating that children’s participation and rights are essential in education, and content needed to be presented to students in various formats for the playing field to be fair (Scarparolo, G., 2022). In an online learning environment, differentiated instruction can be provided by using reading material, videos, podcasts, discussion assignments, and creating a PowerPoint, for example, which allows the student to learn from various formats and show their understanding through words and a more creative format. In every classroom there are diverse students from different backgrounds and education. An online classroom can be more difficult for instructors since they never meet their students face to face. Many instructors will provide a survey to students to ask their preferred learning style or instructors can just provide various
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content and resources for students to learn the content, which is what most online instructors provide to students (Boelens, R., 2018).
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References
Boelens, R., Voet, M., & De Wever, B. (2018). The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning. Computers and Education, 120, 197-212. https://doi.org/10.1016/j.compedu.2018.02.009
Bridgman, S. (2019). Developing an agile-based toolkit at the open university to support the production of online learning content. ProQuest Dissertations & Theses Global. https://wake.idm.oclc.org/login?url=https://www.proquest.com/dissertations-theses/
developing-agile-based-toolkit-at-open-university/docview/2487883448/se-2
Goodson, L. A., & Nilson, L. B. (2017). Online teaching at its best : Merging instructional design with teaching and learning research. John Wiley & Sons, Incorporated. Guo, P., Saab, N., Wu, L., & Admiraal, W. (2021). The community of inquiry perspective on students' social presence, cognitive presence, and academic performance in online project‐based learning. Journal of Computer Assisted Learning, 37(5), 1479-1493. https://doi.org/10.1111/jcal.12586
Moore, M.G., & Diehl, W.C. (Eds.). (2018). Handbook of Distance Education (4th ed.). Routledge. https://doi-org.ezproxy.liberty.edu/10.4324/9781315296135
Scarparolo, G., & MacKinnon, S. (2022). Student voice as part of differentiated instruction: Students' perspectives. Educational Review (Birmingham), ahead-of-print(ahead-of-
print), 1-18. https://doi.org/10.1080/00131911.2022.2047617
Siah, C., Lim, F., Lau, S., & Tam, W. (2021). The use of the community of inquiry survey in blended learning pedagogy for a clinical skill‐based module. Journal of Clinical Nursing, 30(3-4), 454-465. https://doi.org/10.1111/jocn.15556
Traxler, J. (2018). Distance Learning—Predictions and possibilities. Education Sciences, 8(1),
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35. https://doi.org/10.3390/educsci8010035
Weselby, Cathy. (2021). What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom. Resilient Educator.
Differentiated Instruction: Examples & Classroom Strategies | Resilient Educator