Building a Theory on Distance Education (DE) A Systems Approach

1. Building a Theory on Distance Education (DE)A Systems Approach Andrea Shepard EDD7007, OL2 Nova Southeastern UniversityJanuary 20, 2011

2. Farhad Saba… • Dr. Farhad Saba, professor Emeritus of Educational Technology - San Diego State University (1984-present) • Teaches courses on distance education • A 2010 inductee to the United Distance Learning Association Hall of Fame • Involved in the field of distance education since 1973 Source: www.learningsherpa.com/FredSaba/portfolio/

3. Saba’s history in the field… Reflects a strong knowledge and experiential-base in the field of technology applied to education • Director, Telecommunications Division - University of Connecticut (1981-1984) where he managed a state-wide distance education and teleconferencing system • Radio, Television Producer -The University of Connecticut (1980-1981). Produced radio and television programs which were distributed and broadcasted across the state of Connecticut. • Managing Director, Educational Radio and Television of IranNational Iranian Radio and Television (1973-1978). Included among his many achievements were … • Established the Educational Radio and Television of Iran (ERTI) • Developed a nationwide radio and television network • Developed management systems, and administrative procedures • Supervised the production of hundreds of hours of instructional and educational radio and television programs • Facilitated transfer of Instructional Development Institute from the United States to Iran • Developed a network of learning resource centers for teachers and administrators Source: www.learningsherpa.com/FredSaba/portfolio/

4. Saba argues… • There is the need for a systems approach in order to adequately incorporate the different conceptual relationships within contemporary theory of distance education, and to develop principles that will guide its practical implementation • Why? • Traditional analysis (Cartesian) which only examines individually the components of a phenomenon, is unsuitable; The whole more complex than an aggregate of its parts. • Range of phenomena involved not based on “simple cause-and-effect relationships” , but one of interrelatedness and interdependence (Moore, p. 44)

5. Building on the works done by other pioneers in the field of Distance Education... • Charles A. Wedemeyer – Articulated Instructional Media, 1969 • Created an integrated approach to media use to match differing learning styles among adult learners • Introduced the use of course design team composed of instructional designers, technology specialists, and content experts (cited in Moore, 2007) • Michael G. Moore (1973, 1983) • Used system model to define the relationship between structure and dialog in mathematical terms • M.G. Moore and G. Kearsley (2005) • Advanced the systems view within a conceptual model of DE that included the primary components; learning, program/course design, technology, management, policy, and organization, and their relationship to disciplines in the broader education system, e.g. economics, psychology, etc. • L. Pacey and E. Keough (2003) • Contributed a systems model on public policy based on reciprocal feedback between the input variables (policy goals and objectives) and the output variables (intended/observed outcomes), and the factors that influence the behavior of the model – content, resources, and program activities.

6. Saba offers… • Three dimensions to the systems approach for developing a coherent theory on DE Unlike the “modern atomistic world view” this “postmodern systemic world view “ sees people and objects within the context of their environment, and emphasizes interconnectedness, communication, and community. The “systems scientific “ approach differs from its traditional counterpart as a phenomenon is studied within the context of its environment. Boundaries of this environment established by identifying key components of the phenomenon. The computer becomes the laboratory creating virtual worlds for theory building and experimenting

7. Further discussion on Saba’s contribution… Hierarchy of distance education systems Hierarchy of DE systems illustrates open systems each affecting and are affected by their environment. For example, transactional distance, the relationship between structure and dialog exist within the larger environment of Instructional Systems which is a part of the larger Global Systems in the hierarchy. Note: Transactional Distance is Saba’s development of the constructs – structure and dialog and the types of individual learning they promote, based on Moore’s system model on adult learning. Saba, 2003, cited in Moore, p. 51.

8. Conclusion… • According to Saba, this systems approach in terms of philosophy, methodology, and technology for the purpose of theory building in distance education will allow the incorporation of various theories associated with distance education’s multidimensional complexity.

9. References… Moore, M. G. (2007). Handbook of distance education (2nd ed.). Mahwah, NJ: Erlbaum. Saba, F. (2007). Farhad Saba's eportfolio. Retrieved January 2011, from San Diego State University: http://www.learningsherpa.com/FredSaba/portfolio/