Concepts: Beyond independence in distance education: The concept of control

Garrison, D. Randy; Baynton, Myra

doi:10.1080/08923648709526593

Cited by 101 publications

(59 citation statements)

References 3 publications

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“…Long's (1998) view of SDL involves the student seeking independent learning. Other explanations of SDL (Garrison and Baynton 1987;Garrison 1997) consider the external environment of the student in which the student needs to facilitate social change.…”

Section: Introductionmentioning

confidence: 99%

Towards a transformative and holistic continuing self-directed learning theory

Toit-Brits

2018

SAJHE

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This article encompasses the theoretical motivation for a proposed self-directed learning (SDL) theory by means of a literature review of SDL and the presentation of the anticipated theory/model. Over the previous decades, SDL has been an active area of inquiry in adult education and learning. Several efforts have been made to construct models/theories so as to assist in elucidating the notion and foundations of SDL. Therefore, for purposes of this article the author will present another conceptual model and description/definition of SDL to bring to the fore the intricacy of SDL, based on my enhanced understanding. This model proposes yet another understanding of SDL.

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Section: Introductionmentioning

confidence: 99%

Towards a transformative and holistic continuing self-directed learning theory

Toit-Brits

2018

SAJHE

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“…[87][88][89] Communication is the means for integration and balance of the teacher, student, and content components in an educational transaction. 90 Johnson and Johnson noted, "There are cognitive consequences of discussing what one is learning with classmates. Social interaction is essential for effective learning, the transformation of the mind, and the development of expertise."…”

Section: The Challenge Of Providing Interactionmentioning

confidence: 99%

Assuring Excellence in Distance Pharmaceutical Education

Hunter¹,

Deziel-Evans²,

Marsh³

2003

Am J Pharm Educ

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Assuring Excellence in Distance Pharmaceutical Education explores methods for providing quality distributive education, one of the most complex issues facing pharmacy and all of higher education today. Significant issues are identified including quality assurance guidelines, strategies for teaching and learning at a distance, research into the effectiveness of various methodologies, as well as technologies available to deliver distance education and evaluation. Practical issues such as the unique challenge in interacting with students that are not physically present are discussed. Since research provides tangible measures of performance in distance education and supports the assumption that distance learning can be quality learning, this paper concludes with 7 recommendations for colleges, 5 recommendations for AACP, and 4 recommendations for ACPE to ensure excellence in distance education programs.

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“…It is plausible to believe that this interaction between new and old experiences creates confusion regarding control. Garrison and Baynton (1987) explore the notion of control as the balance between independence, power, and support. In the student-teacher relationship, independence is simply freedom in the students' learning; power deals with the question of responsibility for one's learning; and support grows from the role of the teacher.…”

Section: Background To the Studymentioning

confidence: 99%

Process-based assessment for professional learning in higher education: Perspectives on the student-teacher relationship

Bergström

2010

IRRODL

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This article reports on a study that was carried out in autumn 2007 with students in a professional nurse education distance course at a Swedish university. The study aimed to develop a greater understanding of the student-teacher relationship based on research questions addressing the teachers' role, the learning process, and the assessment process in traditional approaches to teaching and learning. A didactical design was adopted, focusing on three learning outcomes in three phases. In each of the three phases, these learning outcomes were assessed by each student documenting his/her knowledge at the beginning, middle, and end of the course. Data was collected via in-depth interviews with students (n = 14) and through a questionnaire (n = 40) and was analysed using an inductive thematic analysis of the material. The results indicate a studentteacher relationship involving ambiguity and complexity in relation to the degree of teacher direction as being teacher-centred or learner-centred and also in relation to the learning process as being reproductive or productive. The interpretation of the results shows diverse aspects of the student-teacher relationship arising from students' beliefs about teaching, learning, and assessment and, in particular, process-based assessment. The locus of control involves the teachers' role, the learning process, and the assessment process, which illuminates different perspectives of power relations in the student-teacher relationship.

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Concepts: Beyond independence in distance education: The concept of control

Cited by 101 publications

References 3 publications

Towards a transformative and holistic continuing self-directed learning theory

Towards a transformative and holistic continuing self-directed learning theory

Assuring Excellence in Distance Pharmaceutical Education

Process-based assessment for professional learning in higher education: Perspectives on the student-teacher relationship

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