Hello! Welcome to my Saba blog! In this forum, I discuss how combining two or more theories could give me a better understanding of distance education, the key components of the theories and how I understand them, and how I will use this knowledge and understanding not only in the MDE program but also as I move into a career that may include distance learning.
Happy reading!
The combination of various theories provides me with a holistic understanding of distance education. This holistic perspective reminds me of and alludes to the systems theory or rather the systemic perspective. Thinkers who subscribe to systems thinking believe that a more global vantage is crucial when trying to understand a phenomenon in its entirety. In fact, Saba gave this perspective unduly attention in his work. He specifically noted that the systemic vantage is a quintessential tool for the apprehension of correlations (Saba, 2003). Accounting for these correlations and interactions have been noted by Davidson (1983) and Saba (2003) to be an underpinning of the general systems theory.
In the distance education sphere, there is a multitude of variables that interact with each other, and it is of utmost importance that these interactive variables are taken into consideration by DE professionals. As such, the combination of theories helps me understand and account for the relationships and interactions between various variables in the distance education realm. Essentially, I like to think of this systemic approach as a complex puzzle. The synergy, interactions, and combinations of theories are the intricate pieces that when placed together by a DE professional creates a picturesque image of distance education.
This is contrary to dogmatic thinking where one theory is strictly adhered to. Let’s say for example that as a DE practitioner, I subscribed only to the notion that the learner is primarily the central focus in the distance learning process. It means, therefore that I would be omitting the integral role that the learner’s instructor(s) play in this process. The focus will be on one particular interaction, perhaps learner to content interaction while other interactions like learner to instructor interactions may be neglected. In making reference to the literature, it is fitting to point out that Holmberg (1995) initially placed the learner at the center of the process but later acknowledged the instructor’s involvement in the process (as cited in Saba, 2003). Perhaps, Holmberg realized that subscribing to his initial assertion would be insufficient in his apprehension and explication of the distance learning process.
Likewise, my understanding of distance education is limited when theories are not synergized.
To this end, to better understand distance education in its entirety, it is vital that I understand its parts i.e., its theoretical underpinnings and their interrelations. This knowledge and apprehension will be evident in the way that I consume new information throughout the MDE program. More specifically, as I move through the program, I will continue to assimilate and make the necessary connections so that I can holistically understand the distance education context. It will also be utilized in my future practice as I will incorporate different techniques to suit various contextual situations that may arise.
Feel free to share your thoughts, queries, and concerns!
Krista
MDE student
University of Maryland Global Campus
University of Maryland Global Campus | UMGC
References
Saba, F. (2003). Distance education theory, methodology and epistemology: A pragmatic paradigm in M. G. Moore and W. G. Anderson (Eds), Handbook of Distance Education. Lawrence ERL Baum and Associates. pp. 3-19.
“Systems perspective” by SlideShare
Hello Krista,
I like the fact that you touch on the holistic approach. It got me thinking of the systems map we created in "601 Foundations of Distance Education and eLearning". Looks like a puzzle. There are many parts, learning theories and variables to take into consideration. In order to understand the whole, we definitely need to understand the parts and how the interrelate (Saba, 2003).
References:
Saba, F. (2003). Distance education theory, methodology and epistemology: A pragmatic paradigm in M. G. Moore and W. G. Anderson (Eds), Handbook of Distance Education. Lawrence ERL Baum and Associates. pp. 3-19.