Les origines du terme enseignement à distance et les racines de l'enseignement et de l'apprentissage numériques

Auteurs-es

DOI :

https://doi.org/10.21432/cjlt28662

Mots-clés :

digital teaching and learning, online learning, open and distance learning, distance education

Résumé

By no means is the digitalization of learning and teaching a new phenomenon (cf. Inglis, et al., 1999). Since the 1960s and 70s, open and distance teaching universities have spearheaded new and emerging technologies to bridge the distance between students and teachers. Since the turn of the millennium, online learning has spread worldwide, particularly in countries with a long tradition of distance education (e.g., Canada, Australia, India, or South Africa, see Qayyum & Zawacki-Richter, 2018; Zawacki-Richter & Qayyum, 2018). Online study programs have also been increasingly established at campus-based universities. In 1999, Alan Tait observed that the boundaries between distance teaching and conventional campus-based universities were blurring: "The secret garden of open and distance learning has become public, and many institutions are moving from single conventional mode activity to dual mode activity" (Tait, 1999, p. 141).

Biographie de l'auteur-e

Olaf Zawacki-Richter, University of Oldenburg, Germany

Olaf Zawacki-Richter is a professor of educational technology at the University of Oldenburg in Germany. He is the Dean of the Faculty of Education and Social Sciences and Director of the Center for Open Education Research (COER). Olaf has over 25 years of professional experience in the field of open, distance, and digital education. He has also served as a consultant and advisor, including work for the United Nations’ International Labour Organization, the Office of Technology Assessment at the German Bundestag, and the German Science and Humanities Council (Wissenschaftsrat). Dr. Zawacki-Richter has authored over 150 journal articles and edited several books, including the Handbook of Open, Distance and Digital Education, Online Distance Education – Towards a Research Agenda, Systematic Reviews in Educational Research, Open and Distance Education in Australia, Europe, and the Americas: National Perspectives in a Digital Age (Vol. 1), and Open and Distance Education in Asia, Africa, and the Middle East: National Perspectives in a Digital Age (Vol. 2) – all published open access. He is an Associate Editor of the Online Learning Journal (OLJ) and a member of the editorial board of the International Review of Research in Open and Distributed Learning (IRRODL), Open Learning, and the Turkish Online Journal of Distance Education (TOJDE). His publications are available on ResearchGate and GoogleScholar.

Références

Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. https://doi.org/10.5281/ZENODO.3778083

Delling, R. M. (1971). Grundzüge einer Wissenschaft vom Fernstudium [The fundamentals of distance education as a scholarly discipline]. Epistolodidaktika, 1, 14–28.

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSE Review, March 27, 2020. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Inglis, A., Joosten, V., & Ling, P. (1999). Delivering digitally: Managing the transition to the knowledge media. Kogan Page.

Keegan, D. (1986). Foundations of distance education. Croon Helm.

Keegan, D. J. (1980). On defining distance education. Distance Education, 1(1), 13–36. https://doi.org/10.1080/0158791800010102

Moore, M. G. (2023). From Correspondence Education to Online Distance Education. In O. Zawacki-Richter & I. Jung (Eds.), Handbook of Open, Distance and Digital Education (pp. 27–42). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-2080-6_2

Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Thomson Wadsworth.

Nichols, M. (2023). Commentary: What, exactly, is ‘online’ education? Journal of Learning for Development, 10(2), 142–148. https://doi.org/10.56059/jl4d.v10i2.1054

Olivier, J. (2023). Book Review: Handbook of Open, Distance and Digital Education: Parts I and II. Journal of Learning for Development, 10(3), 466–471. https://doi.org/10.56059/jl4d.v10i3.1252

Qayyum, A., & Zawacki-Richter, O. (Eds.). (2018). Open and Distance Education in Australia, Europe and the Americas: National Perspectives in a Digital Age (1st ed. 2018). Springer Singapore : Imprint: Springer.

Rumble, G. (1989). Concept: On defining distance education. American Journal of Distance Education, 3(2), 8–21. https://doi.org/10.1080/08923648909526660

Shattuck, K. (2023). Reminiscences: The Origin of the Term “Distance Education”. American Journal of Distance Education, 37(3), 165–168. https://doi.org/10.1080/08923647.2023.2238387

Tait, A. (1999). The convergence of distance and conventional education. In R. Mills & A. Tait (Eds.), The convergence of distance and conventional education: Patterns of flexibility for the individual learner (pp. 141–148). Routledge.

Xiao, J. (2018). On the margins or at the center? Distance education in higher education. Distance Education, 39(2), 259–274. https://doi.org/10.1080/01587919.2018.1429213

Zawacki-Richter, O. (2024). Speaking Personally – with Otto Peters. American Journal of Distance Education, 38(1), 81–89. https://doi.org/10.1080/08923647.2023.2294668

Zawacki-Richter, O., & Jung, I. (2023). Shaping the Field of Open, Distance, and Digital Education: An Introduction. In O. Zawacki-Richter & I. Jung (Eds.), Handbook of Open, Distance and Digital Education (pp. 3–12). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-2080-6_94

Zawacki-Richter, O., & Qayyum, A. (Eds.). (2018). Open and Distance Education in Asia, Africa and the Middle East: National Perspectives in a Digital Age (Vol. 2). Springer.

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Publié-e

2024-06-03

Numéro

Vol. 49 No. 3 (2023): Automne

Rubrique

Notes

Licence

© Olaf Zawacki-Richter 2024

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.

Droits d’auteur

Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.