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When Twentieth Century Minds Design for Twenty-First Century Distance Learning

When Twentieth Century Minds Design for Twenty-First Century Distance Learning

Robert D. Wright
Copyright: © 2010 |Pages: 19
ISBN13: 9781615206728|ISBN10: 1615206728|ISBN13 Softcover: 9781616922207|EISBN13: 9781615206735
DOI: 10.4018/978-1-61520-672-8.ch004
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MLA

Wright, Robert D. "When Twentieth Century Minds Design for Twenty-First Century Distance Learning." Distance Learning Technology, Current Instruction, and the Future of Education: Applications of Today, Practices of Tomorrow, edited by Holim Song, IGI Global, 2010, pp. 48-66. https://doi.org/10.4018/978-1-61520-672-8.ch004

APA

Wright, R. D. (2010). When Twentieth Century Minds Design for Twenty-First Century Distance Learning. In H. Song (Ed.), Distance Learning Technology, Current Instruction, and the Future of Education: Applications of Today, Practices of Tomorrow (pp. 48-66). IGI Global. https://doi.org/10.4018/978-1-61520-672-8.ch004

Chicago

Wright, Robert D. "When Twentieth Century Minds Design for Twenty-First Century Distance Learning." In Distance Learning Technology, Current Instruction, and the Future of Education: Applications of Today, Practices of Tomorrow, edited by Holim Song, 48-66. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-672-8.ch004

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Abstract

This chapter examines the changes that twentieth century minds must undergo if they are to successfully design for today’s distance learners. Traditional classroom practices must be adapted to accommodate the interactive and distributed nature that defines effective contemporary distance learning. The learning theories, cognitive processes, and educational media that shaped the minds of instructional developers, technologists, and teachers who were born in the twentieth century differ from those required for twentyfirst century learning. Raised and educated before computers were personal, in an era when distance learning consisted of adult education correspondence courses or head-in-a-box instructional television, and when instruction delivery was teacher-centered, educational professionals must now utilize theories, strategies, practices, and resources that are foreign to their learning backgrounds and experiences. Just as important, they must overcome views of interactive media and distance learning that differ greatly from those they seek to educate.

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