Third Wave of Development: Internet / Web-Based Communication (1995 )

Author - Renuka 1) Larger Context 2) Theories/ Ways 3) Institutional (economics/ politics/ of Understanding and societal values and Organizational pressures/ Developments/ government policies/ System technological
advances)

4) Teaching/ Learning Methodologies (role of

teacher/role of learner)

5) Predominant Technologies

6) Key Authors

Globalization Rise of the knowledge economy Demand for knowledge workers Post industrial era Internet Advanced technologies Mobile technologies Digital information Ubiquitous internet based communication

Interaction equivalency theorem Community of Inquiry model 5-stage model 10 virtual learning spaces model flipped classroom model

Online learning Virtual universities Dual mode universities Blended courses Home schooling K-12 online learning Corporate universities Virtual schools For-profit institutions

Connectivism Constructivism Cognitive presence Social presence Teaching presence Social-constructivist pedagogy Learner centered education Knowledge centered Collaborative learning Peer and group interaction Blended learning Multimedia and multisensory content Learning Management Systems (LMS)

Internet World Wide Web Web 2.0 tools Web & immersive conferencing Immersive technology, i.e. Second Life Mobile communications Embedded technologies Synchronous tools

Peters Anderson Dron Garrison Archer Swan Vaughan Kanuka Annand Siemens Downes

Sources:
Peters, O. (2010). The revolutionary impact of distance education. In O. Peters, Distance education in transition: Developments and issues (5th edition). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universitt Oldenburg. Retrieved from: http://www.box.com/s/ktx7ipccetotqrr11mct Peters, O. (2010). The revolutionary impact of distance education. In O. Peters, Distance education in transition: Developments and issues (5th edition). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universitt Oldenburg. Retrieved from: http://www.box.com/s/ktx7ipccetotqrr11mct Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. International Review of Research in Open and Distance Learning (IRRODL), 4(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/149/230 Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Online and Distance Learning (IRRODL), 12(3), 80-97. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890 Garrison, R. (2009). Implications of online learning for the conceptual development and practice of distance education. Journal of Distance Education, 23(2), 93-104. Retrieved from http://www.jofde.ca/index.php/jde/article/view/471/889 Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105. Retrieved from http://communitiesofinquiry.com/sites/communityofinquiry.com/files/Critical_Inquiry_model.pdf Peters, O. (2010). Digitized learning environments: New chances and opportunities. In O. Peters, Distance education in transition: Developments and issues (5th edition) (pp. 141-153). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universitt Oldenburg. Available fromhttp://www.box.com/shared/ktx7ipccetotqrr11mct Swan, K. (2010). Teaching and learning in post-industrial distance education. In M. F. Cleveland-Innes & D. R. Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a new era (pp. 108-134). New York & London: Routledge. Vaughan, N. D. (2010). Blended learning. In M. F. Cleveland-Innes & D. R. Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a new era (pp. 165-178). New York & London: Routledge.