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Classification Of Six Institutions Into Five Generations Of Technology Of Distance Education

1535 words - 7 pages


Cron, Carol 
OMDE 601 9040 
Assignment #3 
Due November 27, 2010 
 
Classification of Six Institutions into Five Generations of Technology of Distance Education 
Introduction 
Study Group 3 (SG3) in OMDE 601 collaboratively researched five generations of technology in 
distance education (DE) and classified one institution into one of the generations.  The scope of this 
subsequent, individual assignment is to select six institutions from around the world – divided evenly 
between Europe, America and Asia.  This assignment will build on SG3’s selection of the Open University 
...view middle of the document...

  The University of South Africa is a state school, offering affordable 
and subsidized tuition.  The breadth of courses includes humanities, education, economics, law, science 
and theology (Peters, 1998). 
The New Zealand Correspondence School of the Bible is an interesting distance education 
institution.  This school has no course fees or tuition, but relies on contributions.  The only financial 
obligation for students is the cost of postage to send assignments to and from the teacher.  Their 
website indicates the program is freely open to New Zealand residents with a mailing address in the 
country. Their mode of delivery is solely correspondence, but students need to have an e‐mail address 
to sign up initially.  Clearly, the breadth of course offerings at this correspondence school is limited, as 
they offer only an in‐depth study of the entire King James Bible.  (http://www.nzcsb.org.nz/info.htm) 
With these two institutions SG3’s six criteria were all useful in classifying them into the first 
generation. 
Second Generation: Broadcast Radio and Television 
The Chinese Central Radio and Television Universities (CCRTVU), a national centralized 
university, began in 1979 and operated primarily via television stations.  Peters (1998) says “the minister 
of education saw the possibility of educating more people quickly and at lower cost” (p. 213).  The 
courses were primarily delivered via the Chinese Education Television (CETV), in order to reach the more 
than 65 percent of Chinese residents who live in rural areas (Moore & Kearsley 2005).  The courses 
offered cover the natural sciences, engineering, the humanities, economics and management, and 
medical science. In the first twenty years of operation (until 2000) the CCRTVU had nearly 3 million 
college graduates (http://www.edu.cn/20010101/21803.shtml).   


Cron, Carol 
OMDE 601 9040 
Assignment #3 
Due November 27, 2010 
 
The characteristics of SG3 were all useful in classifying the CCRTVU, although initially upon 
development it does not appear there was a lot of interaction between the student and teacher. 
Third Generation: A Systems Approach 
The Systems Approach is widely‐seen around the world, but one of the most widely‐recognized 
examples is the Open University in the United Kingdom (OU), because it served as a model for future, 
large single‐mode DE institutions (Guri‐Rosenblit, 2009).  The third generation joined concepts from 
correspondence, television, satellite delivery, audio and videotape delivery with a team approach to 
course preparation and teaching (Moore & Kearsley, 2005).  Today, they also use technologies from the 
third and fourth generations for some course delivery.  The OU has always served adult learners, who 
are often students with jobs and families, professionals wishing to enhance their skills, and the 
underserved portion of the population.  Government sponsorship lowers the cost at the OU (Bates & 
...

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