This document discusses Charles Wedemeyer's contributions to the development of correspondence education and independent learning. It provides background information on correspondence education standards and the GI Bill, and notes Wedemeyer's role directing the University of Wisconsin's large correspondence program in the 1940s-50s. Wedemeyer advocated for using new technologies like television to expand access to education for non-traditional students. The document outlines 10 characteristics of independent learning and 6 characteristics of independent study systems that Wedemeyer developed.

2. Background Information
0 1924—National University Extension Association
developed standards for correspondence courses
0 1943—Wedemeyer began his Naval Career
0 In charge of Naval Training courses
0 Barriers encountered—limited access to experts on ships all
over the world
0 GI Bill of Rights--Many veterans are now able to
attend college due to available funding
0 Many are turned away due to sheer volume of students
0 Veteran’s Administration had tight restrictions regarding
correspondence schools

3. Affiliation with the University
of Wisconsin
0 1945—Became new director of the Racine Extension
Center, focusing on correspondence education
0 Developed two major lines of correspondence
education—two-year undergraduate program; and
working with vocational schools
0 Largest correspondence education program in the world,
with over 8,500 students and 400 course offerings
0 Also provided instructional services to the U.S. Armed Forces
Institute, serving over 85,000 servicemen and women

4. Wedemeyer’s Thoughts on
Television and New Technologies
0 Traditional higher education programs were not
utilizing new technologies to meet needs of students
0 Non-traditional student needs can be met
0 Learners are more in control of the learning process
0 Strong advocate for using television to meet needs of
non-traditional students
0 Television afforded flexibility, convenience, timeliness,
and ability to reach many people
0 The more senses involved in learning, the more learning
is reinforced

5. 10 Characteristics of Independent Learning
0 Can operate anywhere there are students
0 Greater student responsibility regarding learning
0 Custodial duties not part of teacher responsibilities
0 More choices made available for course offerings, delivery
formats, and methodologies used
0 All media and teaching methods that are effective should
be considered
0 Student learning needs met via use of different media and
teaching methods
0 Redesign of courses or new courses offered to fit
“articulated media method”
0 Adapt programs/methods to meet student needs
0 Simple student assessments that focus on student needs
0 Self-paced

6. 6 Characteristics of Independent Study Systems
0Student and teacher not physically in same place
0Writing or other mediums should be used in
process of teaching and learning
0Individualize teaching
0Student learning occurs as a result of student
activities
0Should be taught in students’ environment
0Self-paced wherein student makes decisions of
start and stop times.

7. Bibliography
Diehl, W. C. (2011). Learning at the Back Door: Charles A. Wedemeyer
and the Evolution of Open and Distance Education. University Park:
Pennsylvania State University.
Michael Simonson, S. S. (2012). Definitions, History, and Theories of
Distance Education. In S. S. Michael Simonson, Teaching and
Learning at a Distance, Foundations of Distance Education, Fifth
Edition (pp. 43-44). Boston: Pearson.
Regents, U. o. (2014, 09 14). Mildred B. & Charles A. Wedemeyer Award.
Retrieved from About Charles Wedemeyer:
http://www.uwex.edu/disted/conference/wedemeyer/aboutcw.c
fm
Saba, D. F. (2014, 09 14). Introduction to Distance Education: Theorists
and Theories — Charles Wedemeyer. Retrieved from Distance-
Educator.com: http://distance-educator.com/introduction-to-distance-
education-theorists-and-theories-charles-wedemeyer/