The document discusses the theory of cooperative freedom in distance education. It proposes that distance education programs should provide students with high levels of freedom in six dimensions: time, space, pace, medium, access, and content. This freedom allows students to be self-directed in their learning. However, complete freedom can be difficult to achieve and must be balanced with cooperation and resources. An ideal distance education program according to this theory would provide flexible, affordable options that combine individual freedom with collective learning opportunities.

1. Cooperative Freedom Morten F Paulsen An Online Education Theory By Teresa Rafael Presentation based in.

2. In accordance with Keegan There are six major elements define a distance education program

3. Elements that define a distance education program : The separation of teacher and learner ( which distinguishes it from face-to-face learning); The influence of an educational organization , ( which distinguishes it from private study) The use of technical media , usually print, to unite teacher and learner and carry the educational content; The provision of two-way communication The possibility of occasional meetings for both didactic and socialization purposes ; The participation in an industrialized form of education which, if accepted, contains the genus of radical separation of distance education from other forms .

4. Use of CMC ( Mason and Kaye (1990)) three major implications for distance education The breaking down of conceptual distinctions between distance education and place based education; The changing of traditional roles of faculty, administrative and support staff, and adjunct tutors; The provision of an opportunity , which never existed before, to create a network of scholars, “space” for collective thinking , and access to peers for socializing and erendipitous exchange.

5. Distance Education Theories three theoretical positions Theories of autonomy and independence (1991 ), Moore perceives dialogue as interaction between learner and instructor Theories of industrialization Peters’ (1988) the teaching process is gradually restructured through increasing mechanization and mass production . Theories of interaction and communication Holmberg’s theory is developed with a focus on correspondence courses and one-to-one communication. Consequently, it does not give much consideration to group communication.

6. The Theory of Cooperative Freedom can be classified as a theory of autonomy and independence It is influenced by Knowles’s (1970) theory of andragogy asserts that adult learners perceive themselves as self-directing human beings and define themselves in terms of their personal achievements and experience

7. The Theory of Cooperative Freedom adult and juvenile distance learners are perceived as: motivated, self-directing students with a desire to control their learning outcomes.

8. The theory of cooperative freedom suggests independently of motivational orientation; distance students need cooperation individual freedom .

9. Houle (1984) education is a cooperative rather than an operative art : it implies voluntary interaction among individuals during learning .

10. Cooperation can be Hard to achieve in distance education. loneliness results from limited access to student peers collaboration is even harder to achieve than cooperation However, audio conferencing, video conferencing, and computer conferencing have been devised to facilitate cooperation at a distance. Therefore the term cooperation is deliberately chosen in this theory.

11. The theory of cooperative freedom professes that students should have a high level of freedom to choose rather than be restrained by a rigid distance education program freedom is crucial in distance education

12. For many people the need for Continuing education lifelong learning is increasing

13. Today’s students need flexible education that allows them to combine job, family, and education in a manageable way

14. theory of cooperative freedom facets of special importance to distance education time, space, pace, medium, access, content

15. Cooperative freedom. is a fabricated term

16. Freedom of time Communication Asynchronous the message is stored in the communication medium until the receivers find it convenient to retrieve it.

17. Freedom of time Communication Synchronous inflexible , but allows people to communicate in real time, as they do face-to-face or on the telephone Scheduling communication varies in flexibility .

18. Freedom of time A high level of freedom allows students to communicate whenever it is convenient for them.

19. Ideally online education completely independent of time It is available 24 hours a day, 365 days a year. It gives instantaneous access to information is no need to synchronize the operation among communication partners

20. Freedom of space the separation of teacher and learner does not necessarily imply much freedom of space

21. Freedom of space Distance education programs with a high level of freedom let students choose where they want to study. Online education can be accessed worldwide , wherever there is an Internet connection

22. Pacing Pacing can be individual or collective implies meeting deadlines for starting a course, examinations, assignments Deadlines , however, can be flexible or rigid.

23. Freedom of pace. A high level of freedom allows students to choose the pacing they prefer. they should be allowed to spend the time they require to complete a course Other people would like to choose when to start a course and how fast to progress in it.

24. Pacing techniques (Wells -1992) three pacing techniques available with CMC Group assignments that urge coherent pacing within group a technique that denies students access to information before they have completed all prerequisite assignments . limited time access to services such as conferences, databases, and guest speakers

25. Freedom of medium Nipper (1989) three generations of distance education: first generation uses correspondence teaching based on printed and written material second generation is based on broadcast media , third generation uses computer conferencing systems . Each generation utilizes the media devised in earlier generations

26. Programs with a high level of freedom provide students with access to several media or sources of information : print, video, face-to-face meetings, computer conferencing, etc. support different learning styles prevent exclusion of students

27. Freedom of access “ open education” Escotet (cited in Keegan 1986) less restricted, exclusive , privileged than traditional education; as flexibly paced; encourage new relationships between professors and students; wille to credit the value of students’ life experiences A flexible system can enroll all students who want to study

28. Accessibility: programs that aspire to a high level of freedom must eliminate discrimination on the basis of social class, entry qualifications, gender, age, ethnicity, or occupation

29. Accessibility: programs should not ask students to document prior education ; students should decide for themselves whether they are capable of pursuing the course of study

30. Freedom of content A high level of freedom allows students to choose among a range of courses and to transfer credits between programs and universities. Online education has the potential to increase inter-college collaboration It could imply a free flow of virtual mobile students in Europe and across the globe

31. Freedom, Flexibility and Cooperation Freedom is a multi-dimensional construct . All distance education programs will have some freedom in each dimension. Each dimension should be regarded as: Continuous rather than dichotomous, relative , not absolute.

32. Factors that constrain learning flexibility flexibility could be : unmanageable, not acceptable, not affordable, not realistic . “ One person’s time flexibility is another’s time delay.” Burge (1991) the traditional college more flexible than the distance education institution with regard to content and medium . Scarce resources and rigid educational regulations often inhibit flexible distance education

33. cooperative learning pedagogical challenges How can senior students who are in the final stage of a course benefit from collaboration with junior students who have just enrolled on the course? Individual freedom is hard to combine with an industrialized model of education can hardly compete in terms of cost-effectiveness with industrialized mass education

34. Conclusion Future adult students will seek individual flexibility and freedom . These aims are difficult to combine But when integrated with other media online education can be the means of joining individual freedom collective unity into truly flexible, cooperative distance education programs .

35. work powered by Teresa Rafael Universidade Aberta PPEL /MPEL October 2009 based on Morten F. Paulsen Cooperative Freedom: an Online Education Theory Images : Adobe photoshop Powered by Google