1. A model for e-education: Extended teaching spaces
and extended learning spaces
by Insung Jung & Colin Latchen
EDUC 9701 Reading Presentation

2. Key Points
All-embracing term: E-education
Reconciling educational philosophies and the teacher-
students dichotomy
Technology and extended spaces for teaching and
learning
Extended teaching space
Extended learning space
Reflection and dialogue

3. All-embracing term: E-education
Garrison (2000) comments on “how educators are
challenged to make sense of seemingly continual
advent of new terminology such as
virtual, open, distributed and distance
education, new technologies and new educational
options” (p.7)
“…., rather than referring to e-learning, m-
learning, flexible learning, blended learning or virtual
learning, …use the all-embracing term e-education”
(p.7)

4. Reconciling educational
philosophies and the teacher-
students dichotomy
“The advocates of progressive education reason that
learning should come through experience rather than
acquisition of information and skills by means of drill and
practice” (p.8)
Klein, New York City Schools Chancellor, observed that
there is a series of skills and knowledge that our children
have to master; master at the interface where teaching
and learning occurs....problem solving, higher-order
thinking, will be necessary for the 21st
century…(but)….kids who are not fluent readers, they are
not doing higher-order thinking” (p.8)

5. “At one end of continuum, in many cultures, the
traditional classroom has been teacher dominated”(p.9)
“At the other end of continuum lie such ideas as ‘discovery
learning’ and ‘constructivism’, with learning perceived as
an active process through which learners construct new
ideas and concepts based upon their current and past
knowledge” (p.9)
Anderson (2003) emphasises the critical role of the
various form of interaction in learning concurring with
dewey’s (1938) theory that individual’s learning is a
consequence of interaction between personal (subjective)
interests and experience and social (objective) worlds and
Vygotsky’s (1978) theory that interaction between people
(inter-psychological) and within individual minds (intra-
psychological) is fundamental to personal cognition
development (p.9)

6. “Stenhouse’s (1975) position that education necessarily
comprises four functions that in practice are interwoven:
training, instruction, initiation, and induction” (p.10)
“Training and instruction (executive approach), teachers
is executor or course manager” (p.10)
“Initiation (facilitator approach), teachers encourages and
cultivates the personal growth of the learner and help
them to become familiar with social and academic values
and norm” (p.10)
“Induction (liberationist approach), teachers encourage
and enable the learners to make their own connections
between their current knowledge and experience, and
new understandings through question, critique, uses of
first-hand sources, discussion and reflection” (p.10)

7. Technology and extended spaces
for teaching and learning
Research by Jung (2001), McConnell(2002), and Dede shows that
“the successful integration of ICT in education can lead to the
provision of learner centred environments, access to
multimedia-rich learning resources, expanded inter-
activity, improved peer and self assessment, and responsiveness
to individual needs” (p.10)
Anderson (2004) suggests that “by providing increased access
to a vast body of content and human knowledge, diversified
interactions between teacher, learner and content, and
curriculum that is learner centred, knowledge
centred, assessment centred and community centred, e-
education allows learners to extend their experiential learning
spaces” (p.10)
“We need to change our notion of teaching and learning
environments as time and space bound classroom places to
flexible, networked and extended virtual spaces” (p.10)

8. Extension of teaching and learning spaces in e-education

9. Extended teaching spaces
Three possible approaches to teaching: execution, facilitating and
liberating (Fenstermacher and Soltis, 2004) can be accommodated in
the concept of the extended teaching spaces (p.11)
Execution : teachers’ responsibility to provide the learners with
knowledge and skills is still encountered in the extended teaching
spaces, yet in more diverse and individualised ways.
Facilitation : “self-paced computer-based tutorials can be used to
prompt and support the learners, and learning can also be
facilitated by interactive ICT tools, such as online help
desk….provide the all-important sense of what
Rourke, Anderson, Garrison and Archer (2011) define as ‘teaching
presence’, cognitive presence’ and ‘social presence’’ (p.11)
Liberation: “E-education enables teachers to invite students into
the ever-extending knowledge base, consider new settings and
new problems, and discuss facts and ideas that are provisional and
open to debate” (p.11)

10. Extended learning spaces
Jung and Rha (2004) considered “learner-centred, interactive, and
experiental e-learning and proposed that extended learning space was
needed for three essential learning activities:
acquisition, application, and construction” (p.13)
Acquisition : “learners can acquire knowledge, information and
skills through a vast repository of multimedia resources available
on the Web and elsewhere and through face-to-face or online
interaction and collaboration with others” (p.13)
Application : “connected to other learners by intranet or
internet, their ideas, knowledge, and findings can travel beyond
the confines of their classroom to learning spaces of other students
for resolution, confirmation and application” (p.13)
Construction : “…..learners, with or without support from their
teachers, to work independently or in team, create original
ideas, products and process, identify trends and predict
possibilities. In working collaboratively in classrooms or
online, they also construct learning communities” (p.13)

11. Reflection and dialogue
Dewey (1933) described reflection as “active, careful and
persistent examination of beliefs or purported forms of
knowledge and the grounds supporting these, is central to
learning, both by teachers and students” (p.15)
Schön (1983) recommended ‘reflective practice’ as a means of
refining artistry or craft in specific disciplines and enabling
beginners in these disciplines to recognise consonance between
their own practices and those of successful practitioners” (p.15)
“Extended teaching and learning spaces can help to support a
culture of question posing and reflection by teachers and
students alike by exposing them to far wider range of
facts, experiences, doubts, and conflicting and competing ideas
and opinions” (p.15)

12. “Dialogue in the form of teacher-student and
student-student interaction tests and negotiates
ideas, verifies learning, provides feedback, and
constructs and expands knowledge and
understanding” (p.15)
“The extended teaching and learning spaces make
possible all kinds of dialogues with all kinds of
counterparts” (p.15)

13. Conclusion
“Technological change forces us to revisit and revise our
concepts and theoretical foundations of e-education”
(p.16)
“In developing the model for e-education……attempted
to reconcile and apply theories and best practices by real
teachers and provide a simple guide to show busy
teachers how ICT can enable their students to acquire
knowledge, skills and attitudes through
discovery, dialogue and reflection” (p.16)

14. Discussion
1. “…..Problem solving, higher-order thinking, will be necessary for the
21st century…(but) let me assure you, kids who don’t understand
maths….kids who are not fluent readers, they’re not doing higher-
order thinking”.
Do you agree with the statement? Why/why not?
2. What do you think your view of extended teaching and learning
spaces will have for your teaching?
3. How can teachers help learners to become familiar with social and
academic values and norms by using technology?
4. Think of your learning in this topic. Do you think it embodies the
concept of extended teaching and learning spaces? Why/why not?