The instructional processes used for distance education have changed since the field’s beginnings. Correspondence study was the passing on of the instructor’s knowledge to an individual student, with little interaction other than the recording of grades. With the advent of online education, collaborative techniques such as discussions and small group interaction became possible. The relationship between the instructor and students, as well as that of the students with each other, made it possible to share and build on each other’s knowledge. This issue of QRDE focuses on how educators can help distance learners build knowledge. The concept of agency of knowledge building includes the role of course participants and/or instructors, course designers, course content and materials, the design of the learning environment, assessment, principles of community building, and learning theory.
The article by Jason Bond Huett and colleagues focuses on using the ARCS model to improve student confidence in computer-assisted courses. Students receive knowledge of what is expected of them, are presented with challenging opportunities, and are given as much personal control of the learning experience as possible.
Andy Gibbons and colleagues describe an innovative approach to instructional design that involves the learners in decisions regarding what they wish to learn. The role of the instructor becomes that of support, encouragement, and guidance. Gibbons presents a revised view of Gagné’s Events of Instruction that follows this new approach.
Dianne Conrad discusses the prior learning assessment and recognition (PLAR) portfolio process used by Athabasca University’s distance program. By presenting a portfolio to demonstrate their prior knowledge, students can be allowed not to take certain courses. However, the primary benefit is the learners’ cognitive engagement in preparing their learning histories, which leads to integrated knowledge.
Finally, Mary Engstrom and colleagues describe the effects of knowledge-building on a cohort of teachers earning graduate degrees by distance. Recommendations are provided for other institutions considering cohort programs.
