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interactive telecommunications reflected in Theory of Guided Didactic Conversation (Holmberg, in Amundsen, pg.64), Distance Education for Adults has Multidimensional Definitions, structure uses Computer Mediated Conferencing, Simonson, et. al. agrees DE is characterized by institutional based (not self-study), Simonson, et. al. agrees DE is characterized by interactive telecommunications, Simonson, et. al. agrees DE is characterized by teacher-learner separation, Theory of Guided Didactic Conversation (Holmberg, in Amundsen, pg.64) contributes to construction of meaning through reflection and discourse in "community of critical inquiry", Theory of Guided Didactic Conversation (Holmberg, in Amundsen, pg.64) contributes to Common themes across all, Communication and Learner Control (Garrison, 1985, in Amundsen, pg. 67) contributes to construction of meaning through reflection and discourse in "community of critical inquiry", Communication and Learner Control (Garrison, 1985, in Amundsen, pg. 67) contributes to Common themes across all, Evolving Theories such as Transactional Distance and Learner Autonomy (Moore, in Amundsen, pg. 62-63), Evolving Theories such as Communication and Learner Control (Garrison, 1985, in Amundsen, pg. 67), Evolving Theories such as Theory of Guided Didactic Conversation (Holmberg, in Amundsen, pg.64), Evolving Theories such as Reintegration of Teaching and Learning Acts (Keegan, 1990, in Amundsen, pg. 66), Evolving Theories such as Empathy Theory (Holmberg, 2003), pedagogy (Garrison, Anderson, & Archer, 2003, pg. 121) will now "harness potential of technology to enhance critical thinking" , Evolving Theories rooted in principles and values of present industrial society (Peters, 1983, in Amundsen), Transactional Distance and Learner Autonomy (Moore, in Amundsen, pg. 62-63) contributes to construction of meaning through reflection and discourse in "community of critical inquiry", Transactional Distance and Learner Autonomy (Moore, in Amundsen, pg. 62-63) contributes to Common themes across all, Multidimensional Definitions including Keegan (1990) in Holmberg (2003) p. 80 similarly says DE is:, Multidimensional Definitions including Simonson, et. al. agrees DE is, Multidimensional Definitions including Moore & Kearsley (2005, pg. 2) says DE is, Distance Education for Adults reflects Changing Understandings, Evolving Theories changes Multidimensional Definitions, Computer Mediated Conferencing creates qualitatively different "virtual classroom", 3 interacting elements (p116) are cognitive presence, 3 interacting elements (p116) are teaching presence, 3 interacting elements (p116) are social presence, Changing Understandings of structure, constructivist process via construction of meaning through reflection and discourse in "community of critical inquiry", Moore & Kearsley (2005, pg. 2) says DE is characterized by use of technologies for communication, Moore & Kearsley (2005, pg. 2) says DE is characterized by teacher-learner separation, Moore & Kearsley (2005, pg. 2) says DE is characterized by planned learning, Moore & Kearsley (2005, pg. 2) says DE is characterized by special admin. and organizational arrangements, Communication,("educational transaction") via technology for example media carries content, principles and values of present industrial society (Peters, 1983, in Amundsen) and what about other cultural paradigms?, qualitatively different "virtual classroom" characterized by construction of meaning through reflection and discourse in "community of critical inquiry", pedagogy (Garrison, Anderson, & Archer, 2003, pg. 121) is char. by 3 interacting elements (p116), Common themes across all include Communication,("educational transaction") via technology, Common themes across all include Primary focus is the process of LEARNING, Common themes across all include Teacher-Learner separate in time and space, Empathy Theory (Holmberg, 2003) contributes to construction of meaning through reflection and discourse in "community of critical inquiry", Empathy Theory (Holmberg, 2003) contributes to Common themes across all, special admin. and organizational arrangements example of structure, Changing Understandings of pedagogy (Garrison, Anderson, & Archer, 2003, pg. 121), 3 interacting elements (p116) result in construction of meaning through reflection and discourse in "community of critical inquiry", Keegan (1990) in Holmberg (2003) p. 80 similarly says DE is: characterized by not private, Keegan (1990) in Holmberg (2003) p. 80 similarly says DE is: characterized by use of media to unite Teacher and Learner, Keegan (1990) in Holmberg (2003) p. 80 similarly says DE is: characterized by media carries content, Keegan (1990) in Holmberg (2003) p. 80 similarly says DE is: characterized by two way conversation, Keegan (1990) in Holmberg (2003) p. 80 similarly says DE is: characterized by individuals, not groups, Keegan (1990) in Holmberg (2003) p. 80 similarly says DE is: characterized by teacher-learner separation, Holmberg (2003, pgs.79-86) adds technology allows one-way presentation to many, Holmberg (2003, pgs.79-86) adds technology allows peer group interaction, principles and values of present industrial society (Peters, 1983, in Amundsen) established paradigm for Multidimensional Definitions, what about other cultural paradigms? influencing meaning and choice of Computer Mediated Conferencing, what about other cultural paradigms? influencing meaning and choice of pedagogy (Garrison, Anderson, & Archer, 2003, pg. 121), Reintegration of Teaching and Learning Acts (Keegan, 1990, in Amundsen, pg. 66) contributes to construction of meaning through reflection and discourse in "community of critical inquiry", Reintegration of Teaching and Learning Acts (Keegan, 1990, in Amundsen, pg. 66) contributes to Common themes across all, Evolving Theories impacts Changing Understandings, Primary focus is the process of LEARNING understood as constructivist process, two way conversation reflected in Theory of Guided Didactic Conversation (Holmberg, in Amundsen, pg.64), Distance Education for Adults includes Evolving Theories, Holmberg (2003, pgs.79-86) disagrees with individuals, not groups, individuals, not groups however in some cultures, educations purpose or focus is in group or communal, not individual, learning