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Theorists: Michael.G Moore Biography: Michael G. Moore was born on February 28, 1938.He became a Professor Emeritus of Education at Pennsylvania State University, and was named as “one of the 128 most important, influential, innovative and interesting thinkers on education of all time” (The aqq CRoutledge Encyclopedia of Educational Thinkers, 2016), Michael G. Moore is internationally recognized for establishing the scholarly study of distance education, nowadays widely referred to as e-learning and online learning, and for pioneering the practice of teaching online. In 1972 Michael Grahame Moore first published a theory about distance education, known as a theory of transactional distance, and since then has achieved many other notable “firsts” in this field. While teaching the first course in this subject at University of Wisconsin-Madison in the mid 1970’s he first proposed and helped establish the annual national conference there. Joining the faculty at Penn State in 1986, he established an American Centre for Study of Distance Education, the first sequence of taught graduate courses, one of the first online social networks (Distance Education Online Symposium) and the first American research journal (The American Journal of Distance Education). With numerous scholarly and teaching publications (including four editions of The Handbook of Distance Education and three of Distance Education: A Systems View ) — published in four languages — Moore also has down-to-earth practical knowledge of teaching and training in all technologies and for most client groups. Having led in conceptualizing Penn State’s World Campus in the mid 1990’s, his knowledge of online e-learning is derived from a decade of designing and teaching its courses. Education and Academic Carrere: Moore obtained a Bachelor’s of Science degree in economics from the University of London in 1959. Upon graduating he taught history and geography, as well as adult education courses. In 1963, Moore went to Africa as an education officer to assist with one colony’s transition to independence. During his seven year stay in Africa, he also taught at the University of East Africa, and worked in the Adult Education Department. In 1969 Moore began graduate studies at the University of Wisconsin-Madison, where he worked with Charles Wedemeyer as a research assistant. He received his Ph.D. from University of Wisconsin – Madison in 1973. In 1977, after 3 years as an Assistant Professor at St. Francis Xavier University in Nova Scotia, he returned to UK to work in academic and managerial roles at the Open University for eight years. In 1985 he came back to the US and began working as Professor of Education for Pennsylvania State University in the Department of Learning and Performance Systems. In the same year, he organized the First Annual Distance Education Conference in Madison, Wisconsin. In 1986, he established The American Center for Study of Distance Education, and in 1987, he began editing and publishing the first distance education journal in the US: The American Journal of Distance Education. In 1988 he organized the first American research symposium on distance education in the US. Moore’s (1973, 1983) theory of transactional distance broadened the horizon for the field and opened the way to conceptualizing distance as a variable that changes over time as an instructional session progresses. This implied that distance in education is a psychological construct as well as a geographic one. In his early studies as well as later explanations of the theory of transactional distance Moore (2013) stated that distance in education, or transactional distance, is a psychological construct that depends on three variables (“macro factors”) of dialog, structure and autonomy. Books: Distance Education: A Systems View, by Michael G. Moore Handbook of Distance Education, by Michael G. Moore. The Effects of Distance Learning, by Michael G. Moore The Unicorn Riders of the Orb, by Michael G. Moore

Publications: 1970 Survey of Fundamental Education in the Coast Province of Kenya. Nairobi, Kenya: Ministry of Cooperatives and Social Services. 142 pp. 1971 The Open School. Coauthored with C. Wedemeyer and C. Woods. Madison, WI: The Governor’s Commission on Education. 52 pp. 1972 Learner autonomy: The second dimension of independent learning. Convergence Fall: 76-88. 1973 Towards a theory of independent learning and teaching. Journal of Higher Education 44: 661-679. 1973 Speculations on a definition of independent study. In Proceedings of a Conference on Independent Learning. Vancouver, Canada: W.K. Kellogg Report No. 7. pp.25-41. ERIC #ED285573. 1975 Cognitive style and telemathic (distance) teaching. ICCE Newsletter 5(4): 3-10. 1976 A model of independent study. Chapter II in Investigation of the Interaction between the Cognitive Style of Field Independence and Attitudes to Independent Study among Adult Learners Who Use Correspondence Independent Study and Self Directed Independent Study. Doctoral dissertation, University of Wisconsin-Madison, Ann Arbor, University Microfilms No. 76-20, 127. 1977 A model of independent study. Epistolodidactica (United Kingdom) 1: 6-40. 1980 On a Theory of Independent Study. ZIFF Papiere No. 16. Hagen, West Germany: FernUniversitat. 27 pp. 1980 Continuing education and the assessment of learner needs. Teaching at a Distance 17: 26-29 (U.K.) 1980 Independent study. In R. Boyd and J. Apps, (eds.) Redefining the Discipline of Adult Education. San Francisco: Jossey-Bass, pp. 16-31. 1981 Educational telephone networks. Teaching at a Distance 19: 24-31 (U.K.). 1981 Needs assessment: A further comment. Teaching at a Distance 19: 52-59 (U.K.). 1981 Correspondence education in the light of a number of contemporary teaching models; a review. Distance Education 2(1): 91-97. 1983 On a theory of independent study. In D. Seward, D. Keegan, and B. Holmberg, (eds.). Distance Education: International Perspectives. London: Croom Helm, pp. 68-94. 1983 Self directed learning and distance education; ZIFF Papiere 48. Hagen, West Germany: Fernuniversitat. 33 pp. 1983 Counseling in teaching at a distance: A bibliography. Milton Keynes, U.K: Open University Regional Academic Services. 48 pp. ERIC #ED284534. 1983 Selected abstracted articles on counselling in Teaching at a Distance. Proceedings: Workshop on Counselling in Distance Education. pp. 65-85. Manchester: Open University. 1984 The individual adult learner. In M.Tight (ed.). Adult Learning and Education. London: Croom Helm, pp. 153-168. 1984 Education for adults: Concepts of adult education. 73 pp. Milton Keynes, U.K.: The Open University Press. 1984 The campus and the community. In Education for Adults: The Institutions. Milton Keynes, U.K.: Open University, pp. 23-43.

References:

Distance-educator.com •https://distance-educator.com/introduction-to-distance-education-theorists-and-theories-michael-g-moore/

michaelgmoore.com •http://michaelgmoore.com/a/ • American Journal of Distance Education http://www.ajde.com/editor.htm (retrieved October, 2022)

Moore, M. G. (1973). Towards a theory of independent learning and teaching. Journal of Higher Education, 44(9), 661-679. Moore, M. G. (1983). The individual adult learner. In M. Tight (Ed.), Adult learning and education (pp. 153–168). London: Croom Helm Moore, M. G. (2013). The theory of transactional distance. In M. G. Moore (Ed.) Handbook of distance education (3rd ed., pp. 66-85). New York, NY: Routledge.