Mr. Paulsen developed the theory of cooperative freedom from some of the perspectives mentioned above, including a group of Theories of Autonomy and Independence.
Seeing in the distance learners, adults and young students as independent, motivated and interested in controlling their own learning, regardless of their motivational orientation (motivation, goal-oriented, business-oriented or knowledge-oriented), Paulsen believes that for those is so vital to freedom and cooperation to be ticking loneliness resulting from the difficult access to a peer group of the major problems of distance students ( "education is an art cooperative and non-operational" - Houle, 1984)
Aware of the difficulty of reconciling individual freedom and cooperation, moreover exacerbated in the EAD by the distance between the elements of the educational group, Paulsen proposes the use of new communication technologies (audio conferencing, video conferencing and computer mediated communication) as they are, in their view, the best and means of facilitating cooperation in achieving distance is thus a system of distance education that combines individual freedom with group cooperation.
This theory considers that the most important features of the EAD are about 6 strands of Freedom: Time, Space, Rhythm of progression, Environment, Access and Curriculum must be taken into account by anyone planning a course of EAD-based CMC.
Sources:
1- http://www.nettskolen.com/forskning/21/hexagon.html
2- http://home.nki.no/morten/index.php/english-menu/online-journals/deosnews/52-deosnews-volume-3-number-2.html, DEOSNEWS Vol. 3 No. 2. ISSN 1062-9416.
Copyright 1993 DEOS - The Distance Education Online Symposium
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