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Paradigms and Frames for R&D in Distance Education: Toward Collaborative Electronic Learning
Article

, University of Virginia, United States ; , University of Florida, United States ; , Iowa State University, United States

IJET Volume 7, Number 3, ISSN 1077-9124 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This article investigates the relationship between paradigms of teaching and learning and models of distance education. The underlying premise of this article is that fundamental beliefs about the nature of reality (ontology), the nature of knowledge (epistemology), and the nature of how one comes to know (methodology) influences beliefs about teaching and learning and ultimately about models of distance education. The basic paradigms of post-positivism, interpretivism, and critical theory are reviewed. The relationship of these belief systems to distance education models is considered. Specifically, the influence these belief systems have on assumptions about education, planning, and efficiency and on instructional strategies are reviewed. Examples of distance education models that have developed from the three paradigms are also provided. The article proposes paradigm flexibility, leading to new opportunities for distance education.

Citation

Heinecke, W., Dawson, K. & Willis, J. (2001). Paradigms and Frames for R&D in Distance Education: Toward Collaborative Electronic Learning. International Journal of Educational Telecommunications, 7(3), 293-322. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved October 16, 2019 from .

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