Paradigms and Frames for R&D in Distance Education: Toward Collaborative Electronic Learning
Walter Heinecke, University of Virginia, United States ; Kara Dawson, University of Florida, United States ; Jerry Willis, 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
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.
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).
© 2001 Association for the Advancement of Computing in Education (AACE)
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Virginia Fraser, Indiana University Southeast, United States; Joe Garofalo, University of Virginia, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3984–3992
Course Management Systems as Tools for the Creation of Online Learning Environments:Evaluation from a Social Constructivist Perspective and Implications for their Design
Marina Papastergiou, University of Thessaly, Greece
International Journal on E-Learning Vol. 5, No. 4 (October 2006) pp. 593–622
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.