Accepted author manuscript, 247 KB, PDF document
Research output: Contribution to conference - Without ISBN/ISSN › Conference paper › peer-review
Research output: Contribution to conference - Without ISBN/ISSN › Conference paper › peer-review
}
TY - CONF
T1 - Smart learning… a paradigm shift again?
T2 - International Conference on Educational Technology 2016
AU - Lee, Kyungmee
PY - 2016/4/20
Y1 - 2016/4/20
N2 - This paper will discuss the limitations of the philosophical and theoretical underpinnings of theincreasingly popular educational discourse of smart learning by analysing previously popular educational discourse about online education as a new learning paradigm in higher education. As often promoted in the literature or social documents, for smart learning to be an alternative to online learning—which is considered to be unsuccessful in improving current higher educational practices and shifting the learning paradigm to the one based on social constructivism—it is necessary to learn from the unsuccessful history of online education. In addition to conducting an analytic literature review of online education, the author conducted interviews with a group of learning designers (n=12) working at two online institutions (one in North America and one in the Asian Pacific region) to more closely investigate the discrepancies between the rhetorical paradigm shift discourse and the actual pedagogical practices of online education in higher education context.
AB - This paper will discuss the limitations of the philosophical and theoretical underpinnings of theincreasingly popular educational discourse of smart learning by analysing previously popular educational discourse about online education as a new learning paradigm in higher education. As often promoted in the literature or social documents, for smart learning to be an alternative to online learning—which is considered to be unsuccessful in improving current higher educational practices and shifting the learning paradigm to the one based on social constructivism—it is necessary to learn from the unsuccessful history of online education. In addition to conducting an analytic literature review of online education, the author conducted interviews with a group of learning designers (n=12) working at two online institutions (one in North America and one in the Asian Pacific region) to more closely investigate the discrepancies between the rhetorical paradigm shift discourse and the actual pedagogical practices of online education in higher education context.
M3 - Conference paper
Y2 - 20 April 2016
ER -