Distance learning, commonly referred to as E-learning or online learning, has evolved with the advancement of technology and the diffusion of lifelong learning in modern life. Online learning cannot be fully appreciated without understanding the nature of technology as well as the mediation and remediation of the learning experience.
However, there have been few attempts to reflect how technology has been mediated and remediated to create the rhetoric of current online learning experiences. Even though student-centered learning has been continuously advocated in online learning, the learning and meaning making process has been based strongly on didactic education. Here, technology has been perceived only as a tool and mediation is just a unitary way of conveying learning information.
The primary purpose of this paper is to uncover the hidden assumptions of technology and the mediation of the online learning experience in higher education settings. The dominant assumptions have been taken for granted without any critical analysis of mediation. The second purpose of this paper is to see if those assumptions are appropriate to the current and even the future direction of online education. In order to do this, the author will review how distance learning evolved and what technology and media has been remediated for meaning making in the field of online learning. This historical review is expected to reveal the current issue that online learning has faced within its epistemological, pedagogical and technological debates.
|Keywords:||Remediation, Online Learning, Educational Technology|
Doctoral Student, University of Illinois at Urbana-Champaign, Champaign, IL, USA
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