This paper argues that philosophy matters more than platforms - and even learning object design - in effective online education. Much of the literature concerning quality, experiential learning and associated pedagogical issues for online learning falls short of examining the fundamental role of educational philosophy. While questions of platform and design are also relevant, they represent second order considerations in the overall scheme of effective learning. It seems likely that this gap helps to explain why meaningful online and e-learning pedagogies have not flourished or matured alongside the growth of online learning.
|Keywords:||Educational Philosophy, Effective Pedagogy|
Lecturer, History/Politics, School of Humanities, Communications and Social Sciences, Monash University Gippsland Campus, Churchill, Victoria, Australia
Lecturer, Community and Social Welfare, School of Humanities, Communications and Social Sciences, Monash University Gippsland Campus, Churchill, Victoria, Australia
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