The prospects for e-learning revolution in education: A philosophical analysis

Educational Philosophy and Theory 40 (2):294–314 (2008)
If I lose my key in Canada, for instance, and I search for it in the United Kingdom, how long will I take to find it?   This paper argues that problems in education are caused by non-professional teachers who are employed when trained teachers move in search of promotion friendly activities or financially rewarding duties. This shift of focus means that policy makers in education act without adequate professional guidance. The problems in education, therefore, result from demands made on mainstream education based on misconceptions about what education can offer.   It is argued that the implementation of e-learning in education faces the risk of developing on the basis of unproven theories. This scenario increasingly sees the replacement of formal education activities in institutions of learning with non-formal and informal education practices. Given that the contents and influences of non-formal and informal education are not under the control of the teacher, the experiences that learners bring to education settings are increasingly difficult to manage. The paper proposes that by integrating e-learning in teacher education and rewarding 'good teaching', there is a potential for a successful e-learning revolution in education.
Keywords e‐Student  e‐Teacher  online‐methods in chemistry  online‐educational technology  online‐education content management  a‐Teacher  philosophy of online‐education  online‐education communications  administration of online‐education  psychology of online‐education  online‐teaching design
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DOI 10.1111/j.1469-5812.2007.00332.x
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Max Wertheimer (1946). Productive Thinking. Philosophical Review 55 (3):298-300.
Gottlob Frege (1964). The Basic Laws of Arithmetic. Berkeley: University of California Press.
John Foster (2001). Regulatities, Laws of Nature, and the Existance of God. Proceedings of the Aristotelian Society 101 (2):145–161.

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